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Five-Step Lesson Plan Template
Corps
Member:
Lauren
Bloom
Lesson
Plan Date:
10/3/11
FIVE-STEP LESSON PLAN TEMPLATE
OBJECTIVE.
KEY POINTS.
What is your objective?
What knowledge and skills are embedded in the objective?
SWBAT describe the components of a vaccine,
explain how it creates immunity and analyze how
vaccines act on the body.
KP1: A vaccine is a prepared substance that,
when injected, improves the immunity of the
body to a particular disease. (WHAT)
KP2: The components of a vaccine are
normally either a weakened virus, a dead
virus or a weakened pathogen. (WHAT)
VISION-SETTING
KP3: In response to the vaccine, the
following occurs to create immunity: (HOW)
1) White blood cells produce antibodies in
response to the pathogen (the vaccine)
2) Building up these antibodies helps the
body “remember” the specific pathogen so
that the body’s immune system can more
easily destroy such pathogens in the future.
KP4: Examining how vaccines act on the
body is accomplished by: (HOW)
1) Identifying the component and
pathogen/virus of the vaccine
2) Determining what antibodies are formed
as a result
3) Investigating the effects on the body
when an antibody is formed
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
1. A part of the Hepatitis B virus is synthesized in the laboratory. This viral particle can be identified by
the immune system as a foreign material but the viral particle is not capable of causing disease.
Immediately after this viral particle is injected into a human it
(1) stimulates the production of enzymes that are able to digest the Hepatitis B virus
(2) triggers the formation of antibodies that protect against the Hepatitis B virus
(3) synthesizes specific hormones that provide immunity against the Hepatitis B virus
(4) breaks down key receptor molecules so that the Hepatitis B virus can enter body cells
2. Vaccinations help prepare the body to fight invasions of a specific pathogen by
(1) inhibiting antigen production
(3) inhibiting white blood cell production
(2) stimulating antibody production
(4) stimulating red blood cell production
Base your answers to questions 3 and 4 on the table below and on your knowledge of biology.
3. None of these volunteers ever had chicken pox. After the injection, there would likely be antibodies
to chicken pox in the bloodstream of
Five-Step Lesson Plan Template
(1) volunteers A and D, only
(3) volunteer C
(2) volunteers A, B, and D
(4) volunteer D, only
4. Volunteers A, B, and D underwent a procedure known as
(1) cloning
(2) vaccination
(3) electrophoresis
(4) chromatography
5. Smallpox is a disease caused by a specific virus, while the common cold can be caused by over 100
different viruses. Explain why it is possible to develop a vaccine to prevent smallpox, but it is difficult to
develop a vaccine to prevent the common cold. In your answer be sure to:
• identify the substance in a vaccine that makes the vaccine effective [1]
• explain the relationship between a vaccine and white blood cell activity [1]
• explain why the response of the immune system to a vaccine is specific [1]
• state one reason why it would be difficult to develop a vaccine to be used against the common cold [1]
Base your answers to questions 1 through 3 on the information below and on your knowledge of
biology.
Vaccines play an important role in the ability of the body to resist certain diseases.
1. Describe the contents of a vaccine. [1] ________________________________________________
2. Identify the system in the body that is most directly affected by a vaccination. [1]
__________________
3. Explain how a vaccination results in the long-term ability of the body to resist disease. [1]
__________________________________________________________________________________
___
4. Vaccinations help prepare the body to fight invasions of a specific pathogen by
(1) inhibiting antigen production
(2) stimulating antibody production
(3) inhibiting white blood cell production
(4) stimulating red blood cell production
5. Which activity would stimulate the human immune system to provide protection against an invasion
by a microbe?
(1) receiving antibiotic injections after surgery
(2) choosing a well-balanced diet and following it
throughout life
(3) being vaccinated against chicken pox
(4) receiving hormones contained in mother’s milk
while nursing
DETERMINING METHODS
4. OPENING (5 min.)
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest?
DNA:
Investment Builder:
21 million Americans can't read at all, 45 million are marginally
illiterate and one-fifth of high school graduates can't read their
diplomas.
What do you think about this statement? Does it make you angry,
sad, fired-up? Why?
MATERIALS
Five-Step Lesson Plan Template
Agenda:
1) DNA
2) New Material: Guided Notes and Graphic Organizer
3) Making a Vaccine Brochure
4) Exit Ticket
3. INTRODUCTION OF NEW MATERIAL (15 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will
students interact with the material? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
Introduction to what a vaccine is (Guided Notes):
KP1: A vaccine is a prepared substance that, when injected, improves the
immunity of the body to a particular disease. (WHAT)
KP2: The components of a vaccine are normally either a weakened virus, a dead
virus or a weakened pathogen.(WHAT)
Vaccination is the way to stimulate a person’s adaptive immunity to a particular
disease.
Vaccines contain a small amount of weak or dead viruses or bacteria. This
material is then introduced to the body.
In a sense, the body is given a sneak preview of the virus, bacteria, or
pathogen, so it can react and begin to build up in advance an immunity to that
particular pathogen. Vaccines can be injected, taken by mouth, or even put
into the air in an aerosol or powder.
Graphic Organizer:
KP3: In response to the vaccine, the following occurs to create immunity: (HOW)
1) White blood cells produce antibodies in response to the pathogen (the
vaccine)
2) Building up these antibodies helps the body “remember” the specific
pathogen so that the body’s immune system can more easily destroy such
pathogens in the future.
Virus/Pathogen
Measles
Vaccine
MMR
Antibody
Body’s
Response
White blood cells
produce these in
response to
measles
Body remembers
the virus and has
the antibodies to
fight it in the
future.
CFU:
Can someone in their own words explain to me what a vaccine is?
(if prompting is needed…)
What is in a vaccine?
What do white blood cells make in response to the vaccine?
How does that prevent us from getting the virus?
KP4: Examining how vaccines act on the body is accomplished by: (HOW)
Five-Step Lesson Plan Template
1) Identifying the component and pathogen/virus of the vaccine
2) Determining what antibodies are formed as a result
3) Investigating the effects on the body when an antibody is formed
Example:
Call on students to come up and write in the correct answers on the posterboard:
Measles is a disease caused by a specific virus, while the common cold can be caused
by over 100 different viruses. Explain why it is possible to develop a vaccine to prevent
smallpox, but it is difficult to develop a vaccine to prevent the common cold.
How do we figure this out?
1) Identify the component of the vaccine that will make it effective:
Weakened measles virus
2) Explain what is being formed as a result of receiving a vaccine (think of what
white blood cells are doing).
The vaccine has a weakened measles virus in it. The white blood cells recognize
the virus and form antibodies to fight it.
3) Explain why the immune system’s response is important and specific to
measles:
Having antibodies in your system that will fight measles will prevent you from
getting measles in the future if you are infected. These antibodies are only
specific to the ONE measles virus.
4) Find a reason why you cannot develop a vaccine against the common cold.
Since a common cold has 100 different viruses, a vaccine cannot be made to
make one specific antibody to one specific virus. There are too many viruses to
be able to get a vaccine that will form antibodies for each one.
2. GUIDED PRACTICE (25 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard? 
How/when will you monitor performance to check for understanding? How will you address
misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
Brochure Writing (12 min):
In groups of two-four, the students will make a brochure that can be placed in a
doctor’s office explaining why you should receive a certain vaccine. This brochure will
be folded for them already. They will be given explicit instructions on what parts of the
brochure to put on each fold. For example:
“On the front of the brochure on the front fold, make an appealing title saying
‘Understanding the HPV Vaccine’”.
“On the inside fold of the front cover, write about what HPV is”
Here is an example brochure regarding HPV that I will have printed out and ready to
show to the students:
http://www.arhp.org/uploadDocs/UnderstandingHPVVaccine.pdf
I will have information about the HPV vaccine that is currently being given to young
women and men:
Brochures for Patients
Markers,
crayons, etc.
Five-Step Lesson Plan Template
Understanding the HPV Vaccine
(Spanish version coming soon)
HPV stands for Human PapillomaVirus.
HPV is very common. Most people who have sex will
develop an HPV infection at some point in their lives.
There are more than 100 different types of HPV. Some
types can cause genital warts, and about 15 types can
cause cervical cancer.
Most people who get HPV do not even know it. Often,
they find out they have HPV only if they get genital warts
or their health care provider diagnoses the infection
through a Pap test or HPV test.
In healthy people, most HPV infections will go away on
their own within 6 to 24 months. There is no treatment
for an HPV infection itself.
Rarely, women are infected with certain types of HPV,
particularly types 16 or 18, which may linger and cause
precancer changes or cancer in the cervix.
The Pap and HPV tests can find abnormal cells caused by
HPV, so these cells can be removed before they become
cancer cells.
An HPV vaccine is now available that can prevent some
of the most common types of HPV. It may lessen your
risk of all three problems caused by HPV: cervical cancer,
precancer, and genital warts.
How Does a Person Get HPV?
HPV spreads from one person to another by skin-to-skin
contact in the genital area.
HPV can spread through vaginal, anal, and oral sex.
Five-Step Lesson Plan Template
In each group’s brochure, I want to see these points of information:
1) What HPV is and who should get vaccinated against it
2) What is in the HPV vaccine and how vaccines work
3) Why the vaccine won’t infect the patient with the virus
4) How the vaccine prevents people from getting HPV in the future by
speaking on the immune system (HOW DOES THIS VACCINE WORK?)
During this activity, groups will:
1) Have a designated “artist”, “writer”, “idea drafter” and “presenter”
2) Stay on task
3) Talk in the yellow zone
4) Not leave their seats
5) Work in the groups assigned
During this activity, I will:
1) Monitor progress by walking around
2) Provide students with more information if necessary
3) Coach and correct
4) Keep students on task
*After 10 minutes, I will give one group the opportunity to share and
present their brochure to the class. (2 min)
Guided Practice Answering Key Points 3 and 4 Regarding HPV:
Modified Round Robin (13 min)
On posters, I will have the following questions based on the brochures and
information learned about HPV placed in four corners:
KP3/KP4:
1) What is in the HPV vaccine?
2) What do white blood cells make when injected with an HPV vaccine?
3) What do antibodies prevent?
4) How does getting this vaccine keep us from getting HPV in the future?
Expectations for Activity: (2 min)
1) You must stay with your group
2) All group members will stay on task and contribute to the poster
Five-Step Lesson Plan Template
3) You will talk in the “yellow zone”
4) You will move promptly when I say SWITCH
5) You will not be pushing or touching other students
Activity (7 min)
1. There will be four posters set up around the room with different problems on it
2. The class will be divided into fours by colleges, and will be sent to a poster each
3. Each team gets 4 minutes to answer the question(s) on their poster as a team
4. Then when I say SWITCH they go on to the next poster
5. They spend 1 minutes at each poster afterwards (every time I saw switch) to check
the previous group’s work and make any corrections.
6. Each group gets a different colored marker so we can see which group fixed
mistakes.
We will spend 4 minutes going through the answers to the posters and checking the
answers. If some are wrong, I will coach the class through common issues and simple
mistakes. They will receive a scientist star for coaching me through the answer.
During this activity, I will be:
Walking around the posters to CFU
Coach students through problems
Monitor behavioral issues
1. INDEPENDENT PRACTICE (10 min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment? 
When and how would you intervene to support this practice? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
Exit Ticket:
1. A part of the Hepatitis B virus is synthesized in the laboratory. This viral particle can
be identified by the immune system as a foreign material but the viral particle is not
capable of causing disease. Immediately after this viral particle is injected into a
human it
(1) stimulates the production of enzymes that are able to digest the Hepatitis B
virus
(2) triggers the formation of antibodies that protect against the Hepatitis B virus
(3) synthesizes specific hormones that provide immunity against the Hepatitis
B virus
(4) breaks down key receptor molecules so that the Hepatitis B virus can enter
body cells
2. Vaccinations help prepare the body to fight invasions of a specific pathogen by
(1) inhibiting antigen production
(3) inhibiting white blood cell production
production
(2) stimulating antibody production
(4) stimulating red blood cell
Base your answers to questions 3 and 4 on the table below and on your knowledge of
biology.
Five-Step Lesson Plan Template
3. None of these volunteers ever had chicken pox. After the injection, there would likely
be antibodies to chicken pox in the bloodstream of
(1) volunteers A and D, only
(2) volunteers A, B, and D
(3) volunteer C
(4) volunteer D, only
4. Volunteers A, B, and D underwent a procedure known as
(1) cloning
(2) vaccination
(3) electrophoresis
(4) chromatography
5. Smallpox is a disease caused by a specific virus, while the common cold can be
caused by over 100 different viruses. Explain why it is possible to develop a vaccine to
prevent smallpox, but it is difficult to develop a vaccine to prevent the common cold. In
your answer be sure to:
• identify the substance in a vaccine that makes the vaccine effective [1]
• explain the relationship between a vaccine and white blood cell activity [1]
• explain why the response of the immune system to a vaccine is specific [1]
• state one reason why it would be difficult to develop a vaccine to be used against the
common cold [1]
Base your answers to questions 1 through 3 on the information below and on your
knowledge of biology.
Vaccines play an important role in the ability of the body to resist certain diseases.
1. Describe the contents of a vaccine. [1]
________________________________________________
2. Identify the system in the body that is most directly affected by a vaccination. [1]
__________________
3. Explain how a vaccination results in the long-term ability of the body to resist
disease. [1]
_____________________________________________________________________
________________
4. Vaccinations help prepare the body to fight invasions of a specific pathogen by
(1) inhibiting antigen production
(2) stimulating antibody production
(3) inhibiting white blood cell production
(4) stimulating red blood cell
production
5. Which activity would stimulate the human immune system to provide protection
against an invasion by a microbe?
(1) receiving antibiotic injections after surgery
(2) choosing a well-balanced diet and
following it throughout life
(3) being vaccinated against chicken pox
(4) receiving hormones contained in
mother’s milk while nursing
Lesson Assessment: Once students have had an opportunity to practice independently, how will
they attempt to demonstrate mastery of the knowledge/skills required of the objective? 
Five-Step Lesson Plan Template
SEE ABOVE UNDER INDEPENDENT PRACTICE
5. CLOSING (5 min.)
How will students summarize and state the significance of what they learned? 
Why will students be engaged? 
RAFT Activity:
Role: Doctor
Audience: 12 year old girl’s parents
Format: Text Message
Topic: Why her daughter should get an HPV vaccine
*I will pick one-two students to share out.
REINFORCE
MENT
Wrap up the Objective and Discuss if it was Mastered
Did we achieve our objectives? Any last questions?
HOMEWORK (if appropriate). How will students practice what they learned? 