Student: Shannon Gioello

Course: EDU 521

Grade: 5 Topic: Human Body Systems

Professor Maroney
Date: December 14, 2016
Content Area: Science

INSTRUCTIONAL OBJECTIVES
After completing a class discussion and small group activity on each system in the body in which
students use the Weebly to reinforce information, students will create a life-sized representation
of a body system that will be assigned to them by the teacher. Students will include at least four
specific organs within the system, labeled clearly and correctly. This will be done with 90%
accuracy.
STANDARDS AND INDICATORS
ISTE-NETS Standards
1. Creativity and innovation
2.Research and Information Fluency
3.Technology operations and concepts
Indicator: This will be evident based on students use of the Cells & Body Systems
Weebly page as well as their level of creativity on their life-sized system map.
NYS Science standards
S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to understand how the
world works.
Indicator: This will be evident when students ask and answer questions during
class discussion as well as when they research their assigned topic.
S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and
technological matters.
Indicator: This will be evident when students create their own life-sized human
body system and navigate the Weebly website.
S4CS5. Students will communicate scientific ideas and activities clearly.
Indicator: This will be evident when students accurately and coherently complete
their worksheets and life-sized body systems.

NYS Common Core ELA Standards

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly.
Indicator: This will be evident when students communicate within their small groups.
INSTRUCTIONAL RESOURCES

SmartBoard
Worksheets for small group activity
Large paper for life-sized drawing
Writing utencil
Crayons, markers, colored pencils
Scissors, glue, tape
Computer in order to access Weebly website
MOTIVATION

Students will begin class by watching the video So Many Systems- Body Systems Rap which
is available on the Chapter Content Section of the Weebly page.
DEVELOPMENTAL PROCEDURES
1. Students will be shown the video So Many Systems- Body Systems Rap in order to
introduce the topic and the concept of the various systems within our bodies.
2. As a class, the teacher and students will go over each system one by one and discuss the
functions of each organ within the system and the purpose of these systems.
3. After the class discussion, students will be separated into groups of 3 or 4 and given a
short reading on the body systems to read. Within these groups, they will complete a
worksheet in which they must label missing parts of each body system.
4. As a class, the worksheets will be reviewed and corrected.
5. The teacher will once again separate students into groups of 3 or 4. Each group will be
assigned one body system. Students will select one student in their group to trace onto
large white paper provided by the teacher. After tracing the outline of one student onto
the paper, students will research their topic using the Cells & Body Systems Weebly
page. Students will use this information to create a life-sized map of their assigned
system, using art supplies provided by the teacher. These maps will be presented to the
class after their completion and then displayed in the hallway.
INSTRUCTIONAL STRATEGIES

 Group Discussion
Indicator: This will be evident when students are engaged in a class discussion lead by the
teacher about human body systems.

Cooperative groups

Indicator: This will be evident when students communicate within groups of 3 or 4 to complete
their worksheets as well as their life-sized human body system maps.
ADAPTATIONS

For the student who is an English Language Learner, a sheet with pictures of each organ
in each system along with its English word below the picture will be provided.

For the hearing-impaired student, will be provided with a voice amplifier.

For the student with poor fine motor skills, scribed notes will be provided.
DIFFERENTIATION OF INSTRUCTION

Struggling Students

These students will be given a handout with an unlabeled photo of their system as well as
a sheet highlighting the key terms to research within their assigned system to use as
references.

Average Students

These students will be given a handout with an unlabeled photo of their assigned system
to use as a reference.

Advanced Students

These students will not require handouts in order to complete the assignment.
ASSESSMENT

The teacher will prompt students to answer questions during class discussion.
The teacher will observe students as they work in small groups.
The teacher will collect and review students completed worksheets.
The teacher will collect and review students exit slips.
INDEPENDENT PRACTICE

For homework, students will go online and play the Immersive Matching game linked on the
Weebly page under Student Assignments.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will meet with
the teacher and go over what was discussed in class again. They will be shown detailed pictures
of each system and be shown by the teacher how to access the Weebly page and which pages to
find information on.
Academic Enrichment: Students who easily meet the objective will be given Human Body
Systems Puzzles to work on while other students work to complete the original objective.