USFD Elementary Education Lesson Plan Template (S2014)

Name: Tori McNealy

Subject/Content Area: Science

Grade Level Being Taught: Second Grade

Group Size: 17
Date of Lesson: March 25-26, 2015
Lesson Content

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What
will students know and be
able to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of
mastery, i.e., "C: Given a
sentence written in the past
or present tense, A: the
student B: will be able to
re-write the sentence in
future tense D: with no
errors in tense or tense
contradiction (i.e., I will
see her yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)

SC.2.L.14.1 Distinguish human body parts (brain,

heart, lungs, stomach, muscles, and skeleton) and
their basic functions.
SC.2.N.1.1 Raise questions about the natural
world, investigate them in teams through free
exploration and systematic observations, and
generate appropriate explanations based on those
explorations.

What are the lungs?

Where are they located?
What is their function?

Day 1
Given a review of academic vocabulary
words (specific to the respiratory system),
students will be able to identify the main
functions of the respiratory system.
Given a Brain Pop video and response
questions about the lungs, students will be
able to identify the main functions of the
respiratory system.
Given opportunity to observe a model of the
lungs, students will be able to describe how
the respiratory system functions.
Given opportunity for group discussion,
students will be able to explain where the
lungs are located in the human body and
how the lungs work.
Given a picture diagram worksheet to
complete, students will be able to label the
main body parts of the respiratory system.
Given a quiz (specific to the respiratory
system), students will be able to explain
the main functions of the respiratory

system.

Rationale
Address the following
questions:
Why are you teaching
this objective?
Where does this lesson
fit within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?

Day 2
Given opportunity to practice My Lungs song,
students will be able to explain how the
lungs work.
Given opportunity to read the story Breathe
In, Breathe Out, students will be able to
identify the main functions of the
respiratory system and ways they can keep
each body system healthy.
Given a graphic organizer, students will be
able to describe what is good and bad for
the lungs.
Given a writing prompt, students will be
able to explain how people can take care
of their lungs.
Given an exit ticket, students will be able to
list one interesting fact about the lungs.
This objective is being taught so that
students are able to recognize the
locations and functions of major human
organs.
This lesson fits within the larger plan of
learning about each different body system
(i.e. nervous system, respiratory system,
muscular system, skeletal system,
digestive system, and
cardiovascular/circulatory system).
This lesson is being taught this way in
order for students to better understand
the human body through the use of video,
demonstration, discussion, song,
informational text, and writing activities.
It is important for students to learn this
concept so that they are able to keep each
body system healthy.
Day 1
Formative Evidence
Summative Evidence
Video response
questions
Think-Pair-Share
experiment
responses

Picture Diagram
labeling worksheet
Quiz

 What summative
evidence will you
collect, either during
this lesson or in
upcoming lessons?

Day 2
Formative Evidence
Graphic organizer

What Content Knowledge is

necessary for a teacher to

teach this material?

Summative Evidence

Writing prompt
Exit ticket
An organ is a body part with a special job
The lungs are spongy organs inside the
chest and they are part of the bodys
respiratory system
The lungs take in air and supply oxygen to
blood for the entire body
The body needs oxygen to function and
break down food for energy
Air enters in through the nose and mouth
and goes down the throat and into the
trachea, or windpipe
When humans inhale, air enters the lungs
and they expand, or get bigger
Air is a mixture of different gases,
including oxygen
Lungs take oxygen out of the air and blood
cells transport the oxygen to the entire
body
When the body uses oxygen to break down
nutrients for energy, one waste product a
gas called carbon dioxide, which is
breathed out
During exhalation, the lungs contract, or
get smaller
Oxygen goes into the body, and carbon
dioxide is breathed out
The diaphragm is a dome-shaped muscle
underneath the lungs that helps the chest
expand and contract during respiration
During inhalation, the diaphragm moves
down and the ribcage expands which allows
the lungs more room to expand
Air from the lungs gets pushed up the
trachea and through the vocal chords to
produce sound
Lungs help people talk, sing, laugh, cry,
scream, growl, and more

 Lungs help people communicate

People sneeze or cough in order to clear
out things that bother the airways, such as
dust or pollen
The lungs help clear out pollutants in the
air along with tiny hairs that line the
airways called cilia
Main function: The lungs supply the body
with oxygen, eliminate carbon dioxide, and
help people communicate
Exercise is the best and most important
way to care for lungs
During exercise, the lungs get filled with
more air, allowing them to do their job
better
Avoiding cigarette smoke and other drugs
also keeps lungs healthy
Asthma is a condition in which the airways
get irritated and swell, making breathing
more difficult
People with asthma can lead healthy and
active lives if they learn how to manage
their condition and follow their doctors
orders
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Background Knowledge
The human body has different body
parts and they all have distinct
functions
Each body part has a similar function
(example: skeleton - supports the body,
muscles - movement of the body, etc.)
The ribcage includes the ribs and
sternum and together they protect the
heart and lungs
To ensure students have this previous
knowledge, the teacher will administer a quiz
as a form of assessment and also review the
science academic vocabulary prior to the start
of the lesson.
Learners
Second grade
Fifteen on-level students

 Two above-level students (AGP)

Average test scores range between 75100%
Students are readily prepared for this content
as they have been briefly introduced to each
human body part (i.e. brain, lungs, muscles,
bones, stomach, heart) and have studied the
bones and muscles in depth.
What misconceptions might Students may have preconceived ideas that:
students have about this
Each human body system works by itself
content?
The function of the heart is to clean blood
Blood in the veins is blue
People get bigger as they grow because of
all the food they eat
Muscles push and pull
Real human hearts are shaped like hearts
on Valentines Day

Lesson Implementation
Teaching Methods
Day 1
(What teaching method(s)
Engage
Brain Pop video
will you use during this
Explore
Hands-on lungs
lesson? Examples include
model
guided release, 5 Es, direct
instruction, lecture,
Explain
Discussion
demonstration, partner
questions
word, etc.)
Elaborate
Picture
Diagram
Evaluate
Lungs Quiz
Step-by-Step Plan
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act as
if you needed a substitute
to carry out the lesson for
you.)
Where applicable, be sure
to address the following:
What Higher Order
Thinking (H.O.T.)

Day 2
My Lungs song
Breathe In,
Breathe Out
story
Graphic
organizer
Writing prompt

Share/Exit
ticket
Tim Who is
Each content area may
e
responsib require a different step-byle
step format. Use whichever
(Teacher plan is appropriate for the
or
content taught in this lesson.
Students) For example, in science, you
?
would detail the 5 Es here
(Engage/Encountering the
Idea; Exploring the Idea;
Explanation/ Organizing the
Idea; Extend/Applying the
Idea; Evaluation).

questions will you ask?

How will materials be
distributed?
Who will work together
in groups and how will
you determine the
grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during
each phase?
What are other adults in
the room doing? How are
they supporting
students learning?
What model of coteaching are you using?

12:
45

12:
50

1:0
5

Lung Activity Prep (prior to

lesson)
Remove the bottom of the
bottle
Bring the balloon up from the
bottom of the bottle through
the neck
Stretch the opening of the
balloon around the opening of
the bottle top
Press the grocery bag flat and
wrap around the bottom of the
bottle
Secure it with an elastic band

Teacher/
Student

Student

Teacher/
Student

Teacher
1:1
5

Day 1
Review word wall terms
(See Attachment 1)
Lungs: Organs inside your chest
that help you breathe
Inhale: To breathe in
Exhale: To breathe out
Expand: To get bigger
Contract: To get smaller
Play Brain Pop Video
Review questions prior to the
start of the video
Play the video the first time to
allow students to view
Play the video a second time to
allow students to answer video
response questions
Video Response
(See Attachment 2)
Review answers to video
questions as a whole group
Allow students to write
additional information to their
response if needed
Lung Activity Demonstration
Pinch the plastic bag and pull
down gently
Watch the balloon inflate and
deflate as you pull and release
the bag
Lung Activity Questions
(Group Discussion)
What part of the model

Teacher/
Student
1:2
0

Teacher/
Student
1:2
5

Student

Connecting Learning Questions

(Think-Pair-Share)
What do you feel expand or get
bigger when you take a deep
breath?
Where are your lungs located?
How do they work?
What part of your body is
wrapped around your lungs?
What is the purpose?
Do you think your nose and
lungs are related? How?
What are you wondering now?
Picture Diagram
(See Attachment 3)
Allow students time to
complete picture diagram
worksheet in which students
will label the parts of the
respiratory system using words
from the word bank
Review worksheet and allow
students to make corrections if
needed using a marker, colored
pencil, or pen
Summative Assessment
(See Attachment 4)
Allow students time to
complete the Easy Quiz (five
questions)
Collect quizzes

1:3
0

Student

1:4
0

represents the lung?

What part represents the chest
cavity?
What part represents the
diaphragm?
What happens when you push
and pull on the plastic?

Day 2

My Lungs Song
(See Attachment 5)
Students will learn and
practice the My Lungs song to
review the function of the
lungs
Students will sing the song a
total of three times

Teacher/
Student

12:
45
Student

Student
12:
55

1:0
5

1:1
5

Student

1:4

Graphic Organizer
(See Attachment 6)
Students will work with an
assigned partner to complete
the graphic organizer
Students will list at least three
bullet points in each category
Write About It
(See Attachment 7)
Students will write a written
response to the prompt
independently
Students will write at least five
complete sentences
Share
Students will have the
opportunity to share their
writing with a peer on the
carpet
Interesting Fact
(See Attachment 8)
Students will write one
interesting fact that they
learned

Student

Student

1:3
0

Breathe In, Breathe Out Story

Students will popcorn read the
story aloud

0
What will you do if

What will you do if

Meeting your students

needs as people and as
learners

a student struggles with the content?

The student will create a KWL chart about the
respiratory system and fill in the first two
columns. The teacher will provide the student
with an informational text (on the students
reading level) and choral read with the
student. The student will then reference the
text and write details (using text evidence)
onto the third column of the KWL chart.
a student masters the content quickly?
Students will create their own riddle book
about the major body parts of the respiratory
system (i.e. nose, mouth, trachea, left lung,
right lung, and diaphragm). With a partner,
students will read one another's riddles and
identify the corresponding body part.
If applicable, how does this lesson connect
to the interests and cultural backgrounds of
your students?
This lesson connects to the interest of the
students by allowing students to learn about
the locations and functions of major human
organs and healthy options to health-related
issues and problems through videos, hands-on
activities, songs, stories, and sharing time.
If applicable, how does this lesson connect
to/reflect the local community?
This lesson reflects the local community by
teaching students that: all plants and animals,
including humans, have internal parts and
external structures that function to keep them
alive and help them grow and reproduce and
all humans must take care of each body system
to stay healthy.
How will you differentiate instruction for
students who need additional challenge
during this lesson (enrichment)?
Human Body Tracing Hand out a large sheet
of butcher paper to each student. Students
will lie down on the paper and have a partner
trace their body outline. Have students draw
each organ that is a part of the respiratory
system (i.e. nose, mouth, trachea, left lung,
right lung, and diaphragm). Have students

Accommodations (If
needed)
(What students need
specific accommodation?
List individual students
(initials), and then explain
the accommodation(s) you
will implement for these
unique learners.)
Materials
(What materials will you
use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)

write a few simple facts about the function of

the respiratory system (specifically explaining
the process).
How will you differentiate instruction for
students who need additional language
support?
Students can use pictures in the text and
labels in the text as a visual reference of
each specific body part
Students can listen to the story read
multiple times as needed
Student can orally dictate their responses
and teacher can write in words
Students working below grade level may
work with a partner to fill in graphic
organizer
N/A

Plastic bottle
Elastic band
Balloon
Plastic grocery bag
Projector
Computer
Word Wall anchor chart
Brain Pop Video
My Lungs song
Breathe In, Breathe Out E-book
Copies of:
Video Questions handout
Labeling diagram handout
Lung Quiz handout
Graphic Organizer worksheet
Writing prompt worksheet
Interesting Fact worksheet

Attachment 1

Attachment 2

Attachment 3

Attachment 4

Attachment 5

Attachment 6

Attachment 7

Attachment 8