Running head: SCIENCE AND HEALTH MINI-LESSON PLAN 1 SCIENCE AND HEALTH MINI-LESSON PLAN 6 Clinical Field Experience C: Science and Health Mini-Lesson Plan Name Institutional Affiliation Clinical Field Experience C: Science and Health Mini-Lesson Plan Part 1: Science and Health Mini-Lesson Plan Science and health standard: P-LS1-2. Planning and investigating the manner in which common animals and/ or plants use parts of their bodies to survive in their habitats (New York State Education Department, 2019). Aspects of emphasis include: correlations between living and physical environment, and how people interact with the physical environment to increase survivorship. Grade level: 2 1-2 learning objectives: · To identify and name different body parts of common plants and animals, and how the body parts are used to support the survival and life processes of identified plants and animals. · To understand different ways through which plants and animals especially humans relate with their physical environment to increase survivorship and care for the environment. Instructional strategy: Description of different body parts of plants and animals using text, paper charts, and videos. Introduction and explanation of relevant vocabulary that relate to the physical environment and the plants and animals under study. The teacher will ask and answer questions. Students will be grouped and given an opportunity to discuss and tell stories of the body parts and functions that they are familiar with. Description of the learning activity that successfully integrates science and health (100-150 words): The learning activities that integrate science and health is the use of charts and audiovisual devices to illustrate to students the names of different body parts of plants and animals. By observing different activities that people engage in such as planting of trees, and the functions of parts of trees such as leaves and roots, students will be able to relate positive environmental outcomes associated with planting of trees. It will then be easy for them to understand why engaging in appropriate environmental and hygienic activities contribute to good health and high survivorship of humans and other animals. Students will also be placed in groups and allowed to demonstrate activities that contribute to good health and hygienic environment among themselves. Students will also narrate stories about their day-to-day activities on the environment and how such activities contribute to good health. Formative assessment: Verbal questions, group work, written questions, drawing assignments, and think-pair-share in which the teacher asks questions, students write down the answers and allowed to discuss their answers in groups. Part 3: Reflection How Students’ Data Supports Instructional Strategies and Learning Needs Data on students’ performance, competencies, and demographics supports the developed instruction since the data serves as a ...

1. Running head: SCIENCE AND HEALTH MINI-LESSON PLAN
1
SCIENCE AND HEALTH MINI-LESSON PLAN 6
Clinical Field Experience C: Science and Health Mini-Lesson
Plan
Name
Institutional Affiliation
Clinical Field Experience C: Science and Health Mini-Lesson
Plan
Part 1: Science and Health Mini-Lesson Plan
Science and health standard: P-LS1-2. Planning and
investigating the manner in which common animals and/ or
plants use parts of their bodies to survive in their habitats (New
York State Education Department, 2019). Aspects of emphasis
include: correlations between living and physical environment,

2. and how people interact with the physical environment to
increase survivorship.
Grade level: 2
1-2 learning objectives:
· To identify and name different body parts of common plants
and animals, and how the body parts are used to support the
survival and life processes of identified plants and animals.
· To understand different ways through which plants and
animals especially humans relate with their physical
environment to increase survivorship and care for the
environment.
Instructional strategy:
Description of different body parts of plants and animals using
text, paper charts, and videos. Introduction and explanation of
relevant vocabulary that relate to the physical environment and
the plants and animals under study. The teacher will ask and
answer questions. Students will be grouped and given an
opportunity to discuss and tell stories of the body parts and
functions that they are familiar with.
Description of the learning activity that successfully integrates
science and health (100-150 words):
The learning activities that integrate science and health is the
use of charts and audiovisual devices to illustrate to students
the names of different body parts of plants and animals. By
observing different activities that people engage in such as
planting of trees, and the functions of parts of trees such as
leaves and roots, students will be able to relate positive
environmental outcomes associated with planting of trees. It
will then be easy for them to understand why engaging in
appropriate environmental and hygienic activities contribute to
good health and high survivorship of humans and other animals.
Students will also be placed in groups and allowed to
demonstrate activities that contribute to good health and
hygienic environment among themselves. Students will also

3. narrate stories about their day-to-day activities on the
environment and how such activities contribute to good health.
Formative assessment: Verbal questions, group work, written
questions, drawing assignments, and think-pair-share in which
the teacher asks questions, students write down the answers and
allowed to discuss their answers in groups.
Part 3: Reflection
How Students’ Data Supports Instructional Strategies and
Learning Needs
Data on students’ performance, competencies, and
demographics supports the developed instruction since the data
serves as a reference material that guides instructional
strategies applied by teachers. The curriculum and state
education standards have guidelines that offer examples of
teaching strategies that can be applied in a variety of settings.
With an elaborate knowledge of students’ data, teachers can be
able to choose the right instructional strategies and resources
that suits students with diverse needs (Afriana, Permanasari &
Fitriani, 2016). From the data, teachers can select, differentiate,
and apply suitable learning strategies and equipment so that
each selected strategy will appropriately suit each student’s
social, physical, and mental abilities thereby increasing the
effectiveness of knowledge-transfer processes.
Modifications that Supported the Learning Outcomes
Students have different mental and physical abilities so that not
all learning strategies and resources are suitable for them. As
such, modification of instructional strategies and equipment was
necessary. For students with poor visibility and slow readers,
audio-enabled electronic versions of the books were made

4. available in each computer for each group. The texts and parts
of objects were highlighted as they were read out to help
struggling students not to get lost and to improve their reading
skills. Furthermore, the classroom had to be rearranged during
group discussion sessions so that each group consisted of
students with varying levels of academic competencies to ensure
that there was a competent student in each group who would
offer help and guidance to struggling students in the groups
(Westwood, 2018). Demonstrations of how trees are planted was
done in bucket models of the ground in the classroom due to
time limitation while sweeping and moping was avoided due to
possible allergic reactions hence were demonstrated in videos.
Ethical Considerations
The main ethical consideration that needs to be observed is
privacy and confidentiality of students’ learning and personal
data. The teacher is supposed to handle and use students’
personal information discreetly by not sharing with the
information with fellow teachers and other third parties unless
if doing so would benefit the students or their families. Keeping
private students’ information helps avoid humiliation and
embarrassments that students can experience in the class or out
of the school settings, which can induce emotional,
psychological, and social inefficiency and ineffectiveness
(Westwood, 2018). Furthermore, the teacher is not supposed to
use students’ data to give examples to the class or to mention
such information when punishing and awarding unruly and
hardworking students respectively as this may lower the dignity
of the students’ and their family members. This can cause social
problems and low motivation on the part of the student, which
can destroy students’ motivation for learning and respect to the
teacher.

5. References
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project
based learning integrated to stem to enhance elementary
school's students scientific literacy. Jurnal Pendidikan IPA
Indonesia, 5(2), 261-267.
New York State Education Department. (2019). New York state
P-12 science learning standards. NYSED. Retrieved from
http://www.nysed.gov/common/nysed/files/programs
/curriculum-instruction/p-12-science-learning-
standards.pdf
Westwood, P. (2018). Inclusive and adaptive teaching: Meeting
the challenge of diversity in the classroom (2nd ed.). New
York: Routledge.
Running head: SCIENCE AND HEALTH MINI
-
LESSON PLAN
1
Clinical Field Experience C:
Science and Health
Mini
-
Lesson Plan

6. Name
Institutional Affiliation
Running head: SCIENCE AND HEALTH MINI-LESSON PLAN
1
Clinical Field Experience C: Science and Health Mini-Lesson
Plan
Name
Institutional Affiliation