USF Elementary Education Supervisor Observation 2 Lesson Plan Name: _Grace M.

Colon-Merced_______

Grade Level Being Taught: 2nd Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21

Part 1: Lesson Content

Title of Lesson The Human Heart

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners - This topic talks about a part of the human body, the heart, and so connects to each and every one
(supervisors) of us. We will be learning about ourselves and what makes up our insides. We will also see that
even though we may have differences there are some things about us that are the same.

How does this lesson connect to/reflect the local community?

- This connects to the community because everyone had a heart and there are some people around
us who may have heart conditions too. It’s good to know about others and be there for them
when we can.

What Standards (national or - SC.2.L.14.1- Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton)
state) relate to this lesson? and their basic functions.
(You should include ALL applicable
standards.)

Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning
course) - SC.1.L.14.3- Differentiate between living and nonliving things.
- There is no previous standard of the human body, but students have learned about what’s a
living a nonliving thing.

Trace the standard to the next grade level. What will students learn next related to this standard?

- SC.3.L.14.1- Describe structures in plants and their roles in food production, support, water and
nutrient transport, and reproduction.
- There is no future standard for the human body in the upcoming grade. Students will talk about
the inside of plants rather than the inside of humans.

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 USF Elementary Education Supervisor Observation 2 Lesson Plan
Grade Level Being Taught: 2nd
What misconceptions might
students have about this
content? (talk to your CT)
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: _Grace M. Colon-Merced_______
Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21
- Students might not even know what body parts are in the human body, what a body part is, or
what the body parts due since they are being introduced to this topic for the first time. They may
have background knowledge outside of school too. They might also have misconceptions about
the heart’s shape because of Valentine’s day and simple hearts.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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- Students will be able to actively explore the human heart by engaging in an activity that will
require them to feel their heartbeat and model a human heart.
- Students will be able to actively inquire about the human heart and answer their own questions
of the human heart through exploration and explanations of the heart.
- Students will be able to accurately locate the human heart (on the outside of their bodies),
recognize a human heart’s shape, and accurately demonstrate what the human heart does
through motions and active learning.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _Understand and Apply___
Which level(s) of thinking is/are called for in your objective? __Understand and Apply____
Why did you choose this level(s) of thinking?
- Students are being introduced to the human heart and so need to be able to understand the
concept first and then apply their knowledge to check for understanding.
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 USF Elementary Education Supervisor Observation 2 Lesson Plan
Grade Level Being Taught: 2nd
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work?
Management & Environment
(integrated throughout your
step-by-step plan):
Name: _Grace M. Colon-Merced_______
Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21
Describe your assessment plan:
- Students will be given a pre-lesson probe to see what they know about the human heart. Then
they will be given the same probe after the lesson to see what they’ve learned.
How does it align with your objective?
- Students will be able to identify the heart’s shape, location in the body, and the hearts basic
functions after the lesson.
Is your assessment formative or summative? Why did you make that assessment decision?
- My assessment is formative because the concept is new and I want to check for learning and
understanding.
- The students will be assessed by their participation and accuracy of the concept after the lesson.
- They will be asked of the heart’s function, what it is, its shape, and its location in the body.
Part 2: Lesson Implementation
● How will you arrange yourself and the students (location in the classroom, seating)?
- I will stand in front of the class and the students will all be at their assigned seats.
● What processes & procedures will you use? How and when will you communicate those to students?
- I will begin by engaging my students with an attention strategy to gain their attention. Once the
students have quieted down, I will begin by asking them to take out their science workbooks. I
will tell them to quietly answer 2 questions(which I will write on the board): What is the human
heart? and What does it do? I will give them 5 minutes to do this, so I will put a timer up on the
board to measure time. After that students write we will explore the human heart with some
activities. The students will need to be actively participating and maintain indoor voices during
the activities. I will remind them of these expectations before starting. These activities include:
o Making a fist to model the size of their heart and opening and closing their fists to show
the beating of a heart that’s pumping blood.
o Jumping jacks to get their blood flowing and then touching their pressure point on their
forearm to feel their heartbeat
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 USF Elementary Education Supervisor Observation 2 Lesson Plan Name: _Grace M. Colon-Merced_______

Grade Level Being Taught: 2nd Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21

o Putting their fist heart on their chest in the correct location of where their heart is, I will
model.
I will have the students talk about what they have learned in their table groups. Then they will
share what they learned in a whole class discussion.
- After the discussion I will transition to an informational video about the heart. The students will
need to be quiet during the video and I will remind them to be before the video starts. After the
video, I will have the students talk about what they have learned in their table groups. Then they
will share what they learned in a whole class discussion. I will then assess their learning by
having them answer the 2 questions I asked in the beginning of class. They will need to open up
to the same page from before in their science workbooks and answer the questions under their
previous answers.

● What expectations will you have for the students? How and when will you communicate those to
students?
- I will begin by engaging my students with an attention strategy to gain their attention. Then I will
begin by asking them to take out their science note/workbooks. I will tell them to quietly answer
2 questions. After that we will explore the human heart with some activities. The students will
need to be actively participating and maintain indoor voices during the activities. I will remind
them of these expectations before starting. After the activities I will transition to an informational
video about the heart. The students will need to be quiet during the video and I will remind them
to be before the video starts. After the video, I will have the students talk about what they have
learned in their table groups. They will also need to be actively participating and using their
indoor voices. Then they will share what they learned with the whole class. I will then assess
their learning by having them answer the 2 questions I asked in the beginning again. They will
need to be quiet during this process too.

● What strategies will you use if students do not meet your expectations? Are there specific students
who require a more extensive management plan? What will that consist of?
- If the students get too loud I will use a clapping attention strategy to bring them back to silence. If
that doesn’t work then I will have to start moving individual behavior clips. There are two
students who require a more extensive plan because they may be in the ADHD spectrum. I will
remind them of my expectations with love and make sure that they get warnings. If there are
more than 3 warnings they will move their clips too.

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 USF Elementary Education Supervisor Observation 2 Lesson Plan Name: _Grace M. Colon-Merced_______

Grade Level Being Taught: 2nd Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21

- For my focus student, I added the timers in the lesson to help him concentrate more. His favorite
academic subject is science so I also chose this subject for him. Lastly, the 5E’s lesson structure
was made to engage students and help them think for themselves before getting new knowledge.
It scaffolds the students learning in a way that helps them add new information to already
existing information. My focus student has trouble sometimes when he is comprehending
somethings because they were rushed or he just wasn’t able to think individually about the
subject beforehand. This lesson structure was chosen for his benefit.

● What will students do if they complete the task quickly?

- If students complete their tasks quickly, they can read silently.

Materials
(What materials will you use? Why - Science Notebooks
did you choose these materials?
Include any resources you used.) - Pencils

- Laptop, speaker, & projector for video (all in the classroom already)

- Virtual timer

- Video https://www.youtube.com/watch?v=Vot7V7_2UoI

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 USF Elementary Education Supervisor Observation 2 Lesson Plan
Grade Level Being Taught: 2nd
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Differentiating Instruction
(adapting instruction to meet the
needs of individual students or
groups of students)
Accommodations
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
*If you don’t have students who
require these accommodations,
describe what you WOULD do if
Name: _Grace M. Colon-Merced_______
Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
- I will use the Total Physical Response(TPR) strategy I learned from my ESOL class to help ELL
learners understand what the heart is and what it does. We will use our hands a lot for models.
- There are also many participation opportunities for different learners: groups, individual,
motions, visual, etc.
Which specific students will benefit, and why?
- ELL learners and students on the ADHD spectrum will benefit from all the activities and clear
modeling and exploration of the topic.
How will you adapt this lesson to meet the needs of individual students or groups of students?
(content? materials? level of support? pace? etc.). Make connections to your student asset profile.
- I have used the 5E’s of science- engage, explore, explain, extend, evaluate to make sure the
students are learning properly. I will be using a timer for time management, and the
- I will make sure to work at a normal pace and support the students by giving them assistance
when they need it. I will also explain things and concepts that they might be unfamiliar with. ELL
students, students with 405 plans, and any other accommodations will be addressed according to
their existing plans from the classroom.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
- Early Production Level: Classroom plans will be followed, along with asking the student if they
understood the topic and having one-on-one time discussing their assignment and what they
need to do. This will remove doubts and confusion.
What accommodations will you make for students who have an IEP or 504 plan?
- Classroom plans will be followed to ensure the proper accommodations are made.
What accommodations will you make for students identified as gifted and have an EP (education
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 USF Elementary Education Supervisor Observation 2 Lesson Plan
Grade Level Being Taught: 2nd
you did have these students.
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be
distributed?
◻ Who will work together in
groups and how will you
determine the grouping?
◻ How will students transition
between activities?
◻ What will you as the teacher
Name: _Grace M. Colon-Merced_______
Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21
plan)?
- Classroom plans will be followed for the gifted students, which will most likely finish early on the
individual activities. I will make sure to engage in conversation with them concerning their plan
and their reasoning behind it. Then they will be able to read independently afterwards.
- Total Physical Response(TPR) strategy-
Diaz, L.T. (2018). The Crosscultural, Language, and Academic Development Handbook: A Complete K-12
Reference Guide. (6th Ed.). (P. 66). Pearson.
- 5E’s Learning Cycle-
Lorsbach, A.W. (n.d.).The learning cycle as a tool for planning science instruction. Retrieved March 3, 2021,
from www.coe.ilstu.edu/scienceed/lorsbach/257lrcy.htm.
- Heart Activities-
Ansberry & Rohrich, (2007). More picture-perfect science lessons: using children's books to guide inquiry,
K-4. Arlington, Va.: NSTA Press
- Heart Video-
https://www.youtube.com/watch?v=Vot7V7_2UoI
1. What is the content area for this lesson? _Science- The Human Body(Heart)____
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _Level 2, CT/Supervisor cycle 2- Whole group, 5E’s_
3. Step-by-step plan:
Time: Action Steps:
- Engage: I will begin by engaging my students with a clapping attention strategy to gain their
attention. Once the students have quieted down, I will begin by asking them to take out their
science workbooks. I will tell them to quietly answer 2 questions(which I will write on the
board): What is the human heart? and What does it do? I will give them 5 minutes to do this, so I
will put a timer up on the board to measure time.
- Explore: After that students write we will explore the human heart with some activities. The
students will need to be actively participating and maintain indoor voices during the activities. I
will remind them of these expectations before starting. These activities include:
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 USF Elementary Education Supervisor Observation 2 Lesson Plan
Grade Level Being Taught: 2nd
do?
◻ What will you as the teacher
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
Name: _Grace M. Colon-Merced_______
Subject/Content: Human body Group size: whole Date of Lesson: 3/23/21
o Making a fist to model the size of their heart and opening and closing their fists to show
the beating of a heart that’s pumping blood.
o Jumping jacks to get their blood flowing and then touching their pressure point on their
forearm to feel their heartbeat
o Putting their fist heart on their chest in the correct location of where their heart is, I will
model.
I will have the students talk about what they have learned in their table groups(already set
up). Then they will share what they learned in a whole class discussion.
- Explain/Extend: After the discussion I will transition to an informational video about the heart.
The students will need to be quiet during the video and I will remind them to be before the video
starts. After the video, I will have the students talk about what they have learned in their table
groups(already set up). Then they will share what they learned in a whole class discussion.
- Evaluate: I will then assess their learning by having them answer the 2 questions I asked in the
beginning of class. They will need to open up to the same page from before in their science
workbooks and answer the questions under their previous answers. If students finish early they
will be able to read silently.
- I will transition the students with my clapping attention getter and the CT will be observing the
lesson and monitoring students as needed.