Lesson Theme: Exploring the Unseen World of Germs
Lesson by Jess Hamlin
10/29/11
Grade Level: 2nd Grade
Time: 45 minutes
Materials and Preparation:
“The Sick Bug” By Suzie Basil, Illustrated by Shaun McCann
Power Point on germs
White paper
Sharpies
Water color
Paint brushes
Spray bottles - 3
Colored water – Red, Blue, Yellow (prepare before lesson)
Lesson Overview: The teacher will introduce germs and how they spread by reading “The Sick Bug” to the students. The teacher will reinforce the idea of how germs spread with the use of a power point slide. Students will then create a work of art that represents a germ-catching tissue. Students will draw their own germs on the white paper with sharpie and then be asked to paint them with water color. Once students are finished they will be given the opportunity to practice “sneezing” onto their “tissue” by pretending to sneeze while squeezing a squirt bottle with colored water (red, blue and yellow) onto their paper. This will also provide the teacher the opportunity to discuss color mixing and how different colors are created when the three colored sprays are mixed together on their artwork.
Visual Culture Component/Relevance: Students are exposed to their peer’s germs on a regular basis which often results in regular periods of sickness throughout their career at school. By discussing the concept of how germs spread, students may be more careful on a daily basis when it comes to washing hands, coughing and sneezing.
Virginia Standards of Learning:
ART SOLS
2.2 The student will incorporate unanticipated results of art-making into works of art
2.3 The student will use literary sources to generate ideas for works of art.
HEALTH SOLS
2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: c) Germs and diseases.
ENGLISH SOLS
2.9 The student will demonstrate comprehension of information in reference materials:
b) Use pictures and charts.
Lesson Objectives:
Students Will:
· Incorporate unanticipated results of art-making by simulating sneezing with colored water onto their “tissue”.
· Utilize “The Sick Bug” to generate ideas for their works of art.
· Describe germs and their influences and impacts on health and wellness.
· Demonstrate comprehension of information about germs by referring to images provided in the power point.
Vocabulary Words for Visual Analysis: Germs, Contagious, Microscopic, Primary Colors, Mixing
Historical/Cultural Information: There have been various epidemics and plagues (the black plague) throughout history that resulted due to improper hygiene and spreading of germs.
Image/Artist Description:
“The Sick Bug” By Susie Brazil, Illustrated by Shawn McCann
“When she doesn't feel well, Tess's imagination runs wild after her Mom tells her she is sick with "a bug." The fun escalates when Tess and Mom ponder what "sick bugs" look like, where they come from and, most importantly, when Tess's sick bug will go home. “
(From: http://thesickbug.com/)
Questioning Strategies:
What is another name for sick bugs? (Germs)
How do we get them? (From other people who touch us, breathe/sneeze on us, or from touching things they have touched- show students power point)
What can we do to protect ourselves from them? (Wash our hands and keep our own hands out of our mouths)
What should we do when we need to sneeze or cough? (Cover our mouth with a tissue)
Lesson Procedures:
· The teacher will read the students the book “The Sick Bug” by Susan Brazil. (5 mins.)
· The teacher will ask students questions related to getting sick from germs. (Refer to Questioning strategies)
· The teacher will show the students images that represent the process of picking up/catching a germ. The teacher will ask students to discuss how they can prevent catching and spread germs. (Refer to questioning strategies) (5 mins.)
· The teacher will provide each student with a piece of white paper and inform the students that they will be practicing catching germs in their “tissue”.
· The teacher will demonstrate drawing germs on his/her tissue. (2 mins.)
· The students will be provided with sharpies and instructed to draw their own collection of “sick bugs”. (10 mins.)
· The students will be provided with watercolors and brushes and instructed to paint only their bugs.
· While students are painting the teacher will come around to each table and allow the students to practice “sneezing” on their “tissue” with spray bottles that contain colored water. (18 mins.)
· The students will be asked to pose with their work so that the teacher may get a picture of them.
· The students will be asked to put their work on the drying rack and line up in front of the door. (5 mins.)
See student work examples in top picture bar.
Evaluation:
· Did the student simulating sneezing with colored water onto their “tissue”?
· Did the student utilize “The Sick Bug” to generate ideas for their works of art?
· Did the student describe germs and their influences and impact on health by participating in group discussion?
· Did the student demonstrate comprehension of information about germs by referring to images provided in the power point?
Resources:
http://thesickbug.com/
http://kidshealth.org/kid/talk/qa/germs.html
http://www.cdc.gov/handwashing/
Special Populations:
· Encourage and give assistance
· Divide lengthy assignments into chunks or simplifying instruction
· Seat student near teacher while giving instruction
· Actively engage them in class discussion and participation
· Use body language while giving instruction
· Demonstrate techniques and media
10/29/11
Grade Level: 2nd Grade
Time: 45 minutes
Materials and Preparation:
“The Sick Bug” By Suzie Basil, Illustrated by Shaun McCann
Power Point on germs
White paper
Sharpies
Water color
Paint brushes
Spray bottles - 3
Colored water – Red, Blue, Yellow (prepare before lesson)
Lesson Overview: The teacher will introduce germs and how they spread by reading “The Sick Bug” to the students. The teacher will reinforce the idea of how germs spread with the use of a power point slide. Students will then create a work of art that represents a germ-catching tissue. Students will draw their own germs on the white paper with sharpie and then be asked to paint them with water color. Once students are finished they will be given the opportunity to practice “sneezing” onto their “tissue” by pretending to sneeze while squeezing a squirt bottle with colored water (red, blue and yellow) onto their paper. This will also provide the teacher the opportunity to discuss color mixing and how different colors are created when the three colored sprays are mixed together on their artwork.
Visual Culture Component/Relevance: Students are exposed to their peer’s germs on a regular basis which often results in regular periods of sickness throughout their career at school. By discussing the concept of how germs spread, students may be more careful on a daily basis when it comes to washing hands, coughing and sneezing.
Virginia Standards of Learning:
ART SOLS
2.2 The student will incorporate unanticipated results of art-making into works of art
2.3 The student will use literary sources to generate ideas for works of art.
HEALTH SOLS
2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: c) Germs and diseases.
ENGLISH SOLS
2.9 The student will demonstrate comprehension of information in reference materials:
b) Use pictures and charts.
Lesson Objectives:
Students Will:
· Incorporate unanticipated results of art-making by simulating sneezing with colored water onto their “tissue”.
· Utilize “The Sick Bug” to generate ideas for their works of art.
· Describe germs and their influences and impacts on health and wellness.
· Demonstrate comprehension of information about germs by referring to images provided in the power point.
Vocabulary Words for Visual Analysis: Germs, Contagious, Microscopic, Primary Colors, Mixing
Historical/Cultural Information: There have been various epidemics and plagues (the black plague) throughout history that resulted due to improper hygiene and spreading of germs.
Image/Artist Description:
“The Sick Bug” By Susie Brazil, Illustrated by Shawn McCann
“When she doesn't feel well, Tess's imagination runs wild after her Mom tells her she is sick with "a bug." The fun escalates when Tess and Mom ponder what "sick bugs" look like, where they come from and, most importantly, when Tess's sick bug will go home. “
(From: http://thesickbug.com/)
Questioning Strategies:
What is another name for sick bugs? (Germs)
How do we get them? (From other people who touch us, breathe/sneeze on us, or from touching things they have touched- show students power point)
What can we do to protect ourselves from them? (Wash our hands and keep our own hands out of our mouths)
What should we do when we need to sneeze or cough? (Cover our mouth with a tissue)
Lesson Procedures:
· The teacher will read the students the book “The Sick Bug” by Susan Brazil. (5 mins.)
· The teacher will ask students questions related to getting sick from germs. (Refer to Questioning strategies)
· The teacher will show the students images that represent the process of picking up/catching a germ. The teacher will ask students to discuss how they can prevent catching and spread germs. (Refer to questioning strategies) (5 mins.)
· The teacher will provide each student with a piece of white paper and inform the students that they will be practicing catching germs in their “tissue”.
· The teacher will demonstrate drawing germs on his/her tissue. (2 mins.)
· The students will be provided with sharpies and instructed to draw their own collection of “sick bugs”. (10 mins.)
· The students will be provided with watercolors and brushes and instructed to paint only their bugs.
· While students are painting the teacher will come around to each table and allow the students to practice “sneezing” on their “tissue” with spray bottles that contain colored water. (18 mins.)
· The students will be asked to pose with their work so that the teacher may get a picture of them.
· The students will be asked to put their work on the drying rack and line up in front of the door. (5 mins.)
See student work examples in top picture bar.
Evaluation:
· Did the student simulating sneezing with colored water onto their “tissue”?
· Did the student utilize “The Sick Bug” to generate ideas for their works of art?
· Did the student describe germs and their influences and impact on health by participating in group discussion?
· Did the student demonstrate comprehension of information about germs by referring to images provided in the power point?
Resources:
http://thesickbug.com/
http://kidshealth.org/kid/talk/qa/germs.html
http://www.cdc.gov/handwashing/
Special Populations:
· Encourage and give assistance
· Divide lengthy assignments into chunks or simplifying instruction
· Seat student near teacher while giving instruction
· Actively engage them in class discussion and participation
· Use body language while giving instruction
· Demonstrate techniques and media
Lesson shared with permission from the author