DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION
ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE
(1/25/13)
Teacher Candidate ___Anna Payne Grade Level _3rd grade_ Title ____Digestive System_____
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
22 student, 13 boys and 9 girls
1 student IEP ; vision (Derek)
3 Students Advance Learners (Haylee, Kade, Preston)
No ELL students
5 students below reading levels; (Derek, Ryker, Jack, Kodi, Hally)
3 students math interventions; (Rkyer and Mya)
Classroom environment:
Technology Available
Classroom desks are arranged in groups of 4 but not all desks are filled.
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: Standard 3
The students will understand and respect self and others related to human development and relationships.
Objective 1
Summarize the functions of the skeletal and muscular systems.
1. Name the major body systems and their basic functions
2. Describe the skeletal and muscular systems.
3. Demonstrate ways to strengthen the skeletal and muscular systems. (PE)
Content Walk-Away: Students will understand how the digestive system functions. ( SIOP 3content appropriate)
Language Walk-Away: I will write the processes of the main organs of the digestive system.
Vocabulary: Mechanical Digestion, Chemical Digestion, and Digestive System (SIOP 9 key vocabulary)
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):
Discussion
Observing
Interaction during activity
Content Walk-Away Evidence (Summative):
Graphic organizer-filling in what they know about digestive system.
Language Walk-Away Evidence (Summative):
Writing on graphic organizer about mouth, esophagus, stomach, and intestines.
Approx.
Time
ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Objective clearly written on board for students to read and see. (SIOP 1 & 2 content and language objective)
Ask students what they already know about the digestive system. Remind students about our previous lesson
on the human body. Have students watch a Brain Pop Jr. movie on the digestive system. Listen to comments
about movie and let students talk with shoulder buddy if lots of comments. (SIOP 7 concepts explicitly made)
(SIOP 8 links made between past learning)(SIOP 4 supplementary material)
Formative assessment:
Learning Goal
To activate the students
knowledge about how food is
digested. What they remember
from the lesson 1 introduction of
the human body.
Success Criteria
Students are raising their hands
being engaged in our discussion.
They are saying what they
remember from the movie or life
experiences.
Assessment Strategy
Observing and listening to
student’s questions and answers.
Modification/accommodations: (ELL, IEP, GATE, etc.)
Focus Lesson (“I do it”)
I will show the students the poster size diagram of the digestive system and walk them step by step of what
the digestion process is. That the mouth is where digestion starts-the teeth smashing food is mechanical
digestion etc. (SIOP 6 meaningful activities) (SIOP 18 Wait time) (SIOP 14 scaffolding techniques) (SIOP 10
speech)
Formative Assessment:
Learning Goal
To teach the students the parts of
the digestive system and what
each part does.
Success Criteria
Students are engaged and
answering questions.
Assessment Strategy
Reviewing what I had just taught
the students are able to tell me
about the different parts of the
digestive system and they work.
Modification/accommodations:
I made a big poster size diagram so that Derek would be able to see the digestive system clearly.
Guided Instruction (“We do it”)
We are going to do the saltine cracker in a zip lock bag, smash it up, then add soda, then mush it all together
like the stomach would before it goes into the small intestine. Each student gets to their own demonstration.
(SIOP 12 a variety of techniques) ( SIOP 20 hands-on materials provided) (SIOP 25 Students engaged) (SIOP
11 clear explanation)
Formative Assessment:
Learning Goal
Students will learn the difference
between mechanical and chemical
digestion.
Success Criteria
All students are participating in
the activity and staying engaged
in the lesson.
Assessment Strategy
Listening and observing students
while they are doing the saltine
cracker/soda activity.
Modification/accommodations:
Collaborative/Cooperative (“You do it together”)
Table will talk about what happened when we added soda to the baggie with the saltine cracker. They will
talk about the difference of mechanical and chemical digestion. (SIOP 16 Interaction) (SIOP 29 Feedback)
Formative Assessment:
Learning Goal
Students will share what they just
learned in the demonstration.
Modification/accommodations:
Success Criteria
Every student is engaged and
sharing about the activity they
just did. They can see the
difference between mechanical
and chemical digestion.
Assessment Strategy
Observing and listening to
students share in their groups.
Independent (“You do it alone”)
Fill out graphic organizer and write what they learned about the mouth, esophagus, stomach, and intestines.
(SIOP 24 language objective)
Summative Assessment:
Graphic organizer
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review vocabulary and objective. Have students tell shoulder buddies what the three ways are to take care of
the digestive system. (SIOP 27 & 28 Review of key vocabulary and key concepts)
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, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language 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? Video ready to go, graphic organizer printed off, stuff for activity ready to go (baggie, soda, and crackers)
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?
The student’s were engaged in this lesson. They all participated in the activity to learn the difference between mechanical
and chemical digestion. The assessment data showed the students understood how the digestive functions. The activity
was really effective. I spent a lot of time making a big poster size picture of the digestive system and I think using the
smartboard would have been just as effective for Derek to see