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Direct Instruction Lesson Plan

Lesson Background: Your Name: Lindsey Vande Wall Subject: Science Lesson Title: The Human Body: Skeletal System Materials Needed: -X-rays - Skeleton Worksheet-both labeled and blank - Pencils - Poster Paper - Markers - White Board Prerequisite Skills: Students need to be able to listen to directions, read, write, move around for activities. A B C D Lesson Objective: After skeletal system activities students will be able to state the functions of the skeletal system and will be able to list and identify at least 13 out of 16 major bones of the body and also should correctly name three joints in the body by writing them on the assessment worksheet at the end. -------------------------------------------------------------------------------------------------------------------Interaction with Students: 1. Provide objectives: (What are students going to learn?) Time: 2 min. Today, we are going to learn about the skeletal system which is made of 206 bones. It protects our internal organs, supports our body, and helps our body move with joints. We will also learn 15 of the major bones. 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 10 min. Write the functions of the skeletal system on the white board at the front of the room before the lesson is started for reinforcement. What do you think we would look like without our bones? Please draw a quick picture. Have students share with partners and bring class back together. We would all be a soft ball of skin and organs laying on the floor without our bones for support. Bones also help us move while also supporting us. Joints formed where bones meet work with muscles to help us move. Show students by bending your elbow, knee, ankle, shoulder, and fingers so students can see and understand this in action. Without our bones we would have nothing to guard our organs from harm. Think about a time when you got hit in the chest with something. What did it hit? Bone. Just think if that bone wasnt there to protect your heart, lungs, and other organs when you got hit in the chest. Your organs would have been damaged putting you in danger. This is what your bones do for all of your organs. Bones are the armor to protect them. Grade Level: 4

Give students a labeled human skeleton paper with all the bones you want them to know and learn from the lesson. Also included on the paper is the list of the functions of the skeletal system. Then go through different parts of the body with the major bones. Tell students the name of the bone and what it does for us. Go to a local doctors office and get old x-rays of bones of the body and show students any examples of what you are teaching them. 1. skull: protects brain 2. vertebrae: protect the spinal cord 3. sternum: protects heart and lungs 4. ribs: protects all other internal organs 5. mandible (jaw) 6. clavicle (collarbone) 7. scapula (shoulder blade) 8. pelvis Arm: 9. humerus (top long bone) 10. radius (inside with thumb forms an R with hand), 11. ulna (outside) Leg: 12. femur (thigh) 13. tibia (big inside) 14. fibula (outside) 15. patella (kneecap) 3. Provide guided practice: (Guided practice with the teacher) Time: 15 min. Go through the bones again and make students stand up beside their desk. Go through the bones you just introduced and say the name pointing to where it is in the body making students do it along with you. Do this three to five times in different orders saying the name of the bone, pointing to where it is with the students. Go through joints elbow, knee, ankle, shoulder, toes, and fingers making students move all of them in different ways. (Formatively assess students to see where they are in understanding the material to judge how many times to go through the activity.) Do jumping jacks, have them kick their legs up, pretend like they are throwing a ball, walk, etc. to show that the joints must move for them to move. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?) Time: 20 min Have students get into small groups of 3 to show different ways to represent on a piece of poster paper to show what the skeletal system does for us. Can be a drawing of different representations of the functions, can be a chart, etc. Encourage students to be creative and represent it in a way that makes sense to them. Once they are finished, have them share their poster with the class. With student groups that finish early have them quiz each other on the different bones just discussed. Next, have students go back to their seats and say different names of the list of 15 bones just discussed as a class. Have students all face the teacher and point to where they think that bone is located. Then move onto joints and have students move what joint they think you are naming. Then ask students to turn and discuss the functions of the skeletal system with a partner

nearby. Teacher should walk around the room to listen to the discussions and help where it is needed. Use this as a formative assessment to see if students are grasping the concept and use as a temperature check to see if more instruction and practice is needed. If extra practice is needed have students get into small groups of 3 to continue to practice naming bones, joints, and functions of the skeletal system. 5: Provide extended practice and transfer: (Independent practice of the skill) Time: 10 min Next give each student a blank unlabeled picture of a skeletal system. Have them go through and independently label as many of the bones as they can. Include the three functions of the skeletal system and three joints you learned. After they cant go any further have them refer back to the original handout and fill in any remaining answers they may need. When filling in answers have them write what they didnt get in a different color ink. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 1 min Please pass in your finished worksheet. I look forward to looking at them. Teacher will grade and correct student worksheets to formatively assess them at the end of the lesson. Teacher will write and make comments directly on the worksheet so students can receive the feedback they need. Each item on the worksheet is worth one point for a total of 27 points. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? - Allow these students to have extra time (as much as they need to get as far as they can through the worksheet) - Have 5 of the bones on the worksheet already labeled for them, so they will only need to identify 7 of the bones and 3 joints by themselves. - Try to give some students extra attention to give them hints and clues to get to the answer. These students will probably have trouble with memorization. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). Add more bones and get more in depth. Include carpals, metacarpals, phalanges, tarsals, metatarsals or different types of joints (pivot, hinge, ball and socket, fixed) TOTAL LESSON TIME:_58 mins_____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): -Middle school 7th grade life science with Mrs. Vande Wall -9th grade biology class with Mrs. Baltes -Online images taken from: http://www.google.com/imgres?imgurl=http://warriors.warren.k12.il.us/dburke/skeleton.jpg&im

grefurl=http://warriors.warren.k12.il.us/dburke/skeletalsystem.htm&usg=__DIoHivQuewPmZcC CLqbTl0Znv2c=&h=319&w=239&sz=19&hl=en&start=11&zoom=1&tbnid=p6N55xIaW7qW5 M:&tbnh=118&tbnw=88&ei=F9JuTv25AoObtweg24WGCg&prev=/search%3Fq%3Dskeletal% 2Bsystem%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2SKPB_enUS353%26tbm%3 Disch%26prmd%3Divns&um=1&itbs=1

FUNCTIONS OF THE SKELETAL SYSTEM: 1.


2. 3.

FUNCTIONS OF THE SKELETAL SYSTEM: 1. MOVE 2. SUPPORT 3. PROTECT

Cooperative Learning Lesson Plan


Lesson Background: Your Name: Lindsey Vande Wall Subject: Science Lesson Title: The Human Body: The Muscular System Materials Needed: -3 paper towel tubes (5) -ballpoint pen (5) -large paper clip (5) -felt tip marker (5) -2 long slender balloons (5) -3 ft long piece of string (5) -poster paper (5) -colored markers (5) Prerequisite Skills: Be able to listen, follow directions, work in a group, write, and read. Lesson Objective(s): a. Academic in A B C D format: After listening to a short lecture with directions students will get into groups of 4 to construct a model of the human arm showing the muscles with the materials provided. They will examine that model to analyze how muscles help us move by designing a poster to show how muscles look when we extend and contract our body parts along with observations they make while analyzing the model. b. Social Goals for your lesson: Students will be able to contribute ideas to the group and work together by taking turns to create a poster of their observations Cooperative Learning Grouping Structure: 7. Learning Together-small groups work together cooperatively to learn concepts and accomplish learning goals. There is an academic and social goal taught. Groups process the learning together. Share group evaluation rubric with students here. --------------------------------------------------------------------------------------------------------------------Interaction with Students: 1. Present objectives: (Tell students what they are going to learn?) Time: 2 min. Today we are going to learn about._________ (academic) and practice ____________(social). Today we are going to learn about our muscles, how they work to help us move and practice working together while contributing ideas to a group. We have already learned about our bones, but today we are going to learn what moves them and how muscles work and look when they help to move by expanding and contracting. 2. Present information for the academic goal: (What are procedures for the academic goal?) Time: 2 min. Grade Level: 4

To help us learn about our muscles we are going to get in groups to construct a model of our arm and its muscles by using a few simple materials. By analyzing and observing the model students should have an idea of what muscles look like when they expand and contract to help us move. After moving the model around and observing what the muscles look like and do groups are going to record what they saw, learned, and other things they observed on a poster to share with the class. 3. Organize students into learning teams: Time: 5 min. a. Explain how theyll practice the social goal? Students will contribute ideas by sharing what they observe and think while the model is being manipulated and moved around. They should share their ideas with the recorder who will make note of them. The group members will have to work together to decide what will go on their poster and why. b. How will you organize the groups? Organize groups to include 4 members. Have students number off (depending on class numbers) so that groups of 4 are formed. Separate groups by assigning different spots in room for groups as a meeting area. Allow students to pick what their role will be. If there are any arguments students will rock paper scissors for the spot or it will be settled by the teacher. c. What group roles will you have? 1. supplier-gather all supplies and create model 2. recorder/writer-write down any observations contributed by group. Create poster with descriptions/observations of muscle movements and include a drawing of both expansion and contraction 3. reporter-report and explain to class what the group observed and learned 4. manipulator/lead observer-move the model around so group can see and observe what the muscles are doing, point out any observations they notice to see what the group thinks or notices is different. 4. Assist team work and study: Time: 20 min. a. How will you monitor academic progress? Teacher will monitor academic progress by walking around to each group and asking questions about what they notice/observe, why they think that is occurring, ask them to take a look at their own arms to see if their model is accurate, and other higher order thinking questions. Ask students to think about other muscles and parts of their body about how those muscles work similarly to the ones in the arm. b. How will you monitor the social goals? Teacher will monitor social goals by observing while with the group to monitor academic progress. Ask the group how they are working together and ask each member what they have done for their role. Based on answers teacher will be able to hear and see the progress the group is making together. 5. Provide recognition: Time: 15 min. (How will students know they have met both academic and social goals?) Students will know they have met the academic goal when they create their poster and identify

and observe what the muscle is doing correctly based on the rubric. They will know they have met their social goals when they work together cooperatively to create their poster and everyone has contributed at least one idea to the poster. Group work will be evaluated by each group member. 6. Assessment / Closure: (How do you evaluate student progress or end this lesson?) Time: 10 min. Include documents for assessing both the academic and social goals. Groups will assess themselves by having each member fill out an evaluation form. Teacher will average each member evaluation score of the group and take that into account while giving the group final grade for the social goals. (Group evaluation sheet attached.) Teacher will assess the academic goal by evaluating group presentation and poster with observations of what they learned during the activity and group work. (Rubric attached) 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For groups who need extra help getting started prompt and scaffold them with questions. Give them ideas of what to look for when observing model. Assign roles of the group to students based on what role they can complete to the best of their ability if needed. b. Extension for students of high ability? (Remember, gifted students need challenge). Students think critically about different muscles. Give them examples of other muscles in different areas of the body and identify which ones are contracting and expanding based on different movements without a model of that body part in front of them. TOTAL LESSON TIME:_54 min.__ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): -From Head to Toe: Amazing Human Body and How it Works by Barbara Seuling, Illustrated by Edward Miller -Education 122 Course Pack: Group evaluation pg 35, categories of social skills pg 33, cooperative learning strategies pg 39-40

GROUP WORK EVALUATION Name: Assigned Role: Group Members: Directions: Mark an X in table below that best describes your group and group members. Add total at the end. Excellent (3 Didnt see it (0 Okay (2 pts) Poor (1 pt) pts) pts) Group members stayed on task and followed directions Everyone performed assigned role Group worked cooperatively together (everyone helped and contributed) Group worked with respect and listened to ideas of others Group worked well together to create final product Group resolved conflicts Group worked quietly and effectively (good use of time) You enjoyed working in this group Total in each column Total Overall Score (add column pts together) Overall Rating of the Group (A, B, C, D, F): COMMENTS: EVALUATION OF GROUP PRESENTATION AND FINAL PRODUCT GROUP NAME:

Task:

Excellent (3pts) Group constructed model correctly and used it effectively to create poster Group showed both pictures of expansion and contraction effectively Group included at least 4 observations, one from each member of group Group shared all the information on their poster out loud Poster was creative, neatly organized, and all information was present

Good (2 pts) Group constructed part of the model and used it to help some when creating poster Group showed both expansion and contraction but not clearly

Poor (1 pt) Group constructed part of the model but didnt refer to it when creating poster Group showed one either expansion or contraction

Non existent

Groups constructed model of the arm and muscles Group showed in poster how muscles look when expanding and contracting Group included observations they had while manipulating model on poster Group presented information they learned and observed with the class Poster was neat and effective in sharing learning and observations COMMENTS:

Group didnt construct the model

Group showed no picture at all

Group included 3 observations

Group included 2 observations

Group included only one or no observations

Group presented some of the information on their poster Poster was kind of organized but all information was present

Group presented little information on their poster Poster was not organized and had little information present

Group shared no information and did not present

Group had no poster

Presentation with Advanced Organizer Lesson Plan


Lesson Background: Your Name: Lindsey Vande Wall Subject: Science Lesson Title: The Human Body: Respiratory System: The Lungs Materials Needed: - Top half of a 2 L bottle (6) - Small Balloon (6) - Plastic drinking straw (6) - Golf ball size piece of clay (6) - Small plastic trash bag (6) - Two rubberbands (6) - Ruler (6) - Tape - Pencil - Paper Prerequisite Skills: The students will have to know how to read, write, and follow directions. A B C D Lesson Objective: Given the necessary materials 4th grade students will be able to construct a replica of the human lung to observe and analyze how the lung works and what it does for our body by writing a two paragraph or more essay about the lungs, how they work and what they do for our body, with no sentence fragments, no more than 3 grammar errors and with 100% accurate information. -------------------------------------------------------------------------------------------------------------------Interaction with Students: 1. Provide objectives: (What are students going to learn?) Time: 2 min. Today, we are going to learn about the lungs and how they work to get air into our body. We have two lungs that are part of the respiratory system that help supply our body with oxygen which we need for our body to function and break down food for energy. The lungs also help us get rid of the carbon dioxide created by our body. To see this groups will create a replica of the human lung so we can see how it works to help us breathe. Afterwards each student will write two paragraphs or more about the lungs, how they work and what they do for our body. 2. Present advance organizer: (A metaphor or logical connection?) Time: 2 min. Today we are going to talk about the lungs and what they do for us. Right now I want all of you to take a big breath in. Now a big breath out. What did you notice? Our lungs are like balloons. When we inhale or breathe in our lungs get filled with air and expand. When we exhale or breathe out our lungs get smaller and contract to push out carbon dioxide. Grade Level: 4

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 10 min. As a teacher create the model lung before the class starts to give students a model of what their replica should look like. Go to: http://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF (This site shows the procedure to make the model lung) Our lungs are like spongy balloons inside our chest. Air starts coming into our body when we inhale it through our nose or mouth. We take in a mixture of gases in from the air when we inhale. Our body needs the oxygen and so the oxygen goes down our trachea and into our lungs. Our lungs then give that oxygen to our blood cells so they can take it to the rest of our body. When our body has used all that oxygen it creates carbon dioxide that we have to get rid of. The blood cells then pick up that carbon dioxide and carry it back to the lungs to get rid of it. To do this the lungs contract to push it out of our body. Therefore, we inhale the oxygen and then exhale the carbon dioxide. The muscle that helps our lungs do all this work is the diaphragm. It sits right below our lungs and pushes up and down as our lungs expand and contract. Teacher will show the students the lung model and manipulate it make it work to show how the lungs expand and contract. What do all these parts represent? Have a brief discussion, then students will create lung replicas of their own in their groups. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?) Time: 25 min. Have the students get into small groups of 3 to create their own model of the lung. This should look like the one that the teacher created and the students will use the same materials as the teacher. They should set it up the same way so they can see what a lung looks like and does for our body by expanding and contracting. Once they are done have the students show their model lung with the class. For the student groups that finish early them discuss how the lung works by looking at and using the model. Next, have the students go back to their seats and talk about with a partner the different functions of the lungs and what our lungs do for our body. The teacher should walk around the room and listen to the discussion and help where it is needed. Use this as a temperature check for the students to see if they grasped the information during the activities or if more instruction and practice is needed. 5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 20 min. After students have constructed their own replicas and have had the change to observe, analyze, and manipulate it, they will at their seats write two paragraphs or more about what they learned during the lesson. The paragraphs should include the parts that are involved to get air in and out of the lungs and what our lungs do. Also they should include how this process actually works by including the gases we breathe in and out and how the parts work together to do this. (See attached rubric) 6. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? - Allow the students extra time to write if they struggle in that area

- Allow the students who are poor writers be able to make 5-6 grammar errors with only a few sentence fragments (focus more on the content) - Try to give some students extra attention to give them hints and clues to get to the answer easier. These students will probably have trouble comprehending/memorizing information. -Allow students who need more of a challenge to write more than two paragraphs b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). -Have students learn more detailed parts of the lungs such as the bronchi, bronchioles, pleura, and alveoli along with their functions as well as to how they work together in the breathing process. TOTAL LESSON TIME:_59 mins_____

7. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): - Brain Pop Jr (Lungs): http://www.brainpopjr.com/health/bodies/lungs/grownups.weml - Making Models: Build a Lung http://go.hrw.com/resources/go_mk/sc/schst/HSTLBC20.PDF (site for how to create lung model) -Prior experiences from Human Anatomy Class (Bio 18 with Dr. Charisse Bussing)

Name______________________ Respiratory System: The Lungs Short Essay Rubric (10 pts)

____ (4 pts) The essay had all accurate information with all the parts including information about the lungs, how they work and what they do for our body

____ (3 pts) The essay had 3 grammar errors or less (1 point lost for each error over 3, max of 9 errors)

____ (3 pts) The essay had no sentence fragments (1 point lost for each fragment, max of 3 fragments) ____ (5 pts) Students worked cooperatively in groups and constructed the lung model able to observe and analyze its functions accurately to be

Problem-Based / Inquiry Instruction Lesson Plan


Lesson Background: Your Name: Lindsey Vande Wall Subject: (circle one) Language Arts Grade Level: 4 Social Studies Mathematics Science

Lesson Title: Human Body: Nutrition and Being Healthy Materials Needed: - A laptop - Poster -Paper -Glue -Scissors - Pencils - Markers/Colored Pencils -Magazines for pictures -Any materials they may choose to include in their selected final product Prerequisite Skills: Reading, writing, following directions, can use a laptop, conducting research on the computer, creating a final product Logistics: (Are special arrangements necessary?) Computers with Internet will be needed for groups to do research and possibly create a final product if that is what the group selects. The laptop cart is needed and if the schools laptops are not necessary, allow students to visit the computer lab. Teacher should sign up for computer lab prior to lesson to ensure availability. Lesson Goal (not ABCD objectives): Students will be presented with the task of creating a meal plan for a three day weekend at home alone without their parents. Their job and goal through research is to learn what a healthy meal should include and what our body needs daily to stay healthy. This includes portion sizes and the number of each food group to include so they can learn what they should be eating daily. ---------------------------------------------------------------------------------------------------Interaction with Students: 1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE a problem!) We have talked about the human body and different functions of it. But to keep our bodies healthy and in good condition we must eat right. How many of you think you have a healthy well balanced diet? For this activity I am going to give you a situation and you will have to figure out a solution for it. The Dilemma: Your parents are gone for the weekend and they left you a wide

assortment of different foods from junk foods to healthy foods and everything in between. Only your lazy older brother is there to take care of you and he is in his room most of the day and does not cook. For the weekend you have to figure out your meals. They must be balanced and nutritious. Use the food pyramid and other online research to plan for three meals a day for three days: Friday, Saturday and Sunday. Now I am going to put you in groups and you will have to write down your balanced diet for the weekend over the three days. You will have 9 meals in total. 2. Organize students for study: a. Size of group? 4 b. How groups are formed? Number off the class from one to four and there should be 5 group of four (20 students in all). b. Transition from large group orientation or instruction to small group work? After explaining to the class what their task is, divide class into 5 groups of 4 students. Before they split up, explain to them that they can show us their final product in many different ways that they as a group can choose. 3. Assist independent and group investigation: (Input/Modeling so kids know what to do) Once students are in their groups, pass out a getting started sheet that is to include possible resources they can use, key words to type in searches, and the directions of what they are to be looking for and what to include in their final product/exhibit. A checklist will also be provided for the final product of things to research. Go over directions with the class and ask for any questions they may have. As the teacher go around from group to group observing the independent members and the group as a whole. Show students some ideas of where to look for their nutrition guides and some tips of what helped you. Prompt them to see what their findings are from research to see what they are learning. Ask them for a sample of their product, like what they have written down for one meal of a certain day. If they are off track a little, model what a healthy meal should include and prompt them so they can discover what they may be missing and need to include. 4. Develop and present artifacts and exhibits (How do students share what they have learned?) Students can create a collage of pictures of food they may include, create a brochure, draw a cartoon, create a drawing, make a model, include a graph of show how much of each group is necessary to include in a diet, create a booklet or mural, do an oral report/presentation, create a postcard and message on back, do a poster, a play of what they are eating, a video. Encourage them to use their imagination and get teacher approval before they start their final product with an explanation of why and how they are going to present it to the rest of the class. Students should include at least three meals for the three days of the weekend. They should share their findings of what a healthy diet should include and the daily recommendations for each food group in their final presentation exhibit/artifact. Handouts will be given to each student included a getting started sheet and a project checklist of what they need to include in their final product.

5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of Questions After each group presents allow students to ask questions. Teacher should also prompt group to do an informal assessment to help them analyze how they group solved the presented problem. What resources did they use? How did each group member contribute? 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Students will be evaluated on what they included in their final product as described on the product checklist handout. Each student will write at least one paragraph about what they did to help the group, what they learned about being healthy and eating right, and why it is so important for them. Both group and individual will be assessed. After all group presentations there will be a class discussion on what students learned and why it is so important for them to know this information. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? Help students by giving them an example of a healthy meal or two the you have created so they can use it as a reference if they need extra help, allow them extra time if needed and make final exhibits or presentations due the next day so they have extra time to complete the task. b. Extension for students of high ability? (Remember, gifted students need challenge). Have students include a healthy snack options for the weekend in their final product. As many or little as they feel necessary to keep a healthy diet and help their body run smoothly. TOTAL LESSON TIME: 4 DAYS

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): http://www.kidshealth.org http://www.choosemyplate.gov/foodgroups/index.html http://www.choosemyplate.gov/ -past experiences in health class

Getting Started:
There are many decisions we can make to help our body be healthy. One main thing is to eat the right foods in the right amount every day. We can also make other decisions to keep our body healthy. Your group will be doing research to find out what and how much of each food group you need to eat everyday to keep your body healthy. Groups will research and create a meal plan for each meal (breakfast, lunch, and dinner) of a 3 day weekend. During your research you need to answer the following questions and include your findings in a final product/exhibit to share with the class at the end of the week. Questions: -What are the food groups? -What is the daily food recommendations for each food group? -How much of each should you include in each meal? -What do each group of foods do for your body? -What are 2 other decisions you can make to keep your body healthy? Websites to get you started: http://kidshealth.org/kid/nutrition/food/pyramid_quiz_print.html#cat119 http://www.choosemyplate.gov/tipsresources/index.html http://kidshealth.org/kid/stay_healthy/food/pyramid.html#cat119 http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/ Keywords to get you started: Eating healthy Daily food recommendations Eating healthy daily for kids Kids health Ideas for final product:

collage brochure cartoon/drawing model booklet poster oral report/presentation postcard play/video or teacher approved idea

Name:__________________

Product Checklist
Groups can choose what they would like to do to show their research and their meal plan for the three day weekend. The following need to be completed: ___ Final product idea approved by teacher (5 pts.) Final product must include: ___ List of the food groups (6 pts) ___ 3 meals included on the day (breakfast, lunch, supper) (9 pts.) ___ 3 days included in your plan (Friday, Saturday, Sunday) (9 pts.) ___ how much of each food is needed each day (6 pts.) ___ how much of that food you are going to eat each meal (6 pts.) ___ include at least 2 other things you can do to keep your body healthy (4 pts.) TOTAL PRODUCT SCORE: _____/45

Individual Checklist of Problem Solving Process


Each group member will need to reflect on your group experience. Write at least one paragraph including the following: ___ What did you do for the group? (2 pts.) ___ How did your group work together? (2 pts.) ___ How did you like this assignment? What would you change? (2 pts.) ___ Name at least 1 thing you learned. (2 pts.) ___ Why is eating healthy and making good decisions important for you? (2 pts.) TOTAL INDIVIDUAL SCORE:_____/10 ______________________________________________________________________________

TOTAL SCORE: _____/50

Concept Attainment Lesson Plan


Lesson Background: Your Name: Lindsey Vande Wall Subject: Science Lesson Title: The Human Body: The Human Senses Materials Needed: - Note cards containing critical and non critical attributes -boxes and containers to place objects from stations in -cotton swabs -sugar/salt and water container -earphones with tape player of sounds of ocean, crowd, traffic, teacher voice -colorful pictures of a family, a stoplight, the classroom, book page, and different objects -flowers and scratch and sniff stickers Prerequisite Skills: Be able to listen, follow directions, read, write, and think about critically to compare and contrast different concepts. Lesson Objective: Academic in A B C D format: Students will identify the concept and the teacher will clearly reveal the concept for the lesson to them. Students will then be broken into groups of 4 and will have to participate in five stations, one station for each sense. For each station they will perform in each activity and will analyze what sense they are using for that station through observations, while discuss with their group what sense they are using, what is helping them use it, and what it does for them. After observations and discussions students will write two sentences or more to summarize their observations for each station and why that sense is important for their body (i.e. smell with your nose). Concept Label: Human Senses Critical Attributes: (Yes): Ears, eyes, nose, mouth, touch, sweet, sour, soft, bright, loud, smelly, taste buds, hot, cold, familiar voice, telephone ring, sharp Non-critical Attributes: (No): Heart, knees, flowers, rainbow, blink, stomach, intestines, teeth, earphones, paper, sunglasses Definition of Concept: a specialized function or mechanism (as sight, hearing, smell, taste, or touch) by which an animal or human receives and responds to external or internal stimuli. ----------------------------------------------------------------------------------------------------------------------------Interaction with Students: Grade Level: 4

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes) Time: 2 min. Start the class by telling students we are going to learn about a new concept today having to deal with the human body. I am not going to tell you what you are learning you are going to have to figure it out by yourself. I am going to hand all of you cards with words on them. It is for you to decide if you think they fit the topic then place your card under the yes, if you dont think it fits the topic then place it under the no category. As the teacher, start the class off by placing the word mouth under the yes section and stomach under the no section. 2. Test for attainment: (Do the students understand the concept?) Time: 5 min. Now I am going to have you as a class form lists under each column. Put your word under the yes or no columns based on where you think it fits. I will call on two of you at time to go up to the board to put up your word. I will have each of you explain where you put your card where you did. Everyone should be paying attention to what your classmates are saying to try to figure out what the topic of our lesson is. If you figure the answer I want you to think about what it is in your head and not shout out the answer. After all the cards are up on the board I will ask for volunteers to share what they think the lesson is about. 3. Analyze student thinking processes and integration of learning: Time: 7 min. (Are they able to provide additional examples and non-examples?) After cards are up on the board, have students share what they think the topic is. Then have a discussion about why they think it is about what they shared to get the rest of the class involved. Ask students for additional examples that would fit into the yes column that also have to do with the concept. 4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5 min. Our nervous system helps us have our five senses. Our senses help to protect us from being too hot or cold (touch), eating something that is really bad for us (taste), hearing or seeing something that might be dangerous, or smelling something dangerous too like a fire for example. Who else can think of how our senses might protect us? Get student ideas. Next we are going to test our senses to see what they really do for us and the different ways they can help us. 5. Procedures for Using the Concept in a meaningful way? Time: 25 min. We are now going to go to different stations around the room to test our senses and that will help you learn what they are with experiments. I am not going to label the stations it is your job to use your observations to think about what the sense the station is focused on. At each station I want you to do with the direction card says. After you are done I want you to talk with the people in your group about what sense you think that station was focused on, what you observed, and how you think this sense helps you. You will write about your observations and why you think the sense is important to you after all the stations are complete. (Teacher sets up stations prior to class.) Stations: 1. Touch-have 3 feel boxes where students stick their hands in to feel object inside. 2. Taste-have 2 containers. One filled with salt one with sugar. Have each student have a cotton swab and dip each end in water then dip it in the container and taste the salt or sugar.

3. Smell-Have smell containers use plastic container and poke hole in the top. Put flowers, a boiled egg, and use different scratch and sniff stickers for different scents. 4. Hearing-have different headphones connected to tape players playing different sounds. Examples of traffic, the ocean waves, a crowd cheering, and the teachers voice 5. Sight-have students look at really colorful pictures of different objects like the classroom, a stoplight, a family, a book page, etc. 6. Assessment/Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents Time: 10 min. - For each of the five stations the student should write two sentences with at least one observation and they should write why that specific sense is important to them. - Refer to Assessment Checklist 7. DIFFERENTIATION of Content, Process or Product: a. Adaption for students who need extra help, time or attention Students will be allowed to go back to stations if more time is needed. One group could be made up of those who may need some extra help or attention so the teacher can scaffold them and ask them more questions to help them learn what they need. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). Students can write more than two sentences for each sense to analyze other ways the senses might help them or connect how senses work together to help keep us safe. Example: we can smell a fire but we can also feel and hear it too. TOTAL LESSON TIME: 55 minutes 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc.): - Merriam-Webster Dictionary -From Head to Toe by Barbara Seuling -Previous experience in life science class with Mrs. Schutt

Assessment of 5 Senses Station Name: Please write at least two sentences about each sense station. Sentences should include at least one observation and why that sense is important to your body. 1. Sight-

2. Touch

3. Smell

4. Hear

5. Taste

Assessment Checklist for Participation of 5 Senses Lesson: 1. The student participated when putting concepts on the board and when trying to figure out the main concept ____ 2. The student had thoughtful discussions with group members in each station ____ 3. The student participated by trying each activity at each station ____ 4. The student wrote two thoughtful sentences for each of the five stations ____ - One sentence with a clear observation about the sense being used in that station ____ - One sentence saying why the specific sense from that station is important ____

Assessment for Two Sentences (Written During Stations) 1. (1 pt. for each station) The student wrote a thoughtful and clear observation about the sense being used in the specific station in one sentence. - Station # (1 pt. each) : 1. ____ 2.____ 3.____ 4.____ 5.____ 2. (1 pt. for each sentence) The student wrote why the specific sense from the station is important to them as humans in at least one sentence. - Station # (1 pt. each): 1.____ 2.____ 3.____ 4.____ 5.____ 3. (1 pt.) There are no spelling or grammar errors (i.e. misspelled words, periods, other punctuation, etc.). ____pts.