DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidates: Camille Osness Grade Level: 3rd Grade Title: Whats in your Body? A Guide to the Human Body Systems
CONTEXTUAL FACTORS (classroom factors) Contextual Factors: 22 students, 11 girls, 11 boys, 5 ESL students (3 below level on math and reading, 1 in reading only, and 1 on grade level in all areas), 3 students with glasses, 1 student with braces on his legs and has to use a walker, 4 students below on reading (not ESL), 3 below in math (not ESL), and 3 students who are above level on everything. Student A: is a gifted student, she is very reserved and shy, she loves to draw. Her multiple intelligence is math/logical. Student B: has an intellectual disability (I do not know anything more specific) and is pulled out a lot throughout the day. He is an ESL student and also has a physical impairment that makes him have to wear braces on his legs and walk with either a walker or crutches. He loves to socialize and is very friendly and he also likes to color and draw. His multiple intelligence is linguistics and logical/math. Student C: is a very loud boy who has trouble seeing. He wears glasses but still struggles seeing certain things in the classroom. He hates to read and is below level in math and reading. His multiple intelligence is logical/math. Student D: is a bright student and often gets distracted by other students. He has a lot of friends in the class. He can be very disruptive when he is bored and not being challenged which causes issues for the students around him. He likes to read and to draw. His multiple intelligence is logical/math. Student E: is an ESL student who is behind in reading and math. He is very funny and loves to joke around with the class. He can be very distracting to other students when something is too hard for him. He likes to read and his multiple intelligence is interpersonal. Classroom environment: too cold, can be tense because the teacher is strict, student with walker cannot move around the classroom. There is Elmo and a smart board (not currently working) available. WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan): Health Standard 3: the students will understand and respect self and others related to human development and relationships Objective 1: Summarize the functions of the skeletal and muscular systems Name the major body systems and their basic functions Describe the skeletal and muscular systems Demonstrate ways to strengthen the skeletal and muscular systems Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Content Walk-Away: Students will be able to identify the body systems and their basic functions and also understand how to keep bones and muscles healthy (SIOP 1) Language Walk-Away: Students will talk about the body systems, write what they learned about the skeletal and muscular systems, and write how to take care of their bones and muscles. Students will also write explanatory text wherein they discuss one of the body systems. (SIOP 2)

(4/30/12)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson): we listen to them sharing examples of each system, we check for confusion on their faces, we also watch as they put together their flipbooks to see if they are struggling to remember. Content Walk-Away Evidence (Summative): Students will create a flipbook about the body systems where they will match the system to its function and picture and also write how to take care of muscles and bones. (Student A), (Student B), (Student C), (Student E) Language Walk-Away Evidence (Summative): Students will talk about the systems with their tables groups, individually write about what they learned relating to the muscular and skeletal systems, and also write about how to take care of bones and muscles. (Student A), (Student B), (Student C), (Student D)

Student A: I will expand the assessment by having Student A write about all of the systems she can remember (as well as their functions) in addition to the skeletal and muscular systems. I will also have her draw a picture that represents a way we use each system in our daily life (in her flip book). Student B: I will have the descriptions already in the correct space and will read them to him and then I will have Student B just put the pictures in the right spot. I will also have Student B orally tell me about the muscular and skeletal systems and how to take care of them. Student C: I will have Student Cs flipbook printed in a larger font so it is easier to see and then I will help him read the descriptions. Student D: I will expand the assessment by having Student D write about all of the systems he can remember (as well as their functions) in addition to the skeletal and muscular systems. Student E: I will read the descriptions of the systems to him and have the pictures already under the right system so he has to match the words to the correct picture under the correct system.

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE,

etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge To build background knowledge we will talk to the students about their bodies. We ask them questions like: How many of you have a heart that pumps, or are able to breath because of lungs? How many of you have had a day where you werent sick? All of these things are able to happen because we have an amazing body full of organs that work as systems to help us live, be healthy, and move. (SIOP 7&8)
Formative assessment: we will check to see if all students raise their hands to the questions. They all should and if they dont we will know this is not making sense to that student (SIOP 29)

Focus Lesson (I do it) Boys and girls, today we are going to learn about the bo dy systems. Can you read with us our content walk-away (read walk-away) and our language walk-away (read walk-away)? Step 1:we will then show the first slide, which is the respiratory system, which we will say respiratory system (SIOP 9) and then we will have the class say it as a whole. Then we will have them look at the picture of the organs and the description. I will also have the descriptions in Spanish for Student E and Student B to refer back to. We will then call on a student to read the explanation and then we will go over how it works. Step 2: We will then give an example of when we use the respiratory system After step three we will go through steps 1-3 for the digestive system, immune system, nervous system, circulatory system, skeletal system, and muscular system. Then we will go more in to depth about the muscular system and discuss how to keep it healthy and we will do the same thing for the skeletal system. I will then ask Student A why taking care of the muscular and skeletal systems is significant? We will talk about the bone fractures and relate it to breaking a stick, with a little pressure the stick will bend but if you add too much pressure the stick breaks. This is how are bones are. As well as using rubber bands to explain how muscles contract and relax. (SIOP 4) I will then ask Student A How is skeletal system related to the muscular system? Guided Instruction (We do it) Step 3: we will ask two students to come up with their own examples of when we use the respiratory system and share with a buddy (I will let Student D choose who his buddy is that he works with) and then have two students share with the class. I will put Student A in a group with Student B so I know he is hearing good examples. I will also put Student C and Student E in groups with higher-level students for them to be exposed to good examples. (SIOP 16) I will make sure that Student A shares an example and I will ask her how is that an example of the respiratory system?
Modification/accommodations: Make sure to ask for the second example from an on level or lower level student. Listen to the examples they are sharing with their buddies to see if they are paying attention (SIOP 29)

Collaborative/Cooperative (You do it together) Students will work collaboratively as tables to put together their flip books of the different body systems, which includes: finding the picture of the organs involved and the description (I will have Student D draw pictures of each system when he gets finished to help him to not distract others.)
Formative Assessment: We will walk around and check to make sure students are matching them up correctly

Independent (You do it alone) Students will work independently to answer the following questions in their

SIOP 1: content objectives clearly defined, displayed, and reviewed with students SIOP 2: language objectives clearly defined, displayed, and reviewed with students SIOP4: supplemental materials used to a high degree, making the lesson clear and meaningful SIOP 6: meaningful activities that integrate lesson concepts SIOP 7: concepts explicitly linked to students background experiences SIOP 8: links explicitly made between past learning and new concepts SIOP 9: Emphasize key vocabulary SIOP 16: frequent opportunities for interaction SIOP 27: Comprehensible review of key vocabulary SIOP 28: Comprehensible review of key concepts SIOP 29: Regular feedback provided to students on their output SIOP 30: Assessment of student comprehension and learning Student A: I will ask her the question why taking care of the muscular and skeletal systems is significant? Student A: I will also ask, How is skeletal system related to the muscular system? Student A: I will have her share an example of the respiratory system and then ask, how is that an example of the respiratory system? Student B: I will put Student A in a group with Student B so I know he is hearing good examples. Student B: I will put him close to the door so it easier for him to exit when he needs to. Student B: to help him with his assessment, I will help prompt Student B and will allow him to look at his flipbook. Student C: I will print out the slides in larger font. Student C: I will also position Student C as close to the front as possible. Student C: I will put Student C in a group with a higher-level

flipbook: What are five things you learned about the skeletal system? What are five things you learned about the muscular system? (Student B will be able to tell this to me instead of write it) I will help prompt Student B and will allow him to look at his flipbook. How can you keep the muscular system healthy? How can you keep the skeletal system healthy? Then the students will write and explain how one system works in their own words.
Formative/Summative Assessment: We can check and read what they have written in the flipbooks as answers to these questions and will be able to see if they understood the lesson (SIOP 29&30) Modification/accommodations: make sure to go over directions again with each low level learner. Then we can challenge the high level students to write as much as they can remember on each page and give an example

Comprehensible review of content and vocabulary We will have students share with each other their flipbooks and will give a few students a chance to share with the entire class. (SIOP 6)
Formative/Summative Assessment: We will listen as their share with their partners and we will also listen as they share with the class

student so he is being exposed to good examples. Student D: I will let Student D choose his buddy. Student D: I will let Student D draw pictures of the systems when he is finished to help him not distract others who are still working. Student E: I will give Student E the descriptions in Spanish too to help him better understand each system. Student E: I will put him in a group with a high-level student to make sure he is getting good examples.

Summarization We will go through all of the systems as vocabulary for a quick review (SIOP 27) then we will say Students, thank you for working so well today. Today we learned about our body systems, specifically our skeletal and muscular systems and we also learned how to keep our muscles and bones healthy. Our bodies do so much for us and we need to do our part by making sure we take good care of them. (SIOP 28)

NOTES TO TEACHER
What do I need to remember to do? Be explicit with directions and check your pacing Materials to have ready? Smartboard slides, popsicle stick, rubber band, bone w/ play dough, note cards, flipbooks, markers/crayons Approximate time needed for lesson? 45 minutes