Scribd Logo
Upload

Welcome to Scribd!

  • 158 views

    Lesson Plan 1 - Revised - Adrienne Malmberg

    Uploaded by

    api-287503448
    JD will be provided with an amplification device to hear the lecture. MW will take notes on the key points using a fill-in-the-blank style handout.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Lesson Plan 1 - Revised - Adrienne Malmberg

    Uploaded by

    api-287503448
    158 views2 pages
    JD will be provided with an amplification device to hear the lecture. MW will take notes on the key points using a fill-in-the-blank style handout.

    Original Title

    lesson plan 1 - revised - adrienne malmberg

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    JD will be provided with an amplification device to hear the lecture. MW will take notes on the key points using a fill-in-the-blank style handout.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    158 views2 pages

    Lesson Plan 1 - Revised - Adrienne Malmberg

    Uploaded by

    api-287503448
    JD will be provided with an amplification device to hear the lecture. MW will take notes on the key points using a fill-in-the-blank style handout.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 2

    Lesson Cycle

    Lesson Title/Topic: The Guts and Bolts of Your Body


    Target Concept: Understand and correctly identify the main systems of the body; this lessons
    system is the respiratory system. Understand its basic function and be able to give a basic
    description of each organ within the system.
    Standards/Rationale: (12) Organisms and environments. The student knows that living
    systems at all levels of organization demonstrate the complementary nature of structure and
    function. The student is expected to:
    (B) identify the main functions of the systems of the human organism, including the
    circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary,
    nervous, and endocrine systems;
    Lesson Objectives: Given an in-class
    introduction and diagram, the student will
    correctly approximate the locations and
    functions of the respiratory system using
    edible materials.

    Assessment: Completed model and roving


    assessment, as this is a beginning
    introduction to body systems. Exit ticket of
    how students think the respiratory system
    impacts the circulatory system.

    Materials: Handout for student-generated diagram of the location and organs in the respiratory
    system; assembly materials provided by teacher.
    Lesson Cycle: (Direct instruction)
    The teacher will:
    Focus/Mental Set: Ask students what they
    think our lesson will be about when they
    see what is in their bag of materials. Hand
    out diagram/notes paper and respond to
    questions. Begin by having students stand
    with a partner and discussing the different
    respiratory organs to each other.
    Teacher Input: Power point as visual aid,
    along with pauses for questions and
    answers. Verbal review at the end of each
    organ, reviewing and clarifying organs in
    the respiratory system.

    The student will:


    Stand and discuss with their partner the
    different respiratory organs and their
    functions in the body as a whole.

    Follow along on a body diagram as they


    watch the presentation slides at their desks.
    They will answer questions as appropriate
    when the teacher asks for responses to the
    material.
    Guided Practice: Finish Q&A and review Students will raise their hands and offer
    general things about how our respiratory
    suggestions, with guidance. Students will
    system works together with other body
    split into groups and work to finish
    systems, to keep them supplied with oxygen
    brainstorming and begin assembly of their
    so they can function properly. Then, begin
    brainstorming on the board for 3-4 items in respiratory system.

    their bag as to what items could be used for


    lungs, etc. Teacher will monitor students as
    they split into groups of 2-3 to brainstorm
    further, until they are ready to assemble
    their systems.
    Independent Practice: Teacher will
    monitor the classroom to verify that
    students have begun assembling their
    body parts. Teacher will ask students
    which items represent which system.
    Closure: Teacher will close by allowing
    the students to dispose of their creation.
    Teacher will also ask students which body
    system is doing the disposing. Teacher will
    also ask for an exit ticket from each
    student.

    Options:
    Enrichment: Students will have an
    opportunity to draw and color a picture of
    their body system creation, including what
    candies represented what systems/organs.
    They will also have the opportunity to talk
    about their favorite respiratory organ and
    why its their favorite.
    Modifications/Correctives:
    Students JD and MW will have modified
    note taking responsibilities. JD will need
    an assistive device to hear the lecture.
    References:

    Students will finish their assembly, attach


    the pieces to the paper, and discuss and
    label their creation.
    Students will write any questions down on
    their brainstorm paper. Students will also
    disposal break!

    Reteach: The teacher will work with


    students as needed if they have trouble
    getting their systems assembled, or need
    help with ideas.

    You might also like