Lesson Plan Title: Science Journals at Their Best
Subject: Writing
Learning Objective:
Students will learn the Scientific Method while conducting inquiry activities/experiments. They
will learn to correctly record science observations as part of this learning experience.
Resources:
Play and Find Out about the Human Body, by Janice VanCleave, Scholastic Books, 0-43921006-2.
Being a Scientist by Natalie Lunis and Nancy White, Newbridge Books, 1-58273-086-5.
Unit Plan: Week 1 Introduction of the Scientific Method. Entries will be completed and
reviewed throughout the following 4 weeks. Journals will be assessed at the end of five weeks.
(See outline above.)
Link to Common Core Standards:
Domain: Writing Standards K–5
Standard: Research to Build and Present Knowledge
Cluster: 2.W.7. Participate in shared research and writing projects (e.g., read a number of
books on a single topic to produce a report; record science observations).
Domain: Writing Standards K–5
Standard: Research to Build and Present Knowledge
Cluster: 2.W.8. Recall information from experiences or gather information from provided
sources to answer a question.
Link to Arizona State Standards – Science:
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions, and make predictions.
PO 1. Formulate relevant questions about the properties of objects, organisms, and events
in the environment.
PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter,
the water cycle).
Concept 2: Scientific Testing (Investigating and Modeling)
Participate in planning and conducting investigations, and recording data.
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments,
materials, organisms) in all science inquiry.
Materials:
Teacher Science Rubric ( Exemplars Science Rubric, see below):
http://www.exemplars.com/resources/rubrics/assessment.php
Student Seed Rubric: http://www.exemplars.com/resources/rubrics/student.php
Teacher created Science Journal Rubric below (Rubistar.com)
Marbles
Plastic bag
Tape
Hairs (six inches long)
Hair Experiment Instruction Sheet
Scientific Method recording sheet
Pre-assessment: Students will be asked to write the steps of the Scientific Method.
Anticipatory Set: Students with long hair will be asked to pull out 6 hairs each.
Teaching/presentation: Writing and Science Inquiry standards will be discussed with the
students. They will work in small groups to complete the hands on experiment, Hanging by a
Hair.
Modeling and Guided Practice: The experiment will be a step-by-step teacher directed
activity. Students will be guided through the Scientific Method and the writing process as they
record their journal entry. Example: Teacher would discuss the meaning of each part of the
Scientific Method. Teacher would model what the expected writing would be using student
input. Students would write in their journal or on the Scientific Method recording sheet using
this example. Students will be given a rubric to monitor their journal entries.
Checking for Understanding: As students are working on their writing, teacher will conference
with students and give feed-back to help students.
Independent Practice: Journal entries will continue throughout the unit.
Post-Assessment: We will use a Science Journal Rubric to assess mastery of journal writing.
Measurement Tool: Science Journal Rubric
Interventions: Students will have teacher modeled writing available. Students will continue to
work in groups for subsequent experiments and activities.
Extensions: Journal entries are open ended. Students will be able to write at their proficiency
level.
Closure: After completing the experiment, students write steps to the Scientific Method on
white boards as an exit slip.
This document is 2 pages. When you double click on it, both pages will be visible.
Ruler Challenge
Topic: Measurement
Grade Range: 1-2
Time Frame: Week 1 Introductory lesson including
guided practice.
Common Core Standards:
Domain: Grade 2 Math
Standard: Measurement and Data
Cluster Objectives:2.MD
Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
Learning Objective/Outcome: Students will be able to use a ruler to measure length with
accuracy (inches, centimeters). They will be able to compare measurements.
Key Vocabulary:
inches
centimeters
ruler
yard stick
graph
bar graph
pictograph
measuring
Materials:
rulers
Ruler Challenge SmartBoard Activity
Jeopardy Game PowerPoint (Anticipatory Set)
Individual white boards/paper
Key vocabulary cards
Higher Order Questions:
Can you predict the lengths of each item?
Can you compare the lengths of the different items?
Can you measure the same item using two different rulers and compare the two units of measure
?(inches, centimeters)
Lesson Activities:
Building Background/Motivation: Pre-assessment will be given,
Jeopardy Game: Measurement Madness will begin the lesson as the Anticipatory Set as a whole
group, teacher led activity. Measurement Madness.ppt
Presentation: Teacher will lead students through the Interactive Ruler Challenge activity
including guided practice and hands on measuring.
Student Activities: Students will be introduced to basic measurement and correct use of a ruler
by watching imbedded video clips. Students will practice measuring using items at their desks
(pencils, crayons, books, etc.)
Students will be asked to write answers on their white boards/paper as individual students
complete the interactive activities on the following SmartBoard pages.
Review and Assessment: Using key vocabulary cards, students will participate in a Quiz, Quiz,
Trade activity. (CRISS Strategy) Assessment will be teacher observation of above activities.
Interventions/Extensions: Key vocabulary words/cards may be posted/given to help ELL or
SPED students before game is played.
How Do You Measure Up?
Topic: Measurement and
Graphing
Grade Range: 1-3
Time Frame: Week 5 (2-3
days)
Common Core Standards: (Domain, Standard, Cluster)
Domain: Grade 2 Math
Standard: Measurement and Data
Cluster Objectives:2.MD
Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
Domain: Grade 2 Math
Standard: Measurement and Data
Cluster Objectives:
Represent and interpret data.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up
to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.
Learning Objective/Outcome: Students will be able to estimate and use measurement tools to
measure body parts. Students will be able to construct graphs to compare data.
Key Vocabulary:
inches
centimeters
ruler
yard stick
graph
bar graph
pictograph
measuring
Materials:
Are You A Square? Measuring Recording Sheet
How Do You Measure Up? Recording Sheet
Imperial and Metric rulers
Tape Measures
Meter Sticks
Graph Paper
Higher Order Questions: Can you predict your measurements? How does your body
measurement compare with your partner? How do your own body parts compare? Can you
organize a graph using your collected data? Can you evaluate the data?
Lesson Activities:
Building Background/Motivation: Teacher says, “I would like to know who has the longest toe
in the class.” Teacher facilitates discussion and students are directed to make a prediction.
“How can we find out for sure?” Discussion follows which includes the concept of estimating.
Students take off one shoe and sock and estimate the length of their longest toe. Students work
in pairs to measure their toes with the tape measure. They record data on their white
boards/paper.
Presentation/Student Activities: Teacher passes out the How Do You Measure Up? recording
sheet. Students make estimations on all body parts. (Write in crayon/colored pencils so they
can’t erase.) Students work in pairs to find actual measurements. Students record data on their
sheets and compare prediction with actual measurement.
Graphing Review: How Do You Measure Up? graphing. Teacher will model how to create a
bar graph of one body part using class data. (nose, ear, etc.) Teacher will review the important
parts of a graph (title, axis, labels). Students will complete an individual graph using the same
data.
Independent Practice: Students will work in pairs to complete “Are You A Square?” recording
sheet. Using the data, they will each create a graph of the 3 different shapes – square, tall
rectangle, far- reaching rectangle.
Review and Assessment: Teacher observation during all activities.
Interventions/Extensions: Students needing assistance will continue to work with a partner.
Advanced students will work at their own pace.
Lesson Title: Human Body Systems – Brain/Nervous System
Topic: Human Body Systems
Grade Range: 1-3
Time Frame: 5 weeks
Arizona State Standards – Science
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions, and make predictions.
PO 1. Formulate relevant questions about the properties of objects, organisms,
and events in the environment.
PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of
matter, the water cycle).
Concept 2: Scientific Testing (Investigating and Modeling)
Participate in planning and conducting investigations, and recording data.
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of
instruments, materials, organisms) in all science inquiry.
PO 2. Participate in guided investigations in life, physical, and Earth and space
sciences.
PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to
collect data (U.S. customary units).
PO 4. Record data from guided investigations in an organized and appropriate
format (e.g., lab book, log, notebook, chart paper).
Strand 4 : Life Science
Concept 1: Characteristics of Organisms
PO 2: Identify the following major parts of:
 Digestive System – Mouth, esophagus, stomach, small and large intestine
 Respiratory System – nose, trachea, lungs, diaphragm
 Circulatory System - heart, arteries, veins, blood
PO 3: Describe the basic functions of the following systems:
 Digestive System – Breakdown and absorption of food, disposal of waste
 Respiratory System – Exchange of Oxygen and Carbon Dioxide
 Circulatory System – Transportation of nutrients and oxygen throughout the
body
Learning Objective/Outcome: Students will be able to identify the parts and functions of the
Brain/Nervous System.
Students will use the Inquiry method of investigation for many of the activities.
Key Vocabulary for entire
unit:
Digestive System
Respiratory System
Circulatory System
Mouth
Esophagus
Stomach
Small Intestine
Large Intestine
Nose
Trachea
Materials:
systems sort
center instruction sheets and materials
science journal
Lungs
Diaphragm
Breath
Oxygen
Blood
Heart
Veins
Arteries
Carbon dioxide
Higher Order Questions: Can you identify the different parts of each body system? What is the
function of each body system? What is a system? How do systems depend on each other? How
can we impact a system?
Brain/Nervous System Lesson Plan
Building Background/Motivation: Complete the Reading Rainbow Activity.
Presentation: Teacher will connect Reading Rainbow activity to the function of the brain.
(Explanation on instruction sheet).
Student Activities: Brain Tour – Students will investigate the parts of the brain by working
through the Brain Tour Center. (Parent help recommended.) Students will create a Brain Hat as
part of this activity. (See attached instruction and material sheets.) Link to Interactive Brain
Tour: http://www.alz.org/alzheimers_disease_4719.asp
Review and Assessment: At the end of the unit students will be asked to complete a systems
sort which includes parts of the nervous system.
Interventions/Extensions: Students will be working in small groups with adult support as
needed. Advanced students will complete more parts of the interactive brain tour to gain added
information.
Lesson Title: Human Body Systems – Digestive System
Topic: Human Body Systems
Grade Range: 1-3
Time Frame: 5 weeks
Arizona State Standards:
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Observe, ask questions, and make predictions.
PO 1. Formulate relevant questions about the properties of objects, organisms,
and events in the environment.
PO 2. Predict the results of an investigation (e.g., in animal life cycles, phases of
matter, the water cycle).
Concept 2: Scientific Testing (Investigating and Modeling)
Participate in planning and conducting investigations, and recording data.
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of
instruments, materials, organisms) in all science inquiry.
PO 2. Participate in guided investigations in life, physical, and Earth and space
sciences.
PO 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to
collect data (U.S. customary units).
PO 4. Record data from guided investigations in an organized and appropriate
format (e.g., lab book, log, notebook, chart paper).
Strand 4 : Life Science
Concept 1: Characteristics of Organisms
PO 2: Identify the following major parts of:
 Digestive System – Mouth, esophagus, stomach, small and large intestine
 Respiratory System – nose, trachea, lungs, diaphragm
 Circulatory System - heart, arteries, veins, blood
PO 3: Describe the basic functions of the following systems:
 Digestive System – Breakdown and absorption of food, disposal of waste
 Respiratory System – Exchange of Oxygen and Carbon Dioxide
 Circulatory System – Transportation of nutrients and oxygen throughout the
body
Learning Objective/Outcome: Students will be able to identify the parts and functions of the
digestive system. Students will use the Inquiry method of investigation for many of the
activities.
Key Vocabulary for entire
Materials:
unit:
Digestive System
Respiratory System
Circulatory System
Mouth
Esophagus
Stomach
Small Intestine
Large Intestine
Nose
Trachea
Lungs
Diaphragm
Breath
Oxygen
Blood
Heart
Veins
Arteries
Carbon dioxide
crackers
chairs
systems sort
center instruction sheets and materials
science journal
Higher Order Questions: Can you identify the different parts of each body system? What is the
function of each body system? What is a system? How do systems depend on each other? How
can we impact a system?
Digestive System Lesson Plan
Building Background/Motivation: Chew and Swallow Activity: Students will be asked to lie
across a chair face down. They will take a bite of a cracker and then chew and swallow it.
Teacher will lead a discussion about where the food is going. “Do you have to stand up to make
the food fall down your throat into your stomach?”
Presentation: Teacher will connect “Chew and Swallow” activity to the function of the
digestive system.
Student Activities: Tube Chute: Students will investigate the parts of the digestive system by
working through the Tube Chute center. Students will create a paper model of the digestive
system as part of this activity. (See attached instruction and material sheets.)
Review and Assessment: At the end of the unit students will be asked to complete a systems
sort including parts of the digestive system.
Interventions/Extensions: Students will be working in small groups with teacher support as
needed. Advanced students will follow the direction sheet and work at their own pace.
Component 4: Assessments
The assessment component must include an appropriate number of formative assessments
and at least one performance assessment.
Assessment for Learning (formative):
Assessments are located within each lesson. Teachers will be using rubrics, descriptive feedback
to students, anecdotal records, goal setting, written assignments, projects, and webquests.
Assessment of Learning (summative):
Students will complete a teacher created Human Body webquest throughout the unit. See lesson
above.
What will students do for the final product(s)?
• Students will create a multimedia presentation of the body system they choose.
• Students will have 5 weeks to complete the assignment.
Extra Unit Activities
http://kidshealth.org/ A website about the human body systems.
Activity Creating the Skeletal System using macaroni
Recommended books about the systems
Digestive System
Darlene R. Stille
Format: Paperback
Pub. Date: February 1998
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The Respiratory System (True Book Series)
Darlene R. Stille
Format: Paperback
Pub. Date: February 1998
The Circulatory System (True Book Series)
Darlene R. Stille, Linda Cornwell, Ronald W. Schwizer
Format: Paperback
Pub. Date: February 1998
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