Meghan Church Understanding By Design Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) Stage

e 1 Desired Results Content Standard(s): Understand human body systems and how they are essential for life: protection, movement and support. 3.L.1 Understanding (s)/goals Essential Question(s): Students will understand that: Why do we need these how human body systems work different systems? and how they are essential for What are the different life as well as the movements systems? and support that they help Do all these systems work with. together? How? Why are the structures and functions important to us? Student objectives (outcomes): Students will know and be able to: look at the body and name the different systems and explain what they do and how they function they will also know the different body systems and what they consist of such as organs, and the names of them. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Create a "my body" poster Vocabulary test Work in small groups to Quiz on each system research one system and then Worksheets will discuss with the whole class and share trace each others body on big paper and then represent the body system they are using with what organs go along with it Stage 3 Learning Plan Learning Activities: Read the book Magic School bus Create a respiratory system to help understand how the system works Write about what they have learned and what each system consist of off their researching Design a body template by tracing each other and putting what body parts go with their systems they are researching

INDIRECT INSTRUCTION LESSON PLAN TEMPLATE

Grade Level/Subject: 3rd Grade Science Topic: Competency Goal Functions of Bones 4.02 NCSCOS Standard 4.02 Describe several functions of bones: and Objective Support. Protection.
Locomotion Performance Students will complete a short story describing one specific function of the skeletal system.

Instructional Objective

Conditions Individual Criteria-The story will contain accurate content, connection to real-life examples, correct grammar, neatness, and creativity (i.e. Did the student use different examples?). None are needed Skeletal System, support, locomotion, protection Computer in classroom, computer lab, library access, poster board, magazines, craft items. Content and Strategies I will ask the children to stand up next to their desks. I will then ask them to walk around the room, while making different movements (i.e. high stepping, bending at waist, clapping hands, etc.). Finally, I will request that the students thump their chest. Students will return to their desk. I will have a brief discussion about questions like What makes it possible for you to do that? and Why can you do these things without getting hurt? I will transition by telling them that all of our movement is possible because of the skeletal system. Students will also get a 2-dimensional skeleton and have the opportunity to manipulate it. I will ask students to determine, record, and describe several activities that their skeletal system makes

Prerequisite Knowledge and Skills Key Terms and Vocabulary Materials Engage (5 minutes)

Explore (20 minutes)

Explain (20 minutes)

Elaborate (20 minutes)

possible. I will also have them to make conjectures about how the actual activity takes places (i.e. moveable joints, other body parts, etc.). The students will also be required to hypothesize about what might happen without the skeletal system, what impact that would have on the activities they are writing about. CFU: I will ask students, Why are the activities that you have recorded important? And What do you believe is the function of the skeletal system? I will write the words protection, support and locomotion on the board and for each word, I will ask students to write down their idea of a definition of the words. Students will then discuss their definition in groups of 3-4 students and come to a shared definition. Students will then share those definitions with one another. Using PowerPoint, I will have a table made that has protection, support and locomotion as the column headings. I will then ask students, Where would you place the activities that you listed earlier? I will write the activity under the decided upon word. After each word, I will CFU by having students give me an example of each word. I will address misunderstandings by questioning or giving brief parts of understanding. I will then present three Power Point slides about the functions of the skeletal system. There will be one slide for support, protection and locomotion. I will ask the students what they learned today that they had not already known and will also ask what they would still like to learn. I will record these thoughts on a large paper, so we can revisit them later. The students will be asked to select one of the discussed functions of the skeletal system and write a short story about what life would be like if that function didnt exist. For example, if our skeletal system didnt protect us, what might happen? As a whole class we will begin by brainstorming some ideas together that I will list on the board. The list will be generated by asking students, what would happen if we did not have a skeletal system? After 3-5 minutes of brainstorming, students will begin writing. While they are working, I will ask individual students to tell me what they are writing about. For students struggling to get started I will pose questions, such as, What would happen if we didnt have a skeletal system? What be the impact of that on your life?

For students who are progressing I will ask them, Can you summarize what youre writing about? Evaluate (Two class periods o 30-40 minutes for presentation of projects) Formative assessment will be done throughout the lesson as I ask questions while moving about the room during the initial activity and during the time allotted for completion of the story. I will ask questions like Why did you select that particular function? , Do you feel one function is more important than another?, and Explain what protection/support/locomotion means.(CFU) Summative assessment will focus on the story. The story will contain accurate content, connection to real-life examples, correct grammar, neatness, and creativity (i.e. Did the student use different examples?). Stories will be scored with a rubric that includes all of those criteria. During the Explore phase I will attend to students who are struggling by helping them manipulate the skeleton and asking them, What is the skeleton doing? What do you think makes your skeleton move? During the Elaborate phase, I will ask students questions (listed above) who are struggling to get started. For students who finish early, I will have them share their stories with others who are done.

Plans for Individual Differences

Teacher: Meghan Church Assistant: _______________ Observer:______________

BASIC LESSON PLAN FORMAT

Grade: 3rd Subject/Content Area(s): Science NCSCOS Goal(s): Structures and Functions of living organisms NCSCOS Objective(s): 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support

Lesson Objective: This is what you have decided you want them to learn. You have to decide this first before you can develop ANY part of your lesson. If your NCSCOS objective is for them to learn about the civil war, your lesson objective is specifically what exactly you want them to learn and what they should understand about the civil war in this 45 minute lesson and how they will demonstrate to you that they have learned it. You can write it as a BEHAVIORAL OBJECTIVE or follow UBD. A behavioral objective must include all four parts audience, behavior, condition, degree. The Student will KNOW: the different body systems And be ABLE to Identify and describe different systems and how they function Audience (The student) Behavior ( Will do what?) Condition (Following what experience?) Degree (with what % of accuracy?) Materials: 1. Bone and muscle fact sheets 2. Diagrams 3. Worksheets 4. Big paper 5. Index Cards My visual(s) is posters, models, pictures, and diagrams. Multiple Intelligences: This lesson incorporates the intelligence by having the students ________________________________________________________. This will be done in the ____________________________ section of this lesson. Blooms: This lesson asks the students to perform at the knowledge level of Blooms Taxonomy.

Procedures: 1. Focus and Review: Get your students interested in what you are about to teach them, link to prior knowledge. Do not ask them how they are or what they did this weekend, etc. This MUST relate to what First, I will start off them. by asking questions about familiar body systems you will be teaching to get the students thinking. I will start by holding up an apple and ask "If I was going to eat this apple, what body parts would I use in order to do so?" Students will then discuss the body parts we would use and we will create a chart on the board as a group and record the different body parts that the students say. Then we will discuss how the different parts work together and what would happen if one of the parts were missing? I will continue to guide students to understanding of systems by asking "Who remembers what it is called when a number of different parts work together to make something happen or function?" (System) "Can you think of an example of a system?" (ex. bicycle, computer, bus) For the system they think of or pick we will then just discuss what parts belong to it and how they all work together as one. 2. Statement of Objective: Tell them what they are going to learn, what you are going to teach them. Do not begin teaching here. I will will firstbe start off by either showing a video or reading The Magic School "We talking about the different body systems today. As well as Bus "Inside Human Then we willdo discuss as a group and write learning thethe basic body Body". parts of what they and how they are down on the board the different body systems. After that the students will essential to life." then get into partners and trace each others body on big paper. I will either let the students choose or I will assign the parterns with a body system. The students will then either research or find different things throughout the 3. Teacher Input: Teach to the objective . Teach themsystems content. Ask of and classroom to help with figuring out what their body consist questions to check for understanding. TI should include description what they do. Then students will either draw or glue organs intoof the body teacher actions, instructional modeling, demonstrations, where they think they gotechniquesand classifying them according to certain systems directions, monitoring and adjusting for understanding, adapting (digestive, skeletal, circulatory/respiratory, and nervous ect.). I will be instruction for individual learning needs, and questioning. TIcorrect should order also and walking around and making sure they have the parts in include a the description of what the children are expected do. Script with correct systems. Also if students have any to questions they can ask exactly what you plan to say and do. Include expected student responses. me while I am walking around. After all the students have filled out the You should bebody teaching them what your objective you them different parts and the system that theysays chose to want do (or that to I will learn and what you attempted to interest in in the focus and review assign them) then we will as a group them get up and discuss them together and and you should be doing here what you told them they were going to show their body drawings to the class. learn about. This should prepare them for what they will do in guided and independent practice.

4.Guided Practice: Student practice of new skill with help of teacher and/or peers. Here, the students should practice with your help or their peers help what you will ask them to do independently next. As a group we will start to discuss the different systems and what body parts associate with it. I will then write some questions on the board to discuss as a group. The question will be. What body system helps humans turn the food they eat into energy? (Digestive) What system helps us breathe? (respiratory) What system controls other body systems? (nervous) What system provides structure for the body? (skeletal) What system allows us to move? (Muscular) What body systems includes transport system (blood) and a pump (the heart) that keeps the transport system moving? (circulatory) Can you name two systems that work together and how? ( ex. respiratory and circulatory, muscular and skeletal, digestive and circulatory) 5. Independent Practice: Given after you have seen the child perform Give a worksheet with different systems a list of questions were the behavior at about 80-85% accuracy in the and guided practice. Allows the they have tothe match each up to the right one . Also, there will be a part child will to practice new skill one independently in a different context, where will put the body parts under the right systems they interact situation, or they activity. This activity should match your lesson objective and with. There will also be a question on what might happen if that body your assessment strategy. part was missing so it will get the students to apply what they have learned. Then the students will make a poster of a body system working properly and describe why they drew what they drew and how it is working.

6. Closure: Summarize the information the student have just learned and check for student understanding by asking questions. Do not simply ask them if they had fun or tell them youll forward to seeing them again. You need to wrap up your lesson. Students will then share their posters with the rest of the class and explain what they drew and why they drew it. This will help with review of the different body systems for the whole class and how these systems are important to us.

Lesson Plan Reflection (to be completed after you teach and should be included in your portfolio)
1. Student Performance: How did the students react to the lesson? Did they learn the material? How do you know?

2. Teacher performance: Reflect on how well you delivered instruction. What went well and what did not? Why? What would you change? What

would you keep the same? Which parts of the lesson were confusing and/or not helpful for the students?