Human Body Lesson Plan

UNLV Student: PSMT Name:

Elsa Lopez Mrs. Davis
Lesson Plan Title: Lesson Plan Topic:
Human Body (Muscles) Life Science

Date: Estimated Time:

10/31/19 1 Hr

Grade Level: School Site:

4th Thiriot E.S

● State Standard(s):
○ L.5.B.2. Students understand that living things have specialized structures that
perform a variety of life functions. Cells/Disease.
○ L.5.B.1. Students understand that living things have specialized structures that
perform a variety of life functions. Cells. Students know plants and animals have
structures that enable them to grow, reproduce, and survive.
○ RI.4.4. Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
● Teaching Model(s):
○ Whole group, Direct instruction.
● Lemov Strategies
○ Affirmative Checking: Set certain checkpoints during an assignment where students can
check in with their teachers. Teachers will approve of their work before moving on.
Students will have their article questions reviewed before moving onto decorating their
organ (later to be placed on a skeleton).
○ Change the Pace: A good way to keep students engaged is to change the types of
activities we have throughout the lesson. There will be three transitions in our lesson.
First when we read together, then when we watch the video, lastly when the students
complete their independent work.
● Objective(s) (Written in I Can statements)
○ Students will recall the three different muscle types and their accompanying
characteristics. “I can recall the three different muscle types and describe their
characteristics”.
○ Students will describe the functions of each muscle type. “I can describe the functions of
different muscle types”.
 ○ Students will verbally summarize the importance of muscles. “I can talk about why
muscles are important”.
● Materials and Technology Resources
○ Poster Paper
○ Muscle Articles: Whole Class, Version 1, Version 2, and Version 3.
○ Muscle Video
○ Projector
○ Timer (on the computer)
○ Magnet/tape, arts and craft materials
○ Muscle Cut outs
○ Sticky Notes
● Instructional Procedures
A. Motivation/Engagement:
a. Establishing Set: CHAMP things out.
b. Explaining Objectives: Read “I Can” statements and give an overview of the
lesson.
c. Motivational Techniques: Is There a Muscle?
i. Students will be called to choose a sticky note on the skeleton and decide
if there are muscles present there or not.
d. Links to Prior Knowledge: Students have been practicing citing texts for
evidence as well as “word blocking” to find sentences stems to create more
correct and complete sentences. I wanted to combine these two practices by
having students cite evidence in complete sentences, but now in a science setting.
B. Activities/Learning Experiences
a. Motivation
b. Popcorn Read, Ted-Ed article.
c. Ted-Ed video + quiz.
d. Model Activity
e. Presentations
f. Closure
C. Time Allotted: (5 minutes for motivation, 20 minutes for whole group, 20 minutes for
independent work, 10 minutes for presentations, 5 minutes for closure.)
● Student and Teacher Actions:

1. Students and teacher will complete hook activity/motivation.

2. Students will read the objectives aloud. Teacher will explain significance of objective.

3. Students will popcorn read the text. Teacher will choose different students to be ready to read.

Students will paraphrase the text while the teacher writes down the dictations.

4. Teacher will play Ted-Ed video and students will answer the quiz questions together.

5. Students will receive their article and a muscle cut-out. Teacher will model the activity. They will

answer the questions on their muscle cut-out and have it checked by the teacher. They will pin

their muscles on the skeleton.

6. Presentations will begin. Teacher will call on 3 students to talk about their muscles, and their

peers will sort it into one of the three muscle types. Teacher will call on 2 students to present their

findings on muscle disorders.

7. Students will be asked to list reasons why they believe muscles are important. Teacher will write

down their dictations.

8. Transition into closure.

A. Closure:

● Students will review, using Pepper strategy, the three types of muscles and why muscles are

important.

B. Extension Plan: Students who finish early will be given an article about muscle

disorders. They can read the article together and prepare a mini-presentation on their

findings.

C. Accommodation:. Our resource students will be given a version that is suitable for their

reading level. Our GATE students will have a version suitable for their reading level.

Each passage is equal in content.

D. Assessment and Evaluation of Learning:

1. Formative: There will be a lot of formative instruction going on.

● Starting during the motivation, but throughout the whole lesson, I will ask students to repeat and

remember the types of muscles and their purposes.

 ● During the group work, I will be going around to gage how well the students are understanding

the content taught. I will be correcting them when necessary.

● During whole group time I will pull sticks so that all students have a chance to answer questions.

If they do not know the answer, the class will be asked to give the student the correct answer for

them to repeat. I will then explain why it is correct.

● I will check over the students’ organ assignment before it is pinned on the sheet.

● During the closure, the class will review key terms using Pepper.

2. Summative:

● There will not be a summative assessment.

8. Homework Assignment:

● There will be no homework.

9. Reflection:

A. Strengths: After reviewing the questions I had the students answer I saw that about 30 out of the

37 students received what I would consider 100%. They understood the content being taught and

successfully completed the objective.

B. Concerns: It is really difficult fitting an entire lesson in under 60 minutes, especially with so

many students. If it were up to me I would have given our class the whole reading block to

complete the lesson.

C. Insights: There were a few students who really struggled with the article I gave them, even

though I adjusted their version it became clear that it was still way too challenging. These three

students will need individual help next time or perhaps they will need a less complex article.