COTAUGHT WITH HUTCHI

Contextual Information

Name

Big Idea: Grade: Date: 3/3 10:25-11: Lesson: 5

Human Body Fifth 08

Resource Link:

Lesson Structure: Integrated Differentiation for ESOL Accommodations. Check all that
Whole Group Content: English Language apply to your classroom:
Science Learners: Flexible environment
Integrated with… Flexible scheduling
Flexible seating
Bilingual assistance
Approved dictionary/glossary
Reading text aloud

Standard: (BEST/ FL Sci./ NGSS/ FL SS)

SC.5.L.14.1: Identify the organs in the human body and describe their functions, including the skin, brain, heart,
lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory
organs.

Learning Trajectory:
Previous Standard: Write code and full text:
SC.5.P.13.1: Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on
falling objects.
Next Standard: Write code and full text:
SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and
animals, including humans, for example: some animals have skeletons for support -- some with internal
skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in
different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and
animals to survive and reproduce while others die or move to new locations.

Diagnostic Data: This section is required for all ELA and Math Lesson Plans. ESOL proficiency data (WIDA or
IPT) is required on ALL lesson plans. Examples of diagnostic data include Lexile levels, Unit Assessments,
I-Ready, etc.
Copy of Hutchi Class Data

Lesson Planning

Instructional objectives(s) & Learning Target: Clear objectives written in the form of student learning.
- I am learning about the organs of the human body and the role they play in keeping our bodies running.
By the end of the lesson, the students will…
Learning Target:
- I can identify the organs of the human body.
- I can describe the functions of each organ.

Vocabulary: (define in kid friendly Instructional Materials:

terms) K-2 use beginner for K-2 & Select your materials and technology. Then, include a copy of print or
Intermediate for 3-5 Kids.Wordsmyth teacher made material and/or hyperlink to any digital materials in the
space provided.
Organ:
Function: Teacher selected read aloud: Title: Bones on the go
Heart Paper, pencil, markers, crayons
Eyes Teacher created materials
Teacher-made sample of activity/project
Ovaries Teacher-made sample of activity/project
Nose Teacher-made sample of activity/project
ipad/computer
Lungs Graphic organizer: None _______
Ears Assessment: _____
Science supplies (list)
Skin Organs of the human body worksheet
Tongue Human body powerpoint

Brain

Large Intestine

Small Intestine

Bladder

Skeleton
Pancreas

Testes

Kidneys

Muscles

Stomach
Liver

Introduction/Building Background: 1 min.

1. Greeting:
a. New unit!
b. You all did very well on your science test on Friday
2. Hook: How will you introduce the lesson, assess, or activate prior knowledge & motivate
students to learn?
a. Our new unit is going to be about the human body
3. Prior Knowledge: Connect this lesson to previous learning.
a. Build knowledge on human body

Instructional Steps (allotted time): Pacing

 1. Introduce:
a. You all took amazing notes on the human body
b. There are a lot of terms, definitions and functions
c. Review flashcards with partner
2. Lab
a. Have students cut a small hole in bottom of the Styrofoam cup.
b. Students chew up a cracker and eat to simulate chewing. Explain that chewing begins
with mouth, and travels through the esophagus to reach the stomach.
c. STOMACH: Put another crumbled, unchewed cracker in the bag. Add torn bread
pieces and broken up banana to the bag. Add 50ml of Mountain Dew to simulate
gastric juices in their stomach. Squeeze the air out of the bag and then seal it. (We are
trying not to let gas build up in our stomachs.) Squish the food for about 3-4 minutes
to simulate food lasting in your stomach for 3-4 hours. Food is now ready to travel to
the small intestine.
d. LIVER/PANCREAS: Add 5 ml of green tea and 5 ml of vegetable oil to the bag. This
will simulate the enzymes and juices from the pancreas and liver that will help the
small intestine further break down food. Seal the bag. MAKE SURE STUDENTS ARE
CLEAR ABOUT LIVER AND PANCREAS.
e. SMALL INTESTINE: Cut off the bottom corner of the bag. The pantyhose should
be open on both ends, to create a tube. Tape one end of the pantyhose around the cup
(see pictures on next page). The pantyhose represents the small intestine. Over a
plate, SLOWLY begin squeezing the food through the pantyhose. STUDENTS
SHOULD NOTE THAT SOME “NUTRIENTS” OOZE THROUGH THE PANTYHOSE.
This is being absorbed by your body.
f. LARGE INTESTINE: The cup is your large intestine. This contains the undigested
food. Have the students use a pipette to take out any extra water for the body to
absorb.
g. RECTUM: Students can push out the remaining food.

Differentiation Process/How . Zach, Oz, Demi, Madison, Brayden

HOT question (and expected answer):

1. What would happen if a section was blocked off?
2. WHat do you notice is getting stuck in the system?
Assessment: Formative assessment name Assorted Assessments . Describe if needed
1. Student flashcards

Lesson Closure: Teacher talk. Restate the main take-aways from the lesson. 1 min.
Great job today friends, we are going to continue the human body this week, there is a lot to dive into
so we will continue to break this down

Post Teaching Reflections

Lesson Adjustment: What have you learned about students’ understanding of the content based on the formative
assessment? If proficiency was not demonstrated, what next steps (reteaching) are required? Include evidence.
Reflection on Teaching: Analyze and evaluate your lesson delivery and class management.

Response to Feedback: BLOCK 2 ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement next
steps going forward. Explain how these next steps will impact students’ learning experiences.