DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION
ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE
(1/25/13)
Teacher Candidate: Anna Payne Grade Level: 3rd Title: Muscular 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, Keaton)
No ELL students
5 students below reading levels; (Derek, Ryker, Jack, Kodi, Hally)
2 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: 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) (SIOP 3 content concepts)
Content Walk-Away: I will learn the names and meaning of three types of muscles: skeletal, smooth, cardiac and two types
of muscle movement: voluntary and involuntary.
Language Walk-Away: I will write the names of the three types of muscles and two types of muscle movements.
Vocabulary: Skeletal, Smooth, Cardiac, Voluntary, and Involuntary
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
KWL Chart
Vocabulary Game (Tally Marks)
Content Walk-Away Evidence (Summative):
KWL Chart ( L column)
Modifications/Accomodations (ELL, IEP, GATE, etc.)
(SIOP 30 assessment of student
learning and comprehension
throughout the lesson)
Language Walk-Away Evidence (Summative):
I will write the names of the tree types of muscles and two types muscle movements.
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 the class what have you been learning about your bodies? What is your body like? What system deals
with breaking down of food? What does the respiratory system do? The lungs are part of what system? Have
students at their tables all share one thing with their group what they learned about human body systems.
(SIOP 8 links made to past learning)
Formative assessment:
Learning Goal
To activate background
knowledge and assess if students
are retaining information.
Success Criteria
Students sharing at their tables
different things they have learned
so far from the human body unit
plan.
Assessment Strategy
Sharing with their table partner’s
one thing they have learned about
human body systems.
Modification/accommodations: (ELL, IEP, GATE, etc.)
Focus Lesson (“I do it”)
I will hand out a KWL chart and explain that today students will learn about muscles. I will explain how a
KWL chart works and have them write in the first column something they think they know about muscles. I
will have a KWL on the smartboard and ask several students what they wrote down. Then have them fill in
the W column with things they want to learn about muscles. I will fill in the second column on the board. I
will show definitions and pictures on the smartboard of three different types of muscles. Then I will explain
there are basically two kinds of muscles. I will have the whole class stand up and make a kicking movement
and t hen to bend their arm. Explain these are voluntary muscles. Then ask the class to make their heart beat. I
will then ask them to make their digestive system to stop. This is impossible because they are run by
involuntary muscles. I will also teach about how muscles help bones move, how many muscles in the adult
body, and how to strengthen our muscles. (SIOP 4 supplementary materials) (SIOP 9 key vocabulary) (SIOP
18 wait time) (SIOP 11 clear explanation)
Formative Assessment:
Learning Goal
To teach students about three
different kinds of muscles and
two types of muscle movements.
Success Criteria
Students are engaged and filling
out KWL chart and were doing
movement I asked them to do.
Assessment Strategy
Walking around looking at what
they wrote on their KWL charts
and listen to students responses.
Modification/accommodations:
Guided Instruction (“We do it”)
I will divide the class into 5 groups. I will give each group 5 pieces of paper and each one has a different
vocabulary word written on it. I will stand at the front and read a definition and the group who holds up the
correct sign first gets a point. I will keep track on the board. I encouraged the students to discuss the
definitions within their groups. (SIOP 6 meaningful activities) (SIOP 16 interaction)(SIOP 25 students
engaged)
Formative Assessment:
Learning Goal
Students will learn and remember
the meanings of the vocabulary
words.
Success Criteria
All students are engaged and
interacting about the meanings of
the five vocabulary words
Assessment Strategy
Reading the definition and the
students holding up the correct
word. Observing who is getting it
correct and engaged.
Modification/accommodations: Before we started the vocabulary game I held up each card and read
the word so my below readers would know what the words were.
Collaborative/Cooperative (“You do it together”)
Have students pair up with their shoulder buddy. Buddy #1 please tells what the three types of muscles and
their definitions are. Buddy #2 to tell the two kinds of muscle movement. If your buddy is making a mistake
please help them correct it. (SIOP 29 regular feedback) (SIOP 17 grouping configurations)
Formative Assessment:
Learning Goal
Students are able to name the
three types of muscles and
definitions. Also, the two kinds of
muscle movement and their
definitions.
Success Criteria
Assessment Strategy
The entire class is sharing and
Listening t o student’s share the
interacting with their buddy. They definitions of muscles and muscle
are all discussing the vocabulary
movement.
words.
Modification/accommodations:
Independent (“You do it alone”)
Students will take out their KWL charts again and in the last column under L they will write what they have
learned about muscles. I will tell them to try and use all five new vocabulary words and their definitions.
(SIOP 5 adaption of content) ( SIOP 12 variety of techniques)
Summative Assessment:
KWL chart
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
I will review the objective with the class. Then I will ask them to raise their hand if they can tell me how many muscles
are in the adult human body. I will also ask them if they can give me some examples how to take care of our muscles and
to make them stronger.
(SIOP 27 & 28 Review of 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? I need to have the smartboard ready, have copies of KWL chart, and have vocabulary word cards for game.
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 vocabulary game was really effective I will use this again. I did not like the KWL chart it took a lot of explaining to
get the students to use it correctly. It was the first time I had used one in a lesson. I will try it again but with a different
subject.