Developmental Lesson Plan

Teacher Candidate: Alyssa Lubben and Ashley Zeller Date: October 2nd, 2017

Group Size: 17 Allotted Time: 60 mins Grade Level: 1st grade

Subject or Topic: Health, organs

Common Core/PA Standard(s):

Standard 3.2.1.A9
Distinguish between scientific fact and opinion. Ask questions and objects, organisms, and events. -
Understand that all scientific investigations involve asking and answering questions and comparing the
answer with what is already known. Plan and conduct a simple investigation and understand that
different questions require different kinds of investigations. Use simple equipment (tools and other
technologies) to gather data and understand that this allows scientists to collect more information than
relying only on their senses to gather information. Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence and compare them with their
current scientific knowledge. Communicate procedures and explanations giving priority to evidence
and understanding that scientists make their results public, describe their investigations so they can be
reproduced, and review and ask questions about the work of other scientists.

Standard 10.1.1.B1
Identify and describe functions of basic body parts and organs.

Learning Targets/Objectives:
The students will identify the basic organs in the body.
The students will describe functions of the organs.
The students will test their heart rates (resting heart rate, active heart rate)

Assessment Approaches: Evidence:

1. Assessing students prior knowledge on the 1. Student/Teacher discussion Q/A from
body parts functions. teacher to student
2. Assess students understanding of the 2. Teacher observation during lesson
bodies organs through their creations. 3. Students complete human body
3. Inquiry Sheet 4. Complete answers to all the questions and
participation in the inquiry and discussion.
Assessment Scale:
Advanced Proficient Basic Below Basic

Subject Matter/Content: Health Unit Body Organs

Prerequisites:
Students previously learned about the topic Health
Students previously learned the Human Body Parts.
Students previously learned the Human Body Part Functions.

Key Vocabulary: organs, heart, brain, lungs stomach

Content/Facts:
The human body has a large number of organs that somehow all work together to keep
us alive.
The brain is the one of the most important organs in our body.
We think, feel emotions, make decisions, and control the rest of our body with our
brains.
The brain is protected by a thick skull and fluid.
Lungs are major organs that bring much needed oxygen into our blood stream.
The stomach holds our food when we first eat it.
The heart is considered to be the center of life.
The heart pumps blood throughout the whole body.
Making observations to make predictions.

Introduction/Activating/Launch Strategies:
Before Activity:
1. Have students participate in the Hokey Pokey. After, the students will sit back down
in their seats.
2. Teacher will ask students the question, Why do we have arms or legs or even a head?
to begin a class discussion on the importance of our body parts.
3. Discuss and share with students how our body parts move because our brain is telling it
to.
4. Teacher will introduce the lesson for the day.
5. Teacher will open up a short PowerPoint explaining the organs and where they are
located.
Development/Teaching Approaches
During PowerPoint (10 minutes)
1. Asked students where each organ is located as you go through each slide.
2. Ask students to breathe in and out to feel their lungs, have students feel their heart
beating
During Notebook Activity (15 minutes)
3. At their seats, instruct students to begin working on their body.
4. The students will decorate their shirt and create a face for their body.
5. After, the students will locate where the organs go on the body and glue them down.
6. After the organs are glued on, they will glue on the words for each organ on top.
During Inquiry Lesson (25 minutes)
1. Place stopwatches on 3 tables
2. Teacher will walk around the room observing while students complete their inquiry
lesson.
 3. Have students make observations on their worksheet about what they think their resting
heart rate is, what their heart rate is while doing little exercise, and what their heart rate
is while doing a lot of exercise.
4. At the first table, students will be testing their resting heart rate for one minute using
the stopwatch.
5. Students will record their data.
6. At the second table, students will be testing their moderate heart rate by walking
around the room for two minutes and then testing their heart rate and recording the
data.
7. At the third table, students will be testing their heart rate after doing a lot of exercising
in a short period of time (i.e. jumping jacks, running in place) for two minutes and then
recording their data.
8. After about 25 minutes, the teacher will bring the class back together and go over the
inquiry sheet, taking volunteers to describe their results.
Closure/Summarizing Strategies:
After Inquiry Lesson
1. After about 25 minutes, the teacher will bring the class back together and go over the
inquiry sheet, taking volunteers to describe their results.
2. The teacher will introduce the topic for the next days lesson and have the students
keep the question in mind for the next day.

Accommodations/Differentiation:
1. If a student doesnt finish their foldable in the time period, then he/she can finish at
home.
2. Enrichment Extension: Students that finish early can complete a worksheet about an
organ they learned about. Explain the functions of the organ and where it is located.

Materials/Resources:
Paper body
Paper shirts
Paper pants
Black paper
White paper
Paper brain
Paper heart
Paper lungs
Paper stomach
Labels
Whats inside _______s body? labels
Glue sticks
Scissors
3 stopwatches (1 per table)
Inquiry worksheet
Enrichment Extension Worksheet
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts