DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Mikayla Mackert Grade Level: 3 Title: Body Systems/Diet and Exercise
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
22 Students
12 Boys
10 Girls
Karter IEP for Behavior, Speech
Jonas Health Plan, ADHD
Nivia Speech
Callie Speech
Boston High Level Learner
Matthew High Level Learner
Bethany WIDA level 4, Low Level Learner
Kayden Low Level Learner
Donovan Low Level Learner
Daphne Low Level Learner
MaKenna Low Level Learner
Ronn Low Level Learner
Shaniah Low Level Learner
Behavior Concerns: Hayzn, Brandon and Jonah cannot sit next to each other or work in a group together. They
cannot stay on task when they are together. Karter has frequent outburst of emotions, especially when feeing
confused or frustrated. Jonas will often be distracted and off task. The class in general, has a hard time focusing
and listening. Constant reminders must be given.
Classroom environment: Students desks are arranged in tables of 3-4. Low level learners are placed towards the
front of the room. There is a SmartBoard at the front of the room, frequently used for lessons. There is a carpet
space at the front of the room used for whole group lessons if students are having a hard time focusing. There is
a carpet space at the back of the room with a small white board used for whole group instruction.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Human

Development and Relationships Standard III: Students will

understand and respect self and others related to human development and relationships.
Nutrition and Fitness Standard VI: Students will understand how a healthy diet and
exercise can increase the likelihood of physical and mental wellness. (SIOP 3)
Content Walk-Away: I

will discuss with my classmates about why it is important to exercise,

and have a healthy diet. I will write some reasons why it is important to keep my body
healthy. (SIOP 1)
Language Walk-Away: I

will discuss with my classmates about why it is important to exercise,

and have a healthy diet. I will write some reasons why it is important to keep my body
healthy. (SIOP 2)
Vocabulary: healthy,

wellness (SIOP 9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Students
will answer questions, and discuss with others appropriately throughout the lesson.
Content Walk-Away Evidence (Summative): Students will discuss with others about
why it is important to eat a healthy diet, and to exercise. Each student will write down
three reasons why it is important to be healthy.
Language Walk-Away Evidence (Summative): Students will discuss with others about
why it is important to eat a healthy diet, and to exercise. Each student will write down
three reasons why it is important to be healthy.

Approx
.
Time

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL (Bethany) - Vocab

cards with visuals are
provided.
IEP (Karter) He may
want to work on his own
in another room. Terry
will assist him, and help
to monitor his behavior.
She may also help with
writing if necessary.
High Level Learners
will be asked to do
additional reading, and
give more facts about
nutrition. (SIOP 4, 5,
20)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Boys and girls, we are going to finish our unit about our bodies. We have learned so much these last two
weeks about our bodies, and how they work. It is amazing all of the things our bodies do for us. For todays
lesson, I want to talk about how important it is to keep our bodies healthy. First, lets learn the definition of
healthy, so we know what it actually means. (Teach definition of healthy, use PowerPoint). Sometimes we use
a different word that means healthy. This word is well, or wellness. Lets learn the definition of wellness.
(Teach definition of wellness, use PowerPoint). (SIOP 6, 7, 8, 9, 10, 11, 18, 21, 27, 28)
Formative assessment:
Learning Goal
Students learn new vocabulary,
and prepare for lesson.

Success Criteria
Students have an understanding
of the meaning of vocabulary
words.

Assessment Strategy
Students are actively engaged in
the vocabulary review.

Modification/accommodations: visuals are used to support vocabulary words. (ELL, IEP, GATE, etc.)
Guided Instruction (We Do It)
Lets read our learning goal for today. (Read objective and post it). Today we are going to talk about keeping
our bodies healthy, and why it is important. What are some ways we can keep our bodies, and our body
systems healthy? Why do you think it is important to keep our bodies healthy? (Wait time). Yes, if we do not
keep our bodies healthy, the systems in our body will not work properly. We wont be able to do all of the fun
things we want to do. (Wait Time). Im going to write your ideas on the board. (Write down student
suggestions). I love that some of you talked about exercise. If you noticed, when we were working in our body
booklets, many of the readings mentioned exercise. Exercise is a great way to keep our bodies healthy. Lets
watch a video about exercise, and the benefits it has on our bodies. (Watch BrainPop video). (SIOP 4, 6, 7, 8,
12, 21, 23, 24, 28)

Formative Assessment:
Learning Goal

Success Criteria

Assessment Strategy

Students are listening, and giving

ideas to staying healthy.

Students are actively listening

and raising their hands to
participate in discussion.

Students are actively engaged,

and participating in discussion.

Modification/accommodations: Students will sit up at the front carpet to reduce distractions, and to have a
close proximity for discussion.
Collaborative/Cooperative (You do it together)
Now, I want you to turn to a partner next to you. Each of you take turns talking about how you can keep your
body healthy, and why it is important. (Give students time to discuss with each other). (SIOP 4, 5, 6, 13, 21,
23, 24, 25)
Formative Assessment:
Learning Goal
Students discuss why it is
important to have a healthy body.

Success Criteria
Students discuss many ways they
can keep their bodies healthy, and
why it is important.

Assessment Strategy
Students are engaged in
discussion, and giving
appropriate reasons as to why it is
important to have a healthy body.

Modification/accommodations: Terry will work closely with Karter and his partner to make sure they are
staying on topic.
Independent (You do it alone)
Now it is your turn to show me what you have learned. I am going to pass out a paper. On this paper, I want
you to write down three reasons why it is important to have a healthy body. I want you to do this on your own
so I can see what youre thinking. Make sure you write down three different reasons. They can be something
from our class discussion, from the video, something you and your partner talked about, or something you
maybe didnt have a chance to share yet. (SIOP 6, 12, 13, 15, 16, 17, 20, 21, 23, 24, 25)
Summative Assessment: Students will write three reasons why it is important to have a healthy body.
(SIOP 29, 30)
Modification/accommodations: Terry may assist Karter with writing if necessary.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Now that we have learned all about our bodies, and why it is important to keep them healthy, will some of you
volunteer to share some of the reasons you wrote down today? (Let students share). Now lets look back at our
learning goal. (Read objective). We have finished our unit about our bodies. The information we have learned
will be important for you to remember so you can live a healthy life. (SIOP 27, 28)
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Have handouts printed, and ready.

Needs to be completed in approximately 40 mins.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?