Developmental Lesson Plan

Teacher Candidate: Omni White Date: 3/28/18

Group Size: Small Group Allotted Time: 1 hour Grade Level: 3rd
Subject or Topic: Smooth Muscle

Common Core/PA Standard(s):

10.1.3.B Identify and know the location and function of the major body organs and systems.
• circulatory • respiratory • muscular • skeletal • digestive

Learning Targets/Objectives:
The 3rd grade students will:
 Understand the function of the smooth muscle by creating a model
 Identify the special body components that make up the smooth muscle by participating in
an inquiry lesson

Assessment Approaches: Evidence:

1.Anecdotal notes 1. The teacher’s notes
2. Checklist 2. Data collected from the student the teacher
3. Exit slip chose
3. Answers of 4 questions on the exit slip
Assessment Scale:
Likert Scale-
 0= student answered zero blanks correctly 1= student answered one blank correctly
 2= student answered 2 blanks correctly 3= student answered 3 blanks correctly
 4= student answered 4 blanks correctly

Subject Matter/Content
Prerequisites:
 All prior knowledge from previous lessons
 Where your stomach is located
 Understanding that lemons are bitter
 Basic understanding of what the stomach is for
(eg: students should know that stomach has some correlation to the food we eat

Key Vocabulary:
 Smooth muscle- the smooth, involuntary muscle tissue found in the internal organs and
blood vessels, excluding the heart.
 Digest- to break down into materials that can be absorbed and used by the body.
 Digestive System- the parts of the body that work together to break down food so that it
can be used by the body as energy.
 Small intestine- the narrow part of the intestine which connects the stomach and the large
intestine. The small intestine digests food and absorbs nutrients into the blood.
  Large intestine- the large, lower part of the intestines. The large intestine absorbs water
from digested food and forms solid waste matter.
 Involuntary- not caused or decided by one's own choice, will, or wish.
 Bladder- an organ inside the body that collects urine.
 All vocabulary from previous lessons

Content/Facts:

What is a smooth muscle? –

 An involuntary muscle that works without us knowing.
 Can be found throughout your body but especially in your stomach and bladder.

What are smooth muscles responsible for? –

 The smooth muscles move food throughout your body
 Regulating blood flow
 Decreasing the size of your pupils when there is too much light.
 Responsible for urination

What is the digestive system? –

 The part of the body that allows your food and liquids to be stored and turned into energy

What are the major stages of the digestive system? –

 Chewing- begins the process of breaking down your food
 Swallowing- the esophagus muscles allows the food to be pushed down into our stomachs
 The stomach- where the food sits for a while waiting to get broken down even more
 Small intestine- works with the juices from the liver and pancreas to continue the break
down of our food.
 Large intestine- where any food that does not get used and later leaves the body as waste.

What are the liver and pancreas responsible for? –

 Both work closely with the small intestine of breaking down the food
 Produces additional enzymes (juices) to help digest all sorts of food

Introduction/Activating/Launch Strategies:
 The teacher will begin this lesson by asking students to hold their breath for 20 secs (the
teacher will have a timer)
 After that small activity, the teacher will explain to the students that if we hold our breaths
longer than two minutes, then we could begin to damage our bodies.
 The teacher will then ask the students, “based on what we’ve been learning about on
muscles, why do you think I asked you all to hold your breaths?
 After a few student suggestions, the teacher will explain to the students that the last muscle
group that they are going to learn about is smooth muscle.
 The teacher will explain to the students that a smooth muscle is an involuntary muscle, just
like the cardiac muscle and show them a short video on the smooth muscle.
( https://www.youtube.com/watch?v=w6k5tzFbfa4) – stop at 1:42
Development/Teaching Approaches
 After the video, the teacher will begin to pass out the guided note sheet that goes along
with the PowerPoint (see attached) titled Cardiac Muscle.
 On slide 1, the teacher will explain what a smooth muscle is and where it can be found.
(The words that the students should be writing on their guided note sheet are a different
color on the PowerPoint which makes it easier for the students to identify what word to fill
in)
 On slide 2, the teacher will ask “can anyone remember what the smooth muscle’s job is
from the video?” This will lead the students into slide 3.
 On slide 3, the teacher will read the three jobs are the smooth muscle while the students are
filling in the correlating blanks on their note sheet.
 Slide 4 will read “The digestive system”. During this slide, the teacher will explain how
the digestive system is a great example of how a smooth muscle works because of the way
it involuntarily breaks down our food.
 Slides 6 and 7, will have the process of the digestive system for the students to copy down.
The explanation of each step in the digestive process is not defined in the PowerPoint but
is stated on the student’s note sheet. Therefore, when the teacher will ask one of the
students to read the explanation of each step out loud.
 Slide 8 will have explain how the liver plays a significant role in the digestive system.
 Slide 9 will read, “Time to become scientists” which will get the students ready for the
inquiry lesson.
 After the PowerPoint presentation, the teacher will then ask the students to take out their
cellphones or iPads and search kahoot.it. The students will be participating in a 7 question
Kahoot activity that reviews the notes that were just taking in class.
- If the teacher is having technical difficulties the teacher will ask the table groups the 7
questions that were originally on the Kahoot. (see questions attached)
 After the powerpoint presentation, the teacher will begin to pass out the materials (a half of
lemon, crackers, and a ziplock bag) to each table group (including the inquiry record note
sheet-see attached) to begin the activity.
 Before the students begin the activity, the teacher will go over the inquiry note sheet (see
attached), explaining all directions.
- The students are to complete this sheet while they are participating in the inquiry
activity
 Once all materials are distributed, the teacher will explain to the students that they will be
mimicking the digestive system with the materials that they were provided with.
- The teacher will explain to the students that they can refer to their notes and the video
to help them with the activity.
 While the students are conducting their experiments, the teacher will be taking notes and
monitoring their progress.

Closure/Summarizing Strategies:
 Once all students appear to be done with the experiment and completed the note sheet the
teacher will then go over the inquiry sheet.
  The inquiry sheet will be the summarization of the lesson.
 To end the lesson, the teacher will pass out the exit slip (see attached) which ask the
students to define a smooth muscle and list the 5 steps in the digestive process.

Accommodations/Differentiation:
Since JR has ADHD he will again help the teacher pass out all materials needed for this activity.

Materials/Resources:
 Youtube video (https://www.youtube.com/watch?v=w6k5tzFbfa4)
 PowerPoint
 Guided Notes to go along with PowerPoint
 Inquiry worksheet
 Lemons
 Ziploc bags
 Crackers
 Exit slip

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts