Jordan AppleyardED 399: Unit Plan

Grade FiveUnit: Animal SystemsLesson 1: Digestive SystemLesson 2: Circulatory SystemLesson 3: Respiratory SystemLesson 4: Skeletal SystemLesson 5: Muscular SystemLesson 6: Nervous SystemLesson 7: Nervous SystemLesson 8: Excretory SystemLesson 9: Reproductive SystemLesson 10: Systems OverviewLesson 11: Review with Writing

Grade FiveUnit: Animal Systems

Lesson One: Digestive System

I. Standards L.OL.05.41 Identify the general purpose of selected animal systems

(digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory and reproductive)

L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory and reproductive) work together to perform selected activities

II. Objectives This lesson is about the animal digestive system, and is important because

students must know the function of the system in the body. At the end of the lesson, the learner will be able to identify the key points in the digestive process.

Assessment: The students will include these key points on the concept map they will create in small groups to show that they recognize the important aspects of the process.

III. Anticipatory Set To get the students ready for the lesson, the teacher will read The Magic

School Bus Inside the Human Body. The teacher will ask question throughout the book that engage students’ prior knowledge of the digestive system. The students can take notes on new information they learn while reading the book. And, while going through the teacher will further discuss the important aspects that the students need to note.

IV. InputA. Task Analysis

After reading and discussing the content in the book, students will work together in pairs to complete after reading questions.

The students can then watch the video that accompanies the Magic School Bus Inside the Human Body to reinforce the information provided by the text.

Then, the students will work together in groups of three or four to complete a concept map demonstrating their knowledge of the digestive system. The students can choose their own way to illustrate the system, but it must include the eight key points. And, there has to be some visual explanation, as well - by illustration or symbol or printed photo.

B. Bloom’s Thinking Levels Knowledge – The students will know the key points about the animal

digestive system. Comprehension – The students will understand the ways in which the

different parts of the body function together to digest food. Application – The students will be able to use the information to create

a concept map demonstrating the function of a digestive system. C. Learning Styles / Multiple Intelligences

Auditory - The students will listen to the book, and the additional information given by the teacher.

Visual - The illustrations and diagrams of the digestive system in the book, as well as the video reinforcement of the system.

Interpersonal - Students will work in both pairs and groups to complete their assignments.

D. Methods / Materials Demonstration Discussion Informational Text Magic School Bus Inside the Human Body by Joanna Cole Notebook paper “After Reading” Questions worksheet Construction paper Markers / Colored pencils

V. Modeling The teacher will demonstrate the beginning of how to make a concept map

using the information gathered from the book and teacher given information. Without making an entire concept map for the students, the teacher will demonstrate the process. And, after two - three examples are give, the students will begin their own concept maps.

VI. Checking for Understanding While the students are creating their concept maps, the teacher will come

around to ensure the students are working in the right direction. And, will ask questions to the groups to check their understanding of the concept.

VII. Guided Practice While the students are working on their concept maps, they can ask the

teacher for any assistance they need. In addition, they can consult their notes, textbook or Magic School Bus Inside the Human Body if necessary.

VIII. Closure When the students have completed their concept map, they will hang it on the

wall for their classmates and teachers to view. To close before they leave, the teacher will go over the concept map he/she made about the digestive system to review the information they covered.

IX. Assessment / Reflection The students will be assessed based on the information included in their

concept maps. Self reflection questions:

o Did I meet my teaching objective?o Was I able to manage the class effectively?o Did I cover the critical pieces of the lesson?o Did I model effectively?o Did I address varied learning styles and ability levels?o What parts of the lesson went just as I had planned?o What would I do differently in the future?

Grade FiveUnit: Animal Systems

Lesson Two: Circulatory System

II. Standards L.OL.05.41 Identify the general purpose of selected animal systems

(digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory and reproductive)

L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory and reproductive) work together to perform selected activities

III. Objectives This lesson is about the circulatory system, and is important because students

must know the function of the system in the body. At the end of the lesson, the learner will be able to identify the key points in the animal circulatory system. To assess their knowledge, the students will perform a short skit demonstrating how the circulatory system functions.

IV. Anticipatory Set To begin our lesson, students will watch a short animated video on the

circulatory system. Prior to watching the video, the students will share their current knowledge of the circulatory system. Then, after watching the video, students will share any new knowledge they have - vocabulary, functions, process, etc. Together we will go through the vocabulary introduced in the video and clarify the definitions of all the words.

Video link: http://kidshealth.org/kid/htbw/CSmovie.html

V. InputA. Task Analysis

After watching the video and discussing new vocabulary, the students will be put into groups of five or six kids. In these groups the students will create a short skit to demonstrate the process of the circulatory system.

The students must accurately portray the function of the system. They may include signs or labels to help their audience understand.

At the end of the class, the students will perform their short skits. B. Bloom’s Thinking Levels

Knowledge – The students will know the key points about the animal circulatory system.

Comprehension – The students will understand the ways in which the different parts of the body function together to circulate blood and oxygen.

Application – The students will be able to use the information to create a skit to demonstrate the functions of the circulatory system.

C. Learning Styles / Multiple Intelligences Visual - Students are able to watch the video on the circulatory system. Auditory - Students will be able to listen to the video and teacher. Interpersonal - Students will work in groups to create their skits. Kinesthetic - Students will use body movements in their skit to help

demonstrate the concept. D. Methods / Materials

Demonstration Discussion

Computer / Video Construction paper Ribbon / Yarn Markers / Colored pencils Textbook

VI. Modeling The teacher will give a few examples of ways that students could demonstrate

these concepts: way to show the heart beating, using the ribbon as blood, etc. Since there are so many ways to show this concept, not too many examples will be given because the students should be using their own creativity.

VII. Checking for Understanding As the students are putting together their skits, the teacher will be roaming

the room asking about their process. The teacher will also ask about the key vocabulary being used, and see if they are including labels for the major parts.

VIII. Guided Practice While students are creating the skits, the teacher will be available for any

questions they have about the process. The students may also consult their textbooks.

IX. Closure To close the class, each group will perform their skit in front of the group.

X. Assessment / Reflection The teacher will use the skits as an informal assessment of the students’

knowledge of the concept. They will be assessed on the accuracy of the information and on the inclusion of all necessary parts.

Self reflection questions:i. Did I meet my teaching objective?ii. Was I able to manage the class effectively?iii. Did I cover the critical pieces of the lesson?iv. Did I model effectively?v. Did I address varied learning styles and ability levels?

vi. What parts of the lesson went just as I had planned?vii. What would I do differently in the future?

Grade FiveUnit: Animal Systems

Lesson Eleven: Review with Writing

I. Standards L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory,

skeletal, muscular, nervous, excretory and reproductive) work together to perform selected activities

W.GN.05.02 write poetry based on reading a wide variety of grade-appropriate poetry

W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece

II. Objectives This lesson is a review of all the animal systems, and is important

reinforcement for the students. At the end of the lesson, the learner will be able to explain the key points of two animal systems. To assess their understanding of the systems, the students will create a poem about the relationship between the two given animal systems.

III. Anticipatory Set To begin, the teacher will read students several poems about animal systems,

and the students will have to make educated guesses about which system the poem is explaining.

This activity will be using the knowledge the students have been learning and reinforcing in the past lessons in this unit. This anticipatory set will continue to help students build their schema about these systems.

IV. InputA. Task Analysis

After reading through the poems and students guessing which system, the students will create a very similar poem. Instead of the poem being about only one system, the students will write a poem about the relationship between two systems.

The students will work in pairs, and the teacher will provide the two systems each pair will write about.

B. Bloom’s Thinking Levels Comprehension – The students will understand the key concepts of the

animal systems. Application – The students will be able to use this information to create

a poem. Analysis – The students will be able to see relationships between the

different animal systems, and incorporate the way they work together into the poem they’re creating.

C. Learning Styles / Multiple Intelligences Auditory - Students will listen to poems. Interpersonal - Students will work in pairs to create the poems. Visual - Students can view the pictures that accompany the poems.

D. Methods / Materials Discussion Group work Paper Pencils

V. Modeling

The anticipatory set gave many examples of poems similar to the ones students are creating. Students are free to refer to these poems at any time.

VI. Checking for Understanding The teacher will come around as the students are working together to check

the progress of their poems and the accuracy of the information being included.

VII. Guided Practice The students are able to get help from the teacher, textbook or notes at any

time during their writing time. The teacher will be available to catch any errors and assist where needed.

VIII. Closure While the teacher was walking through during the students’ creating time, she

will invite groups to share their poem with the class before they leave. If there are any other groups who would like to share their poem at the end of class, they will be welcome to come up and do so. This will be a good review for students about all of the animal systems.

IX. Assessment / Reflection The teacher will collect the poems from the students, and assess them based

on their degree of understanding the relationship between the two systems they were given.

Self reflection questions:i. Did I meet my teaching objective?ii. Was I able to manage the class effectively?iii. Did I cover the critical pieces of the lesson?iv. Did I model effectively?v. Did I address varied learning styles and ability levels?

vi. What parts of the lesson went just as I had planned?vii. What would I do differently in the future?