DAILY LESSON PLAN

NAME: _______Chula____________ DATE: 9/4/13 GRADE/PERIOD: PRE-K

SCHOOL ___Free time Learning Center___ SUBJECT: Health, Nutrition, (Human Body) Articulate clear learning goals. I. OBJECTIVE What will the students learn/know how to do? Lesson Objective(s): We will be learning about the body parts and two main body parts Brain and Heart. Also we will learn about the Digestive System. We are going to learn about the best food to eat make the Brain, Heart, and Digestive System function best. Create evaluation/assessments. II. EVALUATION How will you know students have learned the objective? Lesson Assessment(s): We are going to read book about the human body. We trace our body learning names of body parts and place in the correct area of the body. Playing a game to see what food is best for the two body place and for the digestive system,

Examples of Formative Assessments: checklist, exit slip, observation/record, discussion/record, quiz, assignment, log, journal, demonstration, etc. I will ask question on what body part is next to which body part. Also if they notice any foods help out with more than one in the body Examples of Summative Assessments: final test, rubric, final project, performance, portfolio, etc. We see if the class learning anything by teaching the same material and a few different and fun ways.

Creating an Environment for Student Learning Create the environment to facilitate learning. Make provisions to accommodate all students, including special needs. III. PHYSICAL ENVIRONMENT SEATING AND GROUPING PHYSICAL ACCOMMODATIONS How will you set up the environment to facilitate learning? What provisions will you make to accommodate all students? Game for food that are good for Brain, Heart and Digestive Reading: Inside your outside All about the human body System. By: Tish Rabe & Aristcles Ruize Trace body Two songs to get the children moving and learning body parts Sheet with body part cut out and color -Head, shoulder, knees and toes songs - The skeleton dance song

Become familiar with students background knowledge and experiences. IV. CONNECTIONS: Make content-student connections and interdisciplinary connections. A. How will you connect the content with students background (e.g., prior knowledge, interests, cultural experience s, gender)?
Revised August 27, 2008

The topic is about and lets the children know everyone is made all the same but just a little different on how their physical features are different.

B. Interdisciplinary connections: How can this lesson be integrated with other content areas to strengthen student learning? This well help the children with learning the colors and let them know everything as its only place. Also the children will learn that fruit and vegetables shouldnt just be eaten because their parents say so.

Encourage students to extend their thinking. V. QUESTIONING: Provide sample questions at a variety of levels (Googe: Blooms taxonomy)

1. 2. 3. 4.

What does the brain do? Where is the heart located? What do the ribs protect? Which food helps more than one area? Choose methods, activities, and materials aligned with the goals and appropriate to the students. Provide a differentiated learning experience for individuals or groups of students.

VI. MATERIALS/RESOURCES: List all the materials needed for both teacher and students.
Teacher Materials: Book: Inside you Outside All about the human body By: Tish Rabe & Aristicles Ruize Student Materials: Crayons, black markers ,faber castell white paper roll, sheet with body parts, scissor , and tape

VII. NEW VOCABULARY: List key terms to be defined prior to or as part of instruction. Brain- Boss of your body, it runs the show and controls just about everything you do, even when youre asleep. Liver- Helps you by taken toxins out of your blood. Intestine- Small intestine: Breakdown the food more. Large Intestine: Part of digestive tract but it doesnt seem to do anything. Kidney- Is to filter the waste out of the blood. Some is of thing s is just stuff your body doesnt need because it already has enough. Rectum- Large Intestine pushes poop into rectum it the very last stop the digestive tract. Solid was stays here u ntil youre ready to go to the bathroom.

VIII. TECHNOLOGY: Include use of technology or reason for not using technology in this lesson. No need for technology because everyone has their own body to be the model and live example.

IX. PROCEDURES: Briefly outline the lesson sequence and provide an estimate of the time needed for each activity. You must attach copies of all handouts, rubrics, or assessments which you will be using. A. Introduction or hook: How will you elicit student interest in the lesson (e.g., intriguing question, lesson prop)? I will have my body already put together labeled then I also will start off by reading the book about the body.
Revised August 27, 2008

B. Activities: What activities will you use that are aligned with the goals and appropriate to the students? Include an estimate of the time needed for each activity. 1. 2. 3. 4. 5. 6. Book 10mins. This will introduce all of the vocabulary, function, and placement of body parts Discuss picture of the body 15mins. This will give the children an idea on how everything looks together. Food game 10mins. The children will know what food help what body part. Take Questions 10mins. About all of above information. Body Songs 5mins. For fun. Color body parts 15mins. Their hands on with the body parts and tape them on traced out body.

C. Differentiated Instruction: How will differentiate instruction for this lesson? Recognize student variance (special needs, readiness levels, experiences, exceptionalities, interests, etc.) and respond to that variance with differentiated instruction rather than one -size-fits-all instruction. Consider differentiation of a) content/what you teach (difficulty level, higher-level questions, etc.); b) process/how you teach (scaffolding, extensions, peer tutor, etc.); and product/how students show what they know (fewer problems, oral vs. written, extended time, learning contracts, etc.). - Be sure to keep the children attention and if I see there not paying attention try to keep my point across and move on to the next activity. - If need change the order in I plan to not keep the children seating to long. - The children are going to need extra help with putting all the part of the body on the traced outline.

C. Closure: Summarize, review, transition (BE SPECIFIC!) We will start off with the book about the body which will help the children with where things are located in the body and vocabulary. We will discuss the picture of the body and play the game about the food that best for each part and how it not just good because your parent said so. Ill take any questions about everything and introduce the two songs ab out the body then we will work on coloring our bodies and putting them together D. Assignments: Where appropriate, describe work that will be assigned to students outside of the classroom.

F. OPTIONAL: Include research that supports the content or methods of instruction within the lesson.

Revised August 27, 2008