ed315 lesson plan 6

8/4/2019 ED315 Lesson Plan 6

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ED315 Lesson Plan 6

Format and Cooperating Teacher Feedback Form

Name: Andrea Derrick Content Area: Science

Date: April 15, 2011 Grade Level: 6th

Science:1. Students in Wisconsin will demonstrate an understanding of the characteristics andstructures of living things, the processes of life, and how living things interact with oneanother and their environment.

2.Students in Wisconsin will understand that there are unifying themes: systems,

order, organization, and interactions; evidence, models, and explanations; constancy,change, and measurement; evolution, equilibrium, and energy; form and functionamong scientific disciplines.

Visual Arts:

Students in Wisconsin will make connections among the arts, other disciplines,other cultures, and the world of work.K.8.1 Connect their knowledge and skills in art to other areas, such as the humanities,

sciences, social studies, and technology

A concept map of information already known about the human body will

be created by the students.

The students will be able to identify the relationships between tissues,

organs, and organ systems. Recognize the different systems that make up

the human body. Create a model of the different systems of the human body and explain whateach part represents.

Informal- nodding, agreeing, asking questions will help me

determine which students understand the concepts. Formally, the

students will fill out a chart that connects the model to the

discussion; the students will identify how the systems arerepresented in their model and how those systems function in our

bodies.

Goal s :

Ob ective(s):

Assessment:

Pre-assess:


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Power point

Glue

Pipe cleaners (variety of colors) Popsicle sticks

Tissue paper (variety of colors)

Scissors

Plastic wrap

Total time needed: ___

60 mins

Concept map (5-10mins)

Powerpoint (15 mins)

Model Activity (30 mins)

Assessment (5 mins)

Procedures:

(Include time allotments)

Introduction: explain that they will be making models, explain what a model is, connect

to what they have been working on in science. Create concept map of the human body.

Steps for instruction (engagement, demonstration, participation, practice):

Tissues, organs, organ systems- make connection to a puzzle

Skeletal- Ask students what would happen if they didnt have bones. Glue popsicle sticks

together. What do the sticks represent?

Nervous- Have students move, explain connection to nervous system. Glue brain and spinal

cord.

Circulatory- Who has heard of this system? Glue heart and veins.

Respiratory- Breathe in and out (explain connection). Glue lungs.

Digestive- Connect to breakfast they just ate. Glue intestines.

Muscular- Make a muscle. Glue muscles.

Integumentary- Repeat, what is it?, wrap skin on model.

Assessment- Fill out chart on what the pieces of the model represent and what each system

Materials Needed:

Total time needed:

Procedures:


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do for our body.

Questioning (Create 3-5 higher order thinking questions):

What does the glue represent?

What system are our eyes a part of?

What system(s) did we not talk about today?

Strategies for students requiring additional assistance: Im going to ask that the

students help each other out with the cutting and gluing. For the special needs learners,

they will have an adapted work sheet.

Closure: After spring break, Mr. will begin his unit on human growth and

development. This includes a very important organ system we didnt discuss. Which system

is it?

Cooperating Teacher Signature:

Coo eratin Teacher Feedback:


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ed315 lesson plan 6

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