ED315 Lesson Plan 6 Format and Cooperating Teacher Feedback Form Name: Andrea Derrick Date: April 15,

2011 Content Area: Science Grade Level: 6th

Goal(s):
Science: 1. Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment. 2. Students in Wisconsin will understand that there are unifying themes: systems, order, organization, and interactions; evidence, models, and explanations; constancy, change, and measurement; evolution, equilibrium, and energy; form and function among scientific disciplines. Visual Arts: Students in Wisconsin will make connections among the arts, other disciplines, other cultures, and the world of work.
K.8.1 Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology

Pre-assess: be

A concept map of information already known about the human body will created by the students.

The students will be able to identify the relationships between tissues, Objective(s): organs, and organ systems. Recognize the different systems that make up : the human body. Create a model of the different systems of the human body and explain what each part represents.

Assessment:

Informal- nodding, agreeing, asking questions will help me determine which students understand the concepts. Formally, the students will fill out a chart that connects the model to the discussion; the students will identify how the systems are represented in their model and how those systems function in our bodies.

Materials Needed:
Power point Glue Pipe cleaners (variety of colors) Popsicle sticks Tissue paper (variety of colors) Scissors Plastic wrap

Total time needed: Total time needed:

60 mins Concept map (5-10mins) Powerpoint (15 mins) Model Activity (30 mins) Assessment (5 mins)

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Procedures: Procedures:
(Include time allotments) Introduction: explain that they will be making models, explain what a model is, connect to what they have been working on in science. Create concept map of the human body. Steps for instruction (engagement, demonstration, participation, practice): Tissues, organs, organ systems- make connection to a puzzle Skeletal- Ask students what would happen if they didnt have bones. Glue popsicle sticks together. What do the sticks represent? Nervous- Have students move, explain connection to nervous system. Glue brain and spinal cord. Circulatory- Who has heard of this system? Glue heart and veins. Respiratory- Breathe in and out (explain connection). Glue lungs. Digestive- Connect to breakfast they just ate. Glue intestines. Muscular- Make a muscle. Glue muscles. Integumentary- Repeat, what is it?, wrap skin on model. Assessment- Fill out chart on what the pieces of the model represent and what each system

do for our body. Questioning (Create 3-5 higher order thinking questions): What does the glue represent? What system are our eyes a part of? What system(s) did we not talk about today? Strategies for students requiring additional assistance: Im going to ask that the students help each other out with the cutting and gluing. For the special needs learners, they will have an adapted work sheet. Closure: After spring break, Mr. will begin his unit on human growth and development. This includes a very important organ system we didnt discuss. Which system is it?

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