Name: Olivia Noboa Date: Time:

April 4, 2018 8:05-8:30

Big Idea/Topic: Human Body: Review Grade/ Subject: 2nd/ Science
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/1622
Lesson Structure:
Lesson 8: Whole Group
Standards: (CCSS/NGSSS)
SC.2.L.14.1: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and other basic functions.
Instructional outcomes/objectives(s):
Students will identify organs given a riddle.
Students will assemble their own Human Body Foldable where they will list the functions of the organs.
Students will identify the location of the following organs: brain, heart, lungs, stomach, and muscles.
Language Objective(s):
Students will solve riddles by reading the description on the board.
Students will write the organs that fit the riddle and complete their foldable.
Key Vocabulary Instructional
Materials/Resources/Technology
 Function: the special purpose or activity for which a thing exists or is
used. (Synonym: job)  Pencils
 Organ: a part of the body that has a particular function  What Am I Riddle PowerPoint
 Brain: gets information from your senses; control center of your body  What Am I Riddle WS (20)
 Heart: pumps blood and oxygen throughout your body  Foldable (20): photo examples attached
 Stomach: breaks down food and mixes it with digestive juices below
 Lungs: take in oxygen  Glue sticks
 Muscles: make your body move (bones, heart, lungs, pupils of eye)  Crayons/ colored pencils
 What Am I? A Human Body Riddle Book.
(n.d.). Retrieved March 2, 2018, from
http://www.cpalms.org/Public/PreviewRes
ourceLesson/Preview/28851
 Human Brain Facts. (n.d.). Retrieved
March15, 2018, from
http://www.softschools.com/facts/human_
body/human_brain_facts/51/

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy

Apply:
Students will apply what they know about human organs by solving riddles. N/A
Create:
Students will create their own foldable full of information about the heart,
brain, lungs, muscles, and stomach.
Lesson Portion: Pacing ESOL Support
 How will you introduce the lesson, activate prior For each level EL at each instructional step.
knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Allow Biancel to point at answers. Check
1. Tell students they are going to solve riddles on the board. The where she is pointing while other students write
students reviewed the information on Monday. their answer in box.
Pass out worksheets. Display the first riddle and have students I: Provide word bank.
write the organ that fits the riddle in Riddle 1 box. 7-8 A: N/A
 min.
COLLECT STUDENTS’ WORKSHEETS, then go back over and
review answers.
Show riddles again and class responds in unison.
Address any misunderstandings after reviewing answers.
Instructional Steps: B: Biancel can glue the information into her
1. Show students the model of the foldable. foldable.
Explain the students will be completing their own foldable to take 2-3 I: Provide word bank.
home. min. A: N/A
Students may work independently or with a partner to complete
their foldable (learning environment).
Explain the importance of knowing the location of our organs.
2. In whole group, randomly call on students to ask: B, I: Refer to supports listed above.
B: Is the brain the control center of our body?
Where is the _______ located? 4-5 Do our lungs allow us to take in oxygen?
min. Does our stomach break down food?
What is the job of the _______? Do muscles allow us to move and give us
Have students glue the strength?
organ to the right arrow. Point to where your stomach is located.
Explain now that we know the location of the organ we can I: What is the job of the stomach?
determine the function. Does the heart pump blood throughout our
In the boxes for each organ, students will write the function of the body or does it take in oxygen?
organ and at least one fact of that organ. A: N/A
For example, the brain weighs 3 pounds.
3. Allow time for students to complete their Human Body foldable. B, I: Refer to supports listed above.
Monitor the class as they are completing their foldable. 6-7 A: N/A
Tell students they need to fill out information, and then they can min.
color/ decorate if they want.
Content/Procedural Closure: B, I, A: N/A
Content: All our organs have different jobs to help keep us healthy
and alive. It is important we know those functions so we can take 1-2
care of our body. min.

Procedural: Leave your foldable at your desk. I will come around

and collect them. Line up quietly for specials.
JOKE: What smells the best at dinner?
(Your nose!)
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx  Use immediate reinforcements
 Allow extra time for assignments
Independent: N/A  Use a reader for content areas and
Supported: N/A assignments
Participatory: N/A Allow student to demonstrate understanding of
directions (ex: repeat/rephrase).
Assessment of Student Learning:
Objective 1-3: Collect their human body riddles worksheet and the foldable,
which has the functions of the five organs discussed during the unit.
Post Lesson Analysis
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
If I were to give the formative again, I would provide a word bank or omit some of the questions I worded awkwardly. There
were a lot of students that missed the same two questions. The information on the riddles was information I have said during
the unit. I would review the functions and play a matching game where the student would need to identify the organ, the
function, and the location. This would help the student learn the function of the organs. I would also share key facts about the
organ, for example; “there are over 600 of us in your body (muscles)”.
Based on the responses to the riddles, I need to reteach/review brain and muscles.
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I have been using “class, class” to get their attention. They are becoming better at that calling and stop what they are doing.
They know to put their eyes on me. The students enjoyed solving the riddles and I think it was engaging for them. I wish I
modeled how to solve a riddle together because it was confusing for some of those students. I provided ELs a word bank to
solve their riddles. This was helpful for them, but it could have been helpful to provide that word bank for all students or given
them a quick review of which organs we talked about. I gave explicit instructions and my lesson flowed well. I could have
given step-by-step instructions; this is sometimes easier for students to follow. I used a count down to ensure we stayed on time
with finishing activities (but I still ran out of time). I am glad I prepared all the materials before hand because this saved me a
lot of time. I printed out cut outs for the EL students I thought might struggle. These students read the functions, and then glued
the correct function to each organ.

Response to Feedback: (To be completed after post-observation meeting: Review and consider provided feedback.
Describe how you will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

Based on the feedback I received from Mrs. Spears, I should incorporate a variety of formatives. I have used a lot of
paper/pencil formatives. I could allow students to self-assess of make a checklist of student learning. Also, I modeled how to
locate each organ. I should have given them more independence. Next time, I will have students show me, and then review as a
class. This gives them independence in their learning. I should have been more resourceful with materials. I could have used a
doc cam to help students see my model of the foldable. Mrs. Spears liked how I was knowledgeable of my students. I will
continue to learn my students and determine the supports that will best benefit their learning.

Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson.
Show what YOU know about the content supplemental to lesson. )

Our organs all have specific jobs within our body. Here are some facts about each organ found on:
http://www.softschools.com/facts/human_body/human_brain_facts/51/
Brain:
 The brain is split into two halves; each half controls the OPPOSITE side of the body.
 The brain works on electricity. The same power that gives you light at night also runs your brain,
giving you your thoughts, emotions, and moves your muscles!
 Out of all of the oxygen you breathe in, the brain uses nearly 25% of it.
Lungs:
 Keeping your lungs healthy is very smart, and many things can damage your lungs, including
heavy pollution in cities, or tobacco smoke.
 Your lungs are also very important for talking! Just above your trachea (wind pipe) is an area
called the larynx, which is sometimes also called the voice box. This contains your vocal cords,
two tiny ridges which open or close, allowing you to make low or high-pitched sounds. The
amount of air you force through them can change the pitch of the sound, and also changes the
volume of the sound.
Stomach:
 The stomach serves as a first line of defense for your immune system. It contains hydrochloric
acid, which helps to kill off bacteria and viruses that may enter with the food you eat.
 When you swallow your food, you also swallow small amounts of air. When you drink soda, or
other carbonated beverages, you also get lots of air in your stomach. The best, and easiest, way to
get rid of all of this air is to burp!
Heart:
 The right side of your heart pumps blood up into your lungs and into the left side of the heart; the left
side of the heart pumps blood out to your entire body.
Muscles:
 Smiling takes 17 muscles in the face, while frowning takes 43!
 Muscles make up about 40% of total body weight.
 HUMAN
BODY
RIDDLES
What Am I?

Riddle 1: Riddle 2:
I am an organ. I am I am an organ. My job is
located in the m iddle of to store your food. I
your chest and I am about expand when you feed
the size of a fist. m e!

What Am I? What Am I?

Riddle 3: Riddle 4:
I help you m ove! There is I am located in your head.
over 600 of us in your I am the control center of
body. your body.
What Am I?

What Am I?

Riddle 5:
Riddle 6:
I am the organ that helps
you breathe in oxygen. I am the organ that
pum ps blood and oxygen
throughout your body.
What Am I?
What Am I?
 Riddle 7: Riddle 8:
I am the organ that gets I am a muscle. Like
infor m ation from your music, I have a beat.
senses
What Am I?
What Am I?

Riddle 9:
I help break down the
food you eat.
What Am I?

Answers:
Riddle 1: Heart
Riddle 2: Stomach
Riddle 3: Muscles
Riddle 4: Brain
Riddle 5: Lungs
Riddle 6: Heart
Riddle 7: Brain
Riddle 8: Heart
Riddle 9: Stomach
 Human Body Riddle Worksheet

Word bank Riddle 1

stomach heart muscles lungs

brain

Riddle 2 Riddle 3

Riddle 4 Riddle 5

Riddle 6 Riddle 7

Riddle 8 Riddle 9

Created by Kay Jolicoeur 2012

This worksheet was for my English Language Learners. I deleted the word bank
for the other students.
Answer key of The Human Body Foldable
This is an EL’s work. I provided slips of paper for him to cut and paste to the correct
organ.
This student listed the functions and a fact for most of the organs listed.