Teaching

Science Unit Plan Template Spring 17

Kansas State University

Name: Seth Dills

TITLE OF UNIT: The Human Body DATE: 1 May 2017

GRADE LEVEL: 4th SUBJECT: Science

TIME FRAME: 6 Days/ 45-60 minutes per day (Day 6 will be longer)

OUTLINE:
Lesson 1 Lesson 2 Lesson 3
Lesson Title Digestive System Review Wrap-up
(Day 1) (Day 5) (Day 6)
Science 4-LS1-1: Construct an 4-LS1-1: Construct an 4-LS1-1: Construct an
Standard(s) argument that plants argument that plants argument that plants
and animals have and animals have and animals have
internal and external internal and external internal and external
structures that structures that structures that
function to support function to support function to support
survival, growth, survival, growth, survival, growth,
behavior, and behavior, and behavior, and
reproduction reproduction reproduction
Objective(s) Students will learn Students will create a Students will create a
about the digestive foldable that model of the human
system and produce a represents the five body to synthesize
media-based way to systems discussed and their learning.
explain the digestive to synthesize their Students will
system to their peers. learning. conference with
teacher for the
summative
assessment.
Resources/ Taylor-Butler, C. Scissors Butcher Paper
Materials (2008). The digestive System Handouts Organ print outs
system. New York: Envelopes Markers
Children's Press. Glue
iPads Pencils/ Pens
Brief Students will be Teacher will lead the Teacher will instruct
Description of introduced to the students through a students how to create
Lesson (the gist) digestive system review of the systems a life-sized model of
through a read-aloud. and key vocabulary the systems they
Students will then words then guide the discussed using
work in small groups to students through the Butcher Paper and
 create a video/ PPT/ creation of a foldable tracing themselves.
media-based way to to synthesize learning. While students work
share information with on this teacher will
their classmates. conference with
students to assess
their learning.
Assessment Peer-review checklist Foldable Checklist Conferencing with
provided to watch & Teacher.
review the created
media-based
infographic.
Citation(s) N/A N/A N/A

CROSS-CURRICULAR STANDARDS:

Social Studies:
o N/A

ELA:
o W4.1 Write an opinion piece on topics or texts, supporting a point of view with
reasons and information

Math:
o 4.G.A.3 - Recognize a line of symmetry for a two-dimensional figure as a line across
the figure such that the figure can be folded across the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry.

Art
o Anchor Standard #1. Generate and conceptualize artistic ideas and work.
o Anchor Standard #2. Organize and develop artistic ideas and work.
o Anchor Standard #3. Refine and complete artistic work

OBJECTIVES (copy and paste from the Outline above):

Students will learn about the digestive system and produce a media-based way to explain
the digestive system to their peers.
Students will create a foldable that represents the five systems discussed and to
synthesize their learning.
Students will create a model of the human body to synthesize their learning. Students will
conference with teacher for the summative assessment.


ASSESSMENT:

Assessment for Objective 1 will be (describe specifically):

Objective 1: Students will learn about the digestive system and produce a media-based way to
explain the digestive system to their peers.

Description of activity: Students will research in small groups (two to four students) information about the
digestive system and prepare a small presentation (iMovie, PPT, etc.) that they will then share with another
group of peers to assess.
Description of how to assess: Teacher will watch all presentations in order to make sure correct/
appropriate material is being covered. If extra material needs to be added teacher will adjust instruction to
cover this/ add information. Peers will assess one another using the attached rubric.
Mastery Criteria: Students can identify key terms and functions of the digestive system and present those
through an electronic format.
Assessment Instrument: Peer assessment rubric

Presenters Names: __________________________________________________________

Peer Reviewed by: __________________________________________________________

Criteria: Points Possible Points Earned
Student group has named and titled their presentation 2 Points
Students have included all 8 of the organs that need
to be discussed (check if discussed):
____ Mouth ____ Throat 8 Points
____ Esophagus ____ Stomach (1 per organ)
____ Intestines ____ Pancreas
____ Liver ____ Gallbladder
Student has included at least 2 facts about the
purpose/ function of each organ (check if discussed)
____ ____ Mouth ____ ____ Throat 16 Points
____ ____ Esophagus ____ ____ Stomach (1 per Fact)
____ ____ Intestines ____ ____ Pancreas
____ ____ Liver ____ ____ Gallbladder
Students utilized electronic media to present their
information. They used appropriate graphics and the 2 Points
presentation looked good.
Students cited their resources at the end of their
2 Points
presentation
Total: 30 Points



Assessment for Objective 2 will be (describe specifically):

Objective 2: Students will create a foldable that represents the five systems discussed and to
synthesize their learning.

Description of activity: Students will create a human body foldable book to help them study the
information presented. This will be used to make sure they are following along and get the big picture.
Description of how to assess: Teacher will consider Credit/ No Credit for the criteria listed for the
foldable. Did the student complete what was asked of them? Did they show that they understood the big
picture (5 systems discussed, what they do, and understanding some of the organs in them)?
Mastery Criteria: Student completes the foldable accurately.
Assessment Instrument: Checklist

Student Name: ___________________________

System Covered:
(Check if applicable)

_____ Urinary System (Info Sheet Glued)

_____ Urinary System (Accurate Description of System)

_____ Respiratory System (Info Sheet Glued)

_____ Respiratory System (Accurate Description of System)

_____ Circulatory System (Info Sheet Glued)

_____ Circulatory System (Accurate Description of System)

_____ Digestive System (Info Sheet Glued)

_____ Digestive System (Accurate Description of System)

_____ Nervous System (Info Sheet Glued)

_____ Nervous System (Accurate Description of System)

_____ Title Page

_____ Name Total:
_____ Fact Card #1
_____ Fact Card #2
_____ Fact Card #3

Assessment for Objective 3 will be (describe specifically):

Objective 3: Students will create a model of the human body to synthesize their learning.
Students will conference with teacher for the summative assessment.

Description of activity: Students will meet individually with teacher and have a conference/ discussion
with the them, who will utilize probing questions & prompts to learn what students know, can explain, and
have retained from the series of lessons.
Description of how to assess: Teacher will begin by asking the student to name the five systems
discussed. After this teacher will ask students to explain each of the five systems to the best of their ability.
If the student gets stuck the teacher will give prompts and use probing questions until the student does
not have any more information to share. They will then move onto the next system, and do this for the
remaining systems.
Mastery Criteria: Show a Novice/ High level of understanding regarding the five body systems discussed
(Novice Intermediate Advanced Superior Distinguished).
Assessment Instrument: During the conference the teacher will note what material the student covered
within each prompt and record on the tracking sheet that follows.
 Name: ______________________________

Can the student name the following systems from memory?

_____ Yes _____ No Digestive
_____ Yes _____ No Respiratory
_____ Yes _____ No Nervous
_____ Yes _____ No Circulatory
_____ Yes _____ No Urinary

Report facts and information the student shares with you for each system:
Digestive

Respiratory

Nervous

Circulatory

Urinary

 The students will be SUMMATIVELY assessed by (describe specifically):

(See above assessment for Objective #3)

MATERIALS, TECHNOLOGY, and SETTING (bullet the list):
iPads
Assessment Printouts
Books for different systems
o Taylor-Butler, C. (2008). The digestive system. New York: Children's Press.
Scissors, Markers, Pencils/ Pens
System Handouts (for Foldable)
Envelopes (for Foldable)
Glue (for Foldable and Summative Assessment)
Butcher Paper (for Summative Assessment)
Organ Printouts (for Summative Assessment)

ADAPTATIONS FOR SPECIAL NEEDS STUDENT(S) (Relate to specific elements of your lessons):
Attentiveness Issues: Teachers will provide extra support to these students to be redirected
individually so that they wont distract their peers. Teachers will be mindful of the amount of
time students are sitting still and allow for movement opportunities. Teachers will implement
pre-established behavior modification systems (i.e., chairs, STAR charts, etc.). If students need to
go for a walk during one of the activities, for example, teacher will allow the students to take a
lap.

Learning Disabilities: Teachers will provide extra 1:1 support while creating foldables/ models/
etc. For example, if the student struggles with writing, teacher will provide printouts of the vocab
words/ definitions that the student can trace to practice writing yet still be exposed to the
material.

Exceptional Learners: Students will be given opportunities to teach their peers for reinforcement
of knowledge. Students will be given opportunities to do extra research (i.e., the fun fact
section of the foldable).

English Language Learners: Teachers will provide extra supports to develop the target language
(images, descriptions, etc.). Teachers will also provide supports in L1 to create connections
between the two languages (i.e., Stomach [ENG] Estmago [ESP] Estomac [FREN], etc.).

Visual/ Hearing Impairments: Teachers will utilize school resources such as interpreters/ FM
transmitters/ etc. to modify instruction for these learners. Teacher will provide extra written/
spoken instruction for clarity and allow for modified assessment (i.e., can write a paper instead
of a verbal interview with teacher).

UNIT (5E Lesson Plans):
Lesson 1: Digestive System
BEGINNING OF LESSON (Engage):
o Teacher will greet students and begin by activating students prior knowledge.
Teacher will ask the class probing questions about the digestive system and what
they know about it. Teacher will record the responses on the board.
o Teacher will then do the Digestive Read-Aloud, and the students will take notes on a
blank sheet of paper about facts that they learn. Teacher will explain that students
need to have this written down for the project they will do.
o After reading the book the teacher will address if there is anything that was a
misconception on the board and if the students need to mark anything out.
MIDDLE OF LESSON (Explore and Explain):
o Teacher will prepare to assign students to groups of two to four students where
they will create a mini electronic presentation about the digestive system (iMovie,
PPT, etc.) that they will share with their peers. (~5-7 Minute)
o Teacher will explain the criteria for evaluation (see Peer-Evaluation Rubric). READ
CRITERIA OUT LOUD TO BE CLEAR WHAT IS EXPECTED.
o Teacher will then assign students to their small groups according to pre-prepared
groups. Teacher will then elaborate a second time on expectations and remind
students how to do group work
o Provide 30 seconds to get into groups.
o Students will work in small groups for ~30 minutes.
o Students will then share their videos with the teacher and the teacher will assign
them to other groups of students. Teacher will provide peer-assessment rubrics and
students will complete checklists.
o Teacher will then bring the class back to re-examine what was written on the board.
LESSON ENDING (Elaborate/Evaluate):
o Teacher will ask the students to examine what was written on the board and cross
out other misconceptions and explain why those were crossed out. Teacher will
then address student questions.
o Teacher will thank students for hard work and transition them to the next activity.
o (Teacher should take a picture of what was written on the board for future
reference).
o (After the lesson teacher will review all videos in order to address any issues during
the next class).


Lesson 2: Day 5 Review
BEGINNING OF LESSON (Engage):
o Teacher will greet students and explain that this class will be used as a review day to
prepare them for their final assessment tomorrow.
o Teacher will explain that the students will create a foldable to synthesize their
learning.
MIDDLE OF LESSON (Explore and Explain):
o Teacher will hand out the envelopes for the foldable. Teacher will also hand out the
pages to glue on the foldable. While teacher is handing out these supplies students
will get their pencils, markers, notecards, glue, and scissors.
o Students will cut out foldables:
Fold in half
Cut off bottom
Cut sides up to middle fold
Place glue on the inside of the fold where it is still connected (to create a
pocket)
Seal pocket with glue
Place on desk like a book Spine on the left side and the cover page is the
pocket
o Teacher will ask the students to cut out and glue the cover page onto their foldable.
o Teacher will then ask student which system they would like to go over first. Do this
for all five systems and depending on the system chosen use the following plan:
Urinary:
Glue system picture on page
Write down the basic student-created definition of the system above/
below the picture (THE FUNCTION!) (They can use their own or a group
definition)
Create 2-5 fact cards about the system and place in pocket.
Nervous
Glue system picture on page
Write down the basic student-created definition of the system above/
below the picture (THE FUNCTION!) (They can use their own or a group
definition)
Create 2-5 fact cards about the system and place in pocket.
Respiratory:
Glue system picture on page
Write down the basic student-created definition of the system above/
below the picture (THE FUNCTION!) (They can use their own or a group
definition)
Create 2-5 fact cards about the system and place in pocket.
Circulatory
Glue system picture on page
Write down the basic student-created definition of the system above/
 below the picture (THE FUNCTION!) (They can use their own or a group
definition)
Create 2-5 fact cards about the system and place in pocket.
Digestive
Glue system picture on page
Write down the basic student-created definition of the system above/
below the picture (THE FUNCTION!) (They can use their own or a group
definition)
Create 2-5 fact cards about the system and place in pocket.
LESSON ENDING (Elaborate/Evaluate):
o Have students stand up for a Think-Pair-Share Students will walk around the room
to music and answer a variety of questions from their teacher to their peers then
share with the class what their peer said. For example:
Which system did you find the most interesting and why?
Which system is the most confusing and why?
What surprising fact did you learn during this unit?
What do the (respiratory, digestive, urinary, nervous, circulatory) system do?
How does this system help in our survival?
Etc.
o During this time correct wrong answers & misconceptions.
o Collect foldables for grading. Take anecdotal notes during this lesson for anything
that may need to be addressed during the final day.


Lesson 3: Day 6 Summative Assessment (Wrap up)
BEGINNING OF LESSON (Engage):
o Greet the students excitedly and congratulate them for surviving the unit. Explain
that today is our wrap-up and that we have one final project to do and that they will
be having conferences with the teacher. Explain that they will be creating their own
human body model.
MIDDLE OF LESSON (Explore and Explain):
o Teacher will prepare to spread students around the room to work independently
(likely on the floor since they need space). Teacher will then explain that they will
need to have a shoulder partner help trace their torso & head (i.e., start at hips,
trace up to arm, skip arm, trace shoulders and head, skip arm, go down to hips,
draw a line to end the torso and cut off arms). Then they will place the organs in
the body that the teacher hands out by taping &/or gluing.
o Students will use iPads and a handout to make sure they place the organs in the
right place. While they are doing this teacher will encourage students to think about
the different functions of the organs & systems.
o Students will work to create the models. While students are working to create these
models teacher will meet with one student at a time for the summative assessment
interview.
o During the interview the teacher will follow the attached assessment instruction
(Objective 3 Assessment).
LESSON ENDING (Elaborate/Evaluate):
o As students finish they are encouraged to look at their peers models. They can then
engage in free-time to read their library book.
o Teacher will then transition the students to the next activity.



Resources: Select 5 per title to be used within your unit.
Childrens Book Resources Website Resources Website Resources
The Digestive System by https://www.pinterest.com/
https://www.teacherspaytea
Christine Taylor-Butler pin/75646468721946763/ chers.com/Product/Human-
Body-Project-A-Life-Size-Lift-
the-Flap-Model-2170465
Human Body by Steve Parker https://www.pinterest.com/ https://www.pinterest.com/
pin/67976275600548749/ pin/118289927693108643/
The Heart: All about Our https://www.pinterest.com/ http://www.collective-
Circulatory System and pin/AU8DjJQFnKo1xbN6bGqE evolution.com/2013/02/04/1
More! by Seymour Simon -_rH7YX2CaS98E- 8-awesome-facts-about-the-
mJ3iw8kIrcamxmqWZj7E/ human-body/
The Respiratory System by https://www.pinterest.com/ https://www.pinterest.com/
Christine Taylor-Butler pin/291748882080484028/ pin/570690584015490133/
The Circulatory System by https://www.pinterest.com/ https://www.pinterest.com/
Christine Taylor-Butler pin/94786767134268552/ pin/507569820473667890/

ADDITIONAL ITEMS YOU MUST INCLUDE TO EARN FULL CREDIT:

Attach RUBRIC: (See Below)

Attach COMPLETED CONCEPT MAP: (See Below)

Attach PARENT LETTER: (See Below)

Attach FOLDABLE (photo): (See Below)

Attach CLASSROOM SAFETY RULES: (See Below)

 Rubric

Criteria Full Marks No Marks Points
STANDARDS (Outline) Each Standard aligns The Standard(s) do(es) not 5
with its lesson and the align with the lesson or
overarching theme of overarching theme of unit.
the unit.
OBJECTIVES (Outline) Each objective is The objective is not 10
measurable. It measurable, and/or it does
describes something not describe something that
that students will need students will need to do,
to do, and it uses an and/or it does not use an
action verb (see action verb.
Blooms Taxonomy).
RESOURCES/MATERIALS Resources and Incomplete list. 5
(Outline) materials are listed.
BRIEF DESCRIPTION Brief description needs Criteria are missing or 5
(Outline) to be the overarching incomplete.
goal for each lesson
and should align for the
unit.
ASSESSMENT (Outline) Assessment for each Assessment is not listed 10
lesson is listed and and/or does not show clear
shows clear connections to the
connections to objective(s).
assessment of the
objective for that lesson.
STANDARDS (Cross- Each Cross-curricular The Standard does not 15
curricular) Standard aligns with its align with the unit and/or
lesson. The use of the you did not include 3 cross-
cross-curricular curricular connections
standard is meaningful within your unit. The way in
and robust. You must which the standard was
include 3 different used was not meaningful
cross- curricular and/or robust.
connections (3 different
content areas) within
your unit NOT per
lesson.
ASSESSMENT (Tie to Assessment (the 5 Assessment is missing 20
Objectives) bulleted list) does criteria.
assess the objective it is
matched with. No exit
cards and no
worksheets can be used
as your assessment.
One assessment needs
to be summative (the
5th bullet under
Assessment). One
needs to be formal.
Only one of the
assessments can be
informal (such as
checklist).
MATERIALS, Materials, technology, Criteria are missing or 10
TECHNOLOGY, and and setting are included incomplete.
SETTING in a bulleted list.
Specifically, there is one
listed opportunity for
students to use
technology within a
lesson and one listed
opportunity for the
teacher to use
technology within a
lesson (this may not
include using a
computer hooked to a
projector for the
purpose of viewing
something).
ADAPTATIONS 3 different contextual Criteria are missing or 15
factors were incomplete.
chosen/listed and
teacher described
SPECIFIC adaptations
she/he would use that
link back to the
objectives.
ENGAGE (For all lessons) The Engage phase Criteria are missing or 9
needs to include: incomplete.
Probing questions.
Check for prior
knowledge (possible
misconceptions) and list
the questions that will
help determine these.
Pique students
curiosity. State the
question for
investigation. This
phase should be quick;
cannot be reading or a
worksheet.
EXPLORE (For all lessons) The Explore phase Criteria are missing or 9
needs to include: incomplete.
Establish expectations
for the activity students
will perform. 1-2 Guiding
Questions. Opportunity
for students to explore
using concrete materials
or physical activity
without teacher help;
communicating
observations with peers
(dialog).

EXPLAIN (For lessons) The Explain phase Criteria are missing or 9

needs to include: incomplete.
students use data and
scientific knowledge to
 generate explanations.
Here, teacher
introduces vocabulary
and concepts that are
difficult to discover
during exploration. The
students get to explain
in their own words what
they learned or
discovered. Teachers
assist students by
drawing out answers
and conclusions from
their explore activities
by asking at least 2
higher level questions
(list teacher asked
questions, possible
student questions or
misconceptions, and
possible teacher
responses to questions.
ELABORATE (For lessons) The Elaborate phase Criteria are missing or 9
needs to include: incomplete.
Establish expectations
for materials,
transitions, participation
and discussion. Plan
possible questions: 2-3
new, higher-level
questions that
extend/apply/summarize
learning. Students apply
& transfer newly learned
science concepts and
process skills
(vocabulary) to real
world applications or
problems. This phase is
different from Explore
and is connected to
their lives.
EVALUATE (For lessons) The Evaluate phase Criteria are missing or 9
needs to include: The incomplete.
method of assessment
(e.g. worksheet, exit
slip, teacher observation
of student performance,
short answer, etc.). The
criteria on which it will
be graded/scored - the
specific factors upon
which you will assess
related to desired
quality or quantity of
student response. Does
the assessment assess
 the objective? Level of
Mastery the level each
student must achieve in
order for you to feel
confident that mastery
has been met is listed.
This MUST be
expressed using a
measurable quantity
(e.g. 100%, 7/10, 4 out
of 5, etc.).
RESOURCES (Books and Resources one could Incomplete list. 10
Websites) use to bolster student
understanding or further
learning of the content
are listed (for Books).
Resources used in the
planning of the unit are
listed (for Websites).
YOU MUST HAVE 5 OF
EACH.
RUBRIC Rubric is included and Incomplete, missing, and/or 5
aligns with the unit. does not align with unit.
COMPLETED CONCEPT Concept map is Incomplete, missing, and/or 5
MAP included and aligns with does not align with unit.
the unit.
PARENT LETTER Parent letter is included. Incomplete or missing. 5
FOLDABLE Foldable is included and Incomplete, missing, and/or 5
aligns with the unit. does not align with unit.


 Concept Map

Science Unit Plan
Conceptual Organizer

Seth Dills

Mr. Alberto

EDEL 412 (B)

Topic: Human Body

 You need to include a reflection of how it informs your teaching of your unit, the value it adds. This

reflection needs to be between 250-400 words.

I know that at the core of this unit I want to center around the human body and the systems that are at work

there. Specifically, I want to allow the students an opportunity to create their own human body with accurately

placed internal organs and systems at work. This way they can create a visual/ kinesthetic representation of the

human body and some of the systems at work.

This conceptual organizer allows me to start with this main idea and then visually display the main systems

that I want to cover notably not all systems are covered, but this is a fourth grade level and it is necessary to

build a foundation for future learning. I then broke it down into subcategories of lesson plans that fit into the larger

unit. It then allowed me to break it down into further sub categories that helped me to develop a deeper

understanding about what vocabulary words we should focus on. The connection lines also give me definitions I

can use that reflect the technical words but also can be toned down to a fourth grade comprehension level. It allows

me to have a starting point when I list out what I want to teach my students and develop the lessons.

I appreciate conceptual organizers that follow this pattern but I prefer to draw them That way its easier

to color code them and make connections between the different lessons (i.e., the lungs work with the respiratory

system AND the circulatory system). Although I thought that this website was a cool place to start and will

consider playing around with it more in the future.

 Parent Letter



 Foldable








 Classroom Safety Rules