Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Priyanka Prasad Date: September 13th, 2021

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ____x____ Town:_______ Rural: ______

Grade level: 5 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Missy N. Miss: Multiple Disabilities- has an IEP 1 ● 1:3 TA support aide
● extra time as needed
● visual cues
● preferential seating
● frequent checks for understanding
● preteaching and reteaching
● vocabulary lists
● frequent redirection and refocusing
● clear expectations for behavior
● differentiation of activities
● copy of class notes
Jacob - Other Health Disability- has an IEP 1 ● additional support
● directions repeated and clarified
IEP Goal: “Jacob will come to class on time, prepared and ● preferential seating (away from distractions)
complete assigned work”. ● frequent checks for understanding
● visual pictures for schedule
● vocabulary lists
● redirection and refocusing
● preteaching and reteaching
● directions simplified

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Donald E. Over- Learning Disability - has an IEP 1 ● copy of notes
● visual prompts
IEP Goal: “Donald will identify and comply with teacher ● word bank and vocabulary lists
directives, classroom rules/expectations and school rules ● preferential seating (allow for standing)
throughout the ● frequent checks for understanding
school day”. ● clear, concrete directions
● redirection and refocusing
● reteaching and preteaching of materials
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
3 ● Students meet with ELL support teacher 2x in a 5 day
ELL Learner cycle for 40 minute periods.
● Heterogeneous groupings (“purposeful pairings”)
● visual aids
● activate background knowledge
● extra time to complete work
● access to Google Translate
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
CRLI (Culturally Responsive and Linguistic Responsive)- 3 ● Small-group activities
diverse group of students ● Sentence Frames as needed
● Increased use of kinesthetic and hands-on learning
experiences

Lesson 5 of a 6 Day Learning Segment

Subject and Lesson Topic: Science- Human Anatomy

Grade Level: Grade 5 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

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The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
Students will develop an understanding of the major systems of the human body and recognize their roles and relationships. (musculoskeletal,
digestive, respiratory, and circulatory systems).
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Most students in this class also attended this school for grade 4. In the grade 4 curriculum, students focus on organisms and their roles in the
community, with an emphasis on habitats and food chains. In grade 5, we shift focus to the human body and the organ systems within us, which has
been a big change for many students. Students have been working on different parts of the human body, throughout the year in physical health
education as well as through the science learning segment this month. At the end of the unit test in PHE, 90% of the students achieved a score of 75%
or higher. The class overall tends to enjoy science lessons that involve hands-on experiences, experiments and educational videos. The class spends
one block a day working on STEM focusing on the sciences each day, where they work on problems related to the real-world. Students use an
inquiry-based approach to learning in the classroom, with an emphasis on making connections to real-life situations. In the past month, students
have been successful at making connections with the human body system and their own bodies, recognizing different ways of staying healthy and
promoting a healthy lifestyle. Usually when working on science concepts, we begin learning segments with a KWL chart, so I can gage students’
understanding of the foundational concepts needed to be successful in the upcoming lessons. During the KWL chart in the initial learning segment
lesson, it was brought to my attention that some students needed further reteaching with organ parts’ name and relationship recognition. Students
seem to have a rote memory form of the different organ parts. On a closure activity from the last science class, students successfully met the objective
of identifying the different parts of the body systems, with 85% accuracy, indicating a level of preparedness for this lesson.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Recognizing that a lot of the vocabulary and concepts may be new to students, I will ensure to use several opportunities for students to learn about
the different body systems, and interact with each system in a meaningful way. I will also provide students with vocabulary and word lists, so
students become familiarized with the terminology being used, even before the start of the learning segment. In this way, students are able to engage
in discourse with family members prior to teaching the material as well. Since much of the class enjoys cooperative, hands-on learning strategies, I
will incorporate this approach into my lesson, so that I am able to keep my students engaged and help them build meaningful connections with the
content. I want to make sure students understand the relationships of the different systems and their roles through meaningful learning experiences,
rather than rote memory, so I will create instructional activities that facilitate critical thinking and higher-order thinking. By having completed a
KWL chart with the students prior to the learning segment, I am able to plan my lessons accordingly, by making sure to reinforce learned concepts,
encompassing answers to student questions as well as making sure the curriculum expectations are met.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Much of the student population in the class is energetic, inquisitive and enjoy hands-on learning experiences. Oftentimes students in the class
become disengaged if the lessons are not meeting their needs or provide enough challenge. The majority of the class consists of students who have
younger siblings within the school and are walkers and both parents work full-time. We have one parent who is a doctor at a local clinic, and there is
a children’s hospital in the near vicinity of the school, where most children go in case of emergency. The students enjoy using technology and are

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good at using it to conduct research. However, many of the students do not have access to technology at home. The students also enjoy collaborative
thinking and group work. They are inclusive of the students with special needs and often use good problem solving skills to overcome conflicts. The
students with special needs on IEP plans are all good with group work and enjoy being social. They work well in small groups and preferential
seating, given the appropriate tools and accomodations.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Since we have a parent doctor, I will be asking them to set up a Zoom Call to be able to have a guest speaker as part of one of the lessons in the
learning segment. I will also be connecting this lesson, in part, to the last field trip the class had. Last month, the class went to the local children’s
hospital on a tour, where one doctor introduced the students to X-ray images, talked about healthy living and showed the class some of the
equipment in the facility (from a distance). By creating a hospital room escape room, I am connecting this lesson to their community trip, and
bridging the gap between school taught content, and the community outside. This will provide students with a fun and unique learning experience to
further their understanding of the body systems. I will also be using their energetic, social and inquisitive personalities to guide my instruction for
this specific lesson, as it will be a very hands-on experience. I will be creating an escape room style game where students must work together, using
an inquiry-based model. Students will also have the opportunity to use technology to access resources to guide them through the different stages of
their assignment. The group activity will require students to work collaboratively and problem-solve, while being in heterogeneous groupings.
Within these groups, the students with disabilities will also be dispersed, and the educational aide will provide assistance to the students identified,
as necessary. The students on an IEP will be provided with a vocabulary list word bank prior to the start of the lesson, to have sufficient time to
familiarize themselves with the terms. They will also have the educational aide on-site to assist with redirection and refocusing, and helping break
the tasks down further. I will also be monitoring the room and provide redirection, refocusing and strategies for students to succeed.
Curriculum Standards
Ontario Grade 5: 3.1 identify major systems in the human body (e.g., musculoskeletal system, digestive system, nervous system, circulatory system)
and describe their roles and interrelationships
Ontario Grade 5: 3.2 describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems.
New York State: MS-LS1-3. Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells,
tissues, and organs working together to maintain homeostasis. [Clarification Statement: Emphasis should be on the function and interactions of the
major body systems (e.g. circulatory, respiratory, nervous, musculoskeletal).]
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Using the provided data, in the form of puzzles Informal Assessments include: ● Students are grouped according to
and fill-in-the-blank activities, students will be ● Teacher observations heterogeneous grouping/”purposeful
able to solve the missing files and attach it to the ● Oral text-based questions and group pairing” for the whole-class activity,
correct patient, by connecting the different parts discussions where each group focuses on one body
of the human body systems and their functions ● Carousel group inquiry activity system.
with 85% accuracy. Students will develop a observations ● I will model strategies for solving the
puzzles.

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strong understanding of the different human
body systems, and their roles, with 85% accuracy.
Formal Assessment includes:
● Students will be graded on completing a
series of group work activities in which
they put together puzzles and
fill-in-the-blank activities, based on
accuracy.
● Students will also be graded on matching
each file to the correct patient, through
their group work activity.
● We will review body systems and parts
prior to lunch, before engaging in the
inquiry-based activity.
● Think/Pair/Share for students to think
about the strategies used in solving the
clues and accessing resources.
● The students with an IEP will be
provided with 1:3 EA support
● The students with an IEP will be
provided with extra print outs of the
words to fill in the blanks, in place of
having to write out every word in the
puzzle.
● Students will be provided
differentiated activities, as group 2 will
have activities that are less challenging,
and group 1 has increasingly challenging
puzzles. The activities are also
differentiated, as each group has a
variety of puzzles, of all different levels.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function
Looking at your standards
and objectives, choose the one
Bloom’s word that best Solve
describes the active learning
essential for students to
develop understanding of
concepts within your lesson.
Vocabulary ● respiratory system ● Direct Instruction/ Academic Vocabulary: I will be
Key words and phrases ● circulatory system reviewing the words with students as they work in their small
students need to be able to ● skeletal system groups. I will engage in discussion and clarify any
understand and use ● digestive system misunderstandings of vocabulary.
● heart ● Inquiry-Based Learning: during the inquiry-based activity,
● lungs students will use resources to learn more about these
● skull vocabulary words.

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 ● brain ● Encourage group discussions in the small group activities.
● intestines ● Notebooking: Students add the new words to their “Personal
● esophagus Dictionaries” where they add academic vocabulary
● pancreas throughout the year.
● saliva ● Visuals: The puzzles consist of visual diagrams to help
● digestive enzymes students relate the concepts better.
● sphincter ● Cross-Curricular Activities: Students will be provided
● fibula writing prompts during their ELA block, where they are to use
● patella some of the words from the list of the vocabulary words, in
● spine creating their short writing activity.
● femur ● STEM Challenges: Students will use some parts of the
● pelvis vocabulary in STEM activities, where they are to create
● joint models of the lungs, digestive system and heart, and explain
● carbon dioxide the process. In order to be successful in these activities,
● oxygen students must have a solid understanding of this vocabulary
● diaphragm through these lessons.
● blood cells
● larynx
● inflate
● alveoli
● trachea
● veins
● capillaries
● arteries
● blood cells
● septum
● kidneys
● circulation

Syntax
Describe ways in which
students will organize
language (symbols, words,
phrases) to convey meaning.
Students will complete fill-in-the-blanks and
matching activities, using the vocabulary words
in the word bank, through collaboration. They
will use the vocabulary words in solving the
puzzles, to build an understanding for the
purpose of each body part. This will be done
using group discussions to explain their
thinking.
● Whole-class discussion: towards the end of the lesson, as
students are trying to piece together the final parts of the
puzzle, to determine which file belongs to which patient.
● Small-Group Inquiry: to work together to build a deeper
understanding of the different vocabulary words and the
processes associated with the body systems.
● Visuals: For our ELL and IEP students to be able to have
visual representation to understand the meaning of certain
terms. (heart, lungs, skull, veins, kidneys).

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Discourse
How members of a discipline
talk, write, and participate in
knowledge construction and
communicate their
understanding of the concepts
Instructional Process
The whole class will begin the lesson using an
inquiry activity. In this, they work together to
solve the first clue to get into their classroom.
This opens the discussion for body parts and
systems. Following this, we will take a look at
the lesson objectives so students understand
what they are expected to be able to do at the
end of the lesson. Once introduced to their
mission, students will work in small groups to
conduct a problem-solving activity to
understand the different body systems, and
apply their knowledge of it to the whole class
activity. This will require students to work
together to come up with strategies, and
determine how to access resources effectively,
and also discuss their understanding of the
different systems.
As students complete each puzzle in their small
groups, they will come together towards the
end to present to the rest of the class about
their findings and their understanding of the
body systems. They will use a jigsaw approach
and lead the class by teaching their peers about
their assigned body system. The class will then
work together to determine which puzzles
match which patients.
● Interactive Instruction: Students are provided with a
hands-on activity to facilitate critical thinking and analyzing
the information found on the different puzzles to develop a
deeper understanding of body systems.
● Visual Diagrams: Students will be filling in diagrams of the
different parts of the 4 body systems found within this lesson,
using the vocabulary terms.
This lesson is very much student-centered. However, I will ensure
students are focused on tasks and benefiting from this lesson by
facilitating and supporting small group discussions. Students are
also discussing concepts throughout the lesson with one another to
clarify and learn from each other. I will also provide guiding
questions to groups, as necessary. I will be reinforcing effort and
providing recognition for students who are positively collaborating
and showing effort in the activities. I will also be providing students
an opportunity to teach each other, which will further provide
instructional support in helping students participate in knowledge
construction and deepening their understanding of the different body
systems. This lesson offers students a chance to use Gardner’s
Theory of Multiple Intelligences as it has visual, kinesthetic and
verbal-linguistic components to it.
Accommodations and/or Modifications and/or
Supports
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Anticipatory Set/Motivator
● Attention Grabber: I say, “Flat Tire!” and students respond with “Shhhhhh”. I greet ● Fidget toys available at the front of the
students outside of the classroom, after the nutrition break. “Welcome back, friends! I classroom for the students on an IEP to sit
hope everyone had fun outside. Who is ready for our science lesson this morning? through the introduction of the lesson.
○ Let’s go inside- Uh-oh! Our door won’t open! There’s a lock on it. That’s
strange. And there’s a note attached to it. Can one of our friends volunteer to ● Reminders and poster: classroom rules
read the note?” - “Clue: Organ that pumps blood into the rest of your body” - posted in the classroom.
“Hm… what organ could that be? What do you think this clue is for?” (This
will get the students interested and get them to start thinking about science). ● Visual PowerPoint Presentation: lesson
Student answers, “Heart! Let’s try it on the lock”. - Once we open the lock, I ask objectives written.
students to come have a seat in the middle of the carpet to go over our lesson
objectives. ● 1:3 EA Support: the EA in the classroom
will also float throughout the activity to
● Objectives: Using the provided data, in the form of puzzles and fill-in-the-blank assist students in answering questions and
activities, students will be able to solve the clues related to their assigned person, by clarifying any misconceptions. They will also
connecting the different parts of the human body systems with 85% accuracy. And, provide aid in redirecting students on the
students will develop a strong understanding of the different human body systems, IEP to stay on task.
and their roles, with 85% accuracy.
● Preferential Seating: Missy N. and Jacob
● Introducing the Mission: “Today, it seems like we have a mission. Before I tell you will sit close to the front during the
about the mission, I wanted us all to listen to a new message I received. Let’s listen to introduction of the lesson. Donald E. will
it together”. *play message* - “Well, you all heard the message. It sounds like we are on stand to listen to the directions.
a mission to solve the case of the missing files. This means we will be working in
groups and also working as a class to solve all of the clues and sort through the files, to ● I will simplify the directions for Jacob and
reorganize the patients’ information. This means, we will have to put on our thinking then reinforce the task expectations, using
caps and reflect back to everything we have been learning about in this unit on body Jacob’s visual cues.
systems. First, you will be split into different groups so you can work in your small
groups to solve the files found at your tables. Then, we will come together to share
what we have learned about in our small groups, and then sort each file, using
problem-solving skills, to determine which file belongs to which patient. We also have
a little patient profile we will read at the end. The patient profiles will tell us a little
about each patient, and help us sort each file. Does anyone have any questions? I will
also be walking around and helping groups. Remember, this is a whole-class activity,
so we need to work together to be successful in our mission.”

● Behavior Management Reminders: “Before we begin, what are some things we need to
remember as we work through this mission? What are some rules we want to follow?”

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 ○ Remind students about: group work, participation, being kind, respecting one
another, using an indoor voice and using teamwork skills.

● Organization and Distribution: “Now that we have gone over the expectations, let’s get
started! To begin, please find your name on the tables. Everybody has been split up
into different groups. On each table, you will find a stack of very unorganized files! It is
your job to solve each of the files, and bring it to the front once your entire stack is
complete. Once your group has completed their stack of files, please come and read
the patient profiles. Determine which files belong under the correct patient. You may
head over and look for your name.”
Instructional Procedures
● Group discussion: to promote thinking and
This lesson may be challenging for some students. However, through heterogeneous collaboration.
groupings of the students, I made sure that every group had a variety of skills found in each
student, that they would bring with them as an asset to the team. ● Increased wait times: for responses for ELL
● Did we find our tables? learners during discussions as I walk around
● What do you notice about the files? Are there files that are easier than others? Why and ask students questions.
are they easier or more challenging?
● How is it going at your table? What are we finding challenging about these files? ● Google Translate: ELL learners to
● The labelling can be tricky. Maybe we can try to use a process of elimination. Try using communicate with their peers, as needed.
that strategy- by first labelling what we know for sure, and then coming back to the
unknown labels. What are some strategies your group is using that are working well? ● Hands-on Learning: providing students
● Let’s think back to the science video about the heart we watched on Monday. What do with a number of opportunities to solve
we remember from the video? Do we remember how many chambers there are, and problems as they analyze different images
what the heart does for our body? What was the difference between veins and and files to build a deeper understanding of
arteries? Can someone show me veins on their hands? the functions of the body systems.
● Let’s think back to our digestive system demonstration. Remember when we used the
banana and created our own model of the digestive system? What did we learn from ● Access to online resources: for students on
that experiment? What do we remember about it? What helped our stomach break the IEP who may require extra assistance
down the food? What were some of the parts of the system we had to make? How did and time.
we make it with the materials?
● Let’s think back to our art activity where we watched the video about the skeletal ● Differentiated Activities: Students on the
system, and then tried creating our own. What parts do we remember that we had to IEP will be grouped in areas where they are
make sure we created? What was the importance of the skull? What helps protect our able to be active group members and have
organs? How does this protect our organs? Do we remember what a joint is? Why are something they can contribute with, based
bones so important to our body? How can we make our bones nice and strong? on their cognitive levels. Each group also has
● Let’s think back to our lessons on the respiratory system. What did we learn about a variety of levels of puzzles and group 2 has
this system? What are some of the most important parts to this system? Why is it been specifically created for students who
important to our body? Let’s think back to the 3D model we made in our groups. What may struggle more with this activity, as it

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 parts of the lungs did we make? What was so important about these parts? How did provides activities better tailored to their
we get the lungs to work in our model? What did this show us? How are some ways needs.
we can keep our lungs healthy? What happens to our bodies when we are exercising?
● Do any groups need some assistance? We have some groups that are starting to finish ● Strategic Questioning: asking students
up, we can all help each other out and solve all of the missing files. specific questions to foster critical thinking
● Reminders and redirections: Remember everyone! We are working together. We need and promote discussion.
to think about our questions and answer them as a team. Let’ use our thinking caps
and stay focused on our mission. ● Reinforcing effort and providing
● Recognition: Wow! Group 2 you are doing amazing! All of the groups are working so recognition: students are encouraged to
well together. I hear a lot of collaboration. I also hear a lot of great discussions about participate and this will be used as a positive
the role of each body part, and its importance. Great work everyone! reinforcement.
● Reminder: We have about 5 more minutes left, before we all come back together as a
group. When we come back together, we will start looking at the patient profiles ● Redirection and refocusing: for students
together, and think about where our files belong. We will share our thinking with the who may lose focus or go off task.
class and explain what file each group had.
● Whole-class Discussion: Excellent job everyone. Now, each group will present their ● Frequent Checks for Understanding:
findings and explain which patient they think their file belongs to, and why. Continue to check in with all groups to make
○ Is there someone who can volunteer to read our patient profiles to us? sure they are understanding the
○ Is there a group that would like to go first? expectations and are successful in their
○ Why do you think this profile matches with your file? What strategies did your activities.
team use to come to this conclusion? Were there any clues in your patient
profile that made you think this? ● Monitoring: behavior, social skills, group
○ I’d like us to share our thinking, the process of how we solved each of the clues conversation, and science understanding.
in the puzzles, and why we think the file belongs to the specific patient we
choose. *Run through all of the files with all of the groups* ● Prior Knowledge Activation: Asking
students to think back to their previous
learning experiences and use their
background knowledge to work through this
activity.

● Gamification: The lesson is created on the

basis of a “Missing Files” escape room game,
where students must work collaboratively to
solve the puzzles.
Closure ● Review: important concepts
● What do we notice about the patients? Do we have any questions?
● Clarify: any misunderstandings

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 ● Closure activity: Students must properly attach each file to the correct patient, with ● Redirection and refocusing: for students
the correct answers completed on each file. on the IEP and students who may need
additional support to pay attention during
● Exit Ticket: As groups complete their file assignments, please share with us as a group whole-class share.
(1) one strategy that you used as you completed this activity, (2) the importance of
one of the four body systems we have been learning about, and (3) one of the ● Strategic Questioning: Asking students
important organs found within that human body system. about what they found helpful through their
activity, and asking students to explain their
thinking.

● Preferential Seating: Missy N. and Jacob

will sit towards the front of the class during
the share out. Donald will be allowed to
stand at the side of the room if he needs a
break from sitting.

● Copy of the Puzzle Pages: Students with an

IEP and ELL learners will be provided with a
physical copy of the different activity pages,
so they can easily follow along during the
whole-class share.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

Visual cues for IEP schedule and Donald’s visual prompts “stop”, “group work”, “quiet voices”
Copy of all of the puzzle pages
List of Vocabulary Words
PowerPoint presentation
Door letter lock
“Patient Profiles”
“Missing Files” and cut outs required for the activity
Access to an iPad for Google Translate and approved resources

Appendix for Resources:

1.0 - Vocabulary List

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2.0 - Visual Cues
3.0 - PowerPoint Presentation (also has the digital copies of the puzzle sheets) - This will be provided as a print out for students
on an IEP.

Vocabulary List:

● respiratory system ● carbon dioxide

● circulatory system ● oxygen
● skeletal system ● diaphragm
● digestive system ● blood cells
● heart ● larynx
● lungs ● inflate
● skull ● alveoli
● brain ● trachea
● intestines ● veins
● esophagus ● capillaries
● pancreas ● arteries
● saliva ● blood cells
● digestive enzymes ● septum
● sphincter ● kidneys
● fibula ● circulation
● patella ● pelvis
● spine ● joint
● femur

Visual Cues:

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