USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th

Subject/Content: Science

What Standards (national or

state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Science Standard(s) (NGSSS)
Engineering Standard(s) (NGSS)
Mathematics Standard(s) (MAFs)

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

Lesson Content
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, sensory organs.
3-5-ETS1-1- Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time, or cost.
MAFS.5.NF.1.2- Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to
represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and
assess the reasonableness of answers.
CCSS.ELA-LITERACY.RI.5.7: Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem efficiently.
Science Process Skill Standard:
SC.5.N.1.1- Define a problem, use appropriate reference materials to support scientific understanding,
plan and carry out scientific investigations of various types such as: systematic observations, experiments
requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables,
and graphics, analyze information, make predictions, and defend conclusions.

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

District provided EQ: What are human body organs and what do they do?
Answer:
Skin: the natural outer layer of tissue that covers the body of a person or animal
Brain: the organ of the body in the head that controls functions, movements, sensations, and thoughts
Heart: the organ in your chest that pumps blood through your veins and arteries
Lungs: either one of the two organs that people and animals use to breathe air
Stomach: the organ in your body where food goes and begins to be digested after you swallow it
Liver: a large organ of the body that produces bile and cleans the blood
Intestines: a long tube in the body that helps digest food after it leaves the stomach
Pancreas: a large gland of the body that is near the stomach and that produces insulin and other
substances that help the body digest food
Muscles: a body tissue that can contract and produce movement

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

Skeleton: the structure of bones that supports the body of a person or animal
Reproductive organs:
Kidneys: either of two organs in your body that remove waste products from your blood and make urine
Bladder: the organ in the body that holds urine after it passes through the kidneys and before it leaves the
body
Sensory organs:
-Eyes: the part of the body that you see with
-Ears: the part of the body that you hear with
-Nose: the part of the face or head through which a person or animal smells and breathes
-Mouth: the opening through which food passes into the body : the part of the face that includes the lips
and the opening behind them
-Tongue: the soft, movable part in the mouth that is used for tasting and eating food and in human beings
for speaking
Students will create their own Essential Question.
*After students complete the Engage phase, they will begin the Explore phase. During the explore phase,
trade books will be provided. Students will be provided time to look over the trade books as table groups
and come up with their questions and wonderings about organs. Then as a class, we will decide on what
essential questions we are going to ask. (More details included in the step-by-step plan.)
Objectives- What are you
teaching?
(Student-centered: What will
Students will be able to identify and label human body organs and state their functions by creating a lifestudents know and be able to do
size model of the human body organs using provided classroom materials.
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

Why are you teaching this objective?

-I am teaching this objective because fifth graders need to be able to identify organs of the human
body and explain their functions. This is apart of our state standards, which holds high expectations
for what elementary students should be learning. I believe students need to understand how the
body works and knowing the human body organs will teach students that.
Where does this lesson fit within a larger plan?
- This lesson fits in with week two of Organization and Development of Living Organisms. Students
will have been exposed to the definitions and functions of, organs, bones, muscles, and skin in the
previous week ones lesson. This lesson will go more in depth of specific organs.
Why are you teaching it this way?
- I decided to teach human body organs this way to incorporate the 5-E style of lesson planning. I
believe the 5-E style works best with my diverse class. I believe teaching by using the 5-E style is
essential in science lessons because the 5-Es make it simple for teachers to include the nature of
science, science content, and science process.
Why is it important for students to learn this concept?
- It is important for students to learn to identify the organs in the human body and to be able
describe their functions because it will teach them how their bodies function. Also, it will prepare
them for the science curriculum in middle school.

Evaluation Plan- How will you

know students have mastered
your objectives? (Classroom
Inquiry justification)

**Be sure to detail a formative assessment for Engage, Explore, Explain, and Extend, in addition to the
summative evaluation.

Address the following:

What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will

During the engage stage of the lesson, the formative assessment will be students responses in their
science notebooks about the fun-facts from the engaging video. Students responses will be reviewed
prior to teaching the lesson because this formative pre-assessment will help determine student
background knowledge and misconceptions. During the explore stage the formative assessment will be
students written wonderings, conceived together from cooperative groups. Each student is expected to

What formative evidence will you use to document student learning during this lesson?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science
you collect, either during this
lesson or in upcoming lessons?

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

have written at least one wondering. Each group is expected to have written one common wondering. The
common wonderings of each group will be used for the students to determine the EQ(essential question).
Students wonderings will be written on the provided butcher paper and will be collected as formative
evidence. While students are working on their wonderings I will be circulating, observing, and answering
students questions. The formative evidence for the explore stage will include my recorded anecdotal
notes as students complete their creations of the human body, with at least ten labeled organs, and a 1-2
sentence description of their functions written on a sticky note. HOT questions will also be asked during
this phase. For example, how would you explain the role of the kidney in the human body? The evaluate
stage of the lesson plan includes a self-assessment that will be used as formative assessment.
What summative evidence will you collect, either during this lesson or in upcoming lessons?
During the evaluate stage; the students will create a foldable to be collected as summative assessment.
The foldable will have 10 human body organs where students are expected to write a definition in their
own, kid-friendly words describing the function of each organ. This is an independent activity.

What Content Knowledge is

necessary for a teacher to teach
this material?

What misconceptions might

students have about this content?

**Detail all content knowledge here. Be sure to cite your sources.

What Content Knowledge is necessary for a teacher to teach this material?
The content knowledge I must have includes of all major body organs, their functions, and
adding/subtracting fractions. The body organs include skin, brain, heart lungs, stomach, liver, intestines,
pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. I must know
how the functions of each of these organs support other body organs and their functions.
Content knowledge gathered from:
NatGeo chapter 2, How Do Parts of Living Things Work together?
Understanding Primary Science, chapter 3 Humans and Other Animals
learnerdiscovery.com.
What misconceptions might students have about this content?
Students misconceptions may include exactly what an organ is. They may not recognize that skin is an
organ, and in fact the largest organ in the body. Also, students may not realize how the body works. For
example, that the body is made up of cells, that cells collect together to form tissues, which collect
together to make organs, and that organs collect together to make organ systems.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

What teaching method(s) will you use during this lesson?

I have decided to use the 5-E lesson planning method. Included in this lesson is a collaborative, studentcentered environment, where students create their own essential question and design/build their own
life-size human body. There will be a guided discovery release where students will learn organs, and their
functions definitions, to include on their human body. Technology is supported in this lesson with videos
in the engage and explain phase. Literacy is incorporated by using elementary science trade books during
the explore phase. Students will work in table teams.

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Time

Who is
responsible
(Teacher or
Students)?

Detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea;

Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Where applicable, be sure to

address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the

10
min.

Students

Day 1: Engage
The engage phase will take place during the week prior to this lesson. To spark
students interest, they will be greeted with a fun fact about the human body
during bell work. Once they view the fun fact, they will write a 1-2 sentence
response about their reaction to the human body, fun-fact. On the first day of the
lesson, students will discuss their previously written responses in a whole-group
class discussion. Then they will turn and talk to discuss their response of the
engaging video.
On our classs Smart Board, one of these fun facts will be shown each day for
morning work, the 5 days prior to the lesson. (the number goes with that day
prior to the lesson)
1.
Did you know that the largest organ in the human body is the skin?
2.
Did you know that your heart beats about 100,000 times per day?
3.
Did you know that the left side of the body is controlled by the right side of

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

the brain, and the right side of the body is controlled by the left side of the brain?
4.
Did you know that it takes the body about 12 hours to completely digest
eaten food?
5.
Did you know that the human brain is over three times as big as the brain of
other mammals that are of similar body size?
Next, students will engage by watching this video:
http://www.teachertube.com/video/10-amazing-facts-about-the-human-body272889
Then students will complete the turn and talk. After the turn and talk is
complete, transition to the explore phase. Materials (butcher paper, markers, and
trade books) will already be provided in the group centers.
25
min.

Students

Explore:
Trade books about organs will be provided for students to explore in table
groups. Students will read through the trade books and write down their
wonderings on a large sheet of butcher paper as table groups. Students will work
together to come up with a common wondering in the center of their butcher
paper. We will have a whole group discussion about what EQs we wish to study
and decide on a common, classroom-wide essential question. A few HOT
questions will be written on the board for reference, as the teacher I will also
circulate asking students the following HOT question: How would you explain
the role of the kidney in the human body? replace with other organ names***
*teacher will set up iPads and begin transition to the explain phase.

25
min.

Students

Explain:
Students will participate in the interactive online game, Help! Arnold has
lost all of his organs! (through iPads as table groups).
Next, students will design and build their own model of the human body and its
organs. The design will be the students blueprint (what they want to include on
the human body). The model bodies will have already been previously cut out
and ready to be used. Then, students will draw, cut, paste, or create organs for

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

their human body using classroom materials. Students must include at least 10
different organs must be on their body. Students will write 1-2 sentences of each
organs function on their body using a sticky note or directly on the body/organ.
Students will have access to trade books as a reference. The same HOT questions
will be asked as referenced above, expect more specific to the organ that children
are elaborating. I will be assisting by asking HOT questions, helping students,
circulating and recording anecdotal notes during the explain phase.

Day 2: ***Students will be provided time to finish the Explain phase. Time may
be adjusted based on student needs.***
25
min.

Students

Extend:
Students will extend their knowledge by applying their math skills by problem
solving with a real-world, science-related word problem involving the math
standard. Students will engage in a gallery walk. Students will chose to solve 1
out of 3 questions. Students will use each others created models to answer the
math question. For example a student will receive a question such as:
1) You are a biologist collecting data on your classmates organs. As you
walk around and observe the bodies, find the difference between the
amount of people who have both kidneys (2) and the amount of people
who only have 1 kidney. Prove your problem solving skills in your math
journals.
2) You are an orthopedic surgeon collecting data on your classmates bones.
As you walk around and observe the bodies, find the total sum of the
amount of people who have at least 3 different bones labeled, plus the
amount of people who have their spine correctly drawn with vertebrates.
Prove your problem solving skills in your math journals.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

3) You are a chemist who needs to collect samples from your classmates
bodies. Identify and find the sum of the amount of people who have a
bladder, plus the amount of people who have a stomach. Prove your
problem solving skills in your math journals.
Students math journals will include their math work. This will be collected as
formative evidence for this phase.

20
Min.

Students

Evaluate: 20 minutes
Students will demonstrate evidence of learning by evaluating their model of the
human body using a self-assessment. The self assessment will be a kid-friendly
rubric that asks the following questions, with 3/3 points being the maxim points
possible for each component:
-I included and labeled 10 different organs in my human body. 1/2/3
-I wrote the functions of 10 different organs in my human body. 1/2/3
-I creatively used materials while creating my model. 1/2/3
-I was able to solve the math problem during the extend phase. 1/2/3
-Throughout the lesson, I used accountable talk with my teammates. 1/2/3
-Overall, I enjoyed this lesson and was able to learn in a creative way. 1/2/3
Next, students will create a foldable of at least 10 human body organs and write a
definition in their own words describing the function of each organ as a
summative assessment.
What Higher Order Thinking (H.O.T.) questions will you ask?
-How would you explain the role of the kidney in the human body? replace
with other organ names***
How will materials be distributed?
-Materials will be located on the back table and paper passers will pass them
out during times when students are ready for them.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

Who will work together in groups and how will you determine the grouping?
-Academic levels that would support each other the best will be how
students are paired.
How will students transition between activities?
-Hip Hip Hooray strategy(Teacher says hip-hip! And students respond by
stopping what they are doing, zipping their lips, and looking at the teach
while saying Hooray!) to gather students attention to bring them to a level 0
and explain directions for transition.
What student data will be collected during each phase?
***Located under evaluation plan
What are other adults in the room doing?
-CT will be taking anecdotal notes on my lesson. PRT or Content Coach may
come into to provide assistance or myself or my students.
Meeting your students needs as
people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
This StEM lesson connects to the interests and cultural backgrounds of my students because they get to
measure out their classmates bodies. They are interested by working together and exploring how they
may be different on the outside but n the inside everyone has the same body organs.
If applicable, how does this lesson connect to/reflect the SCIENCE community?
This lesson connects and reflects to the science community because students become researchers and
doctors. Students are exploring their organs and making real life body models. This lesson connects and
reflects the science community because they are referencing materials to support scientific
understanding.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I will differentiate instruction for students who need additional challenge during this lesson by having

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 5th
Subject/Content: Science

Group Size:
12

Name: ___Miss Hester___

Date of Lesson: 2/16/2015

them research on the computer nerves and bones to add to their body models. Before they can add them
to their body they must give the class a brain break by teaching them that specific bone/nerve and their
functions. I will give this assignment to challenge my students who need enrichment. It will extend their
knowledge and teach the rest of the class something new.
How will you differentiate instruction for students who need additional language support?
I will differentiate instruction for students who need additional language support by providing a SpanishEnglish dictionary, picture cards of the organs with it labeled in English, and subtitles in Spanish for the
video and iPad game. I will do this to support my ELL student because he is at a Level II of learning
English. He will be successful with this additional support.
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

-iPads (3)
-butcher paper: (15) 5ft long rolls.
-scissors (class set)
-glue
-markers
-crayons
-colored pencils
-construction paper (several different colors)
-yarn (blue and red)
-empty toilet paper rolls
-empty paper towel rolls
-Q-tips
-cotton balls
-plastic bags
-trade-books
Amazing Facts Video
http://www.teachertube.com/video/10-amazing-facts-about-the-human-body-272889
Arnolds Lost Organs interactive game website link:
http://www.sciencenetlinks.com/interactives/systems.html