Lesson Plan

Teacher Candidate: [Moriah Brown]

Date: [December 4, 2016]

Grade and Topic: Grade 3, Wellness

Length of Lesson: 45 minutes for 2

days

Mentor Teacher: [Jennifer Townes]

School: [University of Memphis]

Unit Objective
The student will understand the role of body systems as related to healthy living.

Lesson Objective
Personal Health and Wellness
Given a diagram, the student will describe and identify the functions of the
human body systems with a 3 out of 4 on the rubric.
Given a diagram, the student will select an image of a body function with a 3 out
4 on the rubric.
Given a selected image, the student will give 1 or 2 facts about the body function
with a 3 out of 4 on the rubric.
Student Participation
The goal of this lesson is for students to describe human body systems and
structures with a clear understanding of how everything works in the human
body.

Standards
State/District, Common Core Standards
Standard 3: The student will understand the role of body systems as related to
healthy living.
ISTE Standard(s)
2. Use digital-imaging technology to modify or create works of art for use in a
digital presentation.
4. Select and apply digital tools to collect organize, and analyze data to evaluate
theories or test hypotheses.
6. Conduct science experiments using digital instruments and measurement
devices.
7. Conceptualize, guide, and manage individual or group learning projects using
digital planning tools with teacher support.
9. Debate the effect of existing and emerging technologies on individuals,
society, the global community.
10. Apply previous knowledge of digital technology operations to analyze and
solve current hardware and software problems.

Materials
Materials Used

Lesson Plan
1.
Human organ Sheet
2.
Computer
3.
Internet Access to:
a.
Online All Systems Go! http://sciencenetlinks.com/afterschool-resources/allsystems-go/
b. Online Learning Games for Kids
http://www.learninggamesforkids.com/health_games_body_parts.html
4.
Pencil

Background and Rationale

Students will demonstrate a clear understanding of Human
body functions by describing the functions of the given organs.
This lesson is a continuation of TN 3.1 Health and Wellness.
I am aware that the lesson will be differentiated for students
who did not master the objectives and for those ready for enrichment.
However, modifications are not covered in this course and are not
part of this lesson.

Procedures and Timeline

Introduction
Begin by displaying Human Body Functions on a large screen display or
overhead..
Provide some brief background information about the different systems of the
body.
Give students a few minutes to look over the different systems before discussing
their thoughts.

Procedures
Prior to the Computer (15 minutes)
Teacher Procedures:

Student Procedures:

1. After the Introduction, distribute the

Human Body Function Sheets to students
and ask them to describe each picture and
give the functions for each image.

1. Students complete their Human Body

Function Sheet by describing each picture
or image for each function, using prior
knowledge and the example
on the
screen.
2. They then select two body functions to
give two to three facts for each selection,
using their own
words.

At the Computer (45 minutes)

Teacher Procedures:

Student Procedures:

Lesson Plan
1. Have
students open the Internet
browser
2. Direct students to the All
Systems Go website.
3. Direct students to the
Learning Games for Kids
website.
4. Monitor and assist as needed

1. Open the Internet browser

2. Go to All Systems Go website.
3. Complete the activity until there is a
clear understanding of the body systems.
4. Go to Learning Games for Kids website.
5. Complete each activity on the page for
Health Games.

After the Computer (30 minutes)

Teacher Procedures:

Student Procedures:

1. Place students in groups of 3 to 4

students
2. Ask students to pass their picture of
Body Function work to the person on the
right.
3. Students are to quietly review the work
and take notes of the key similarities and
differences, then pass the paper to the next
person until students have reviewed all the
papers in the group.
4. Give students 5 to 10 minutes to discuss
the differences and why they think that
their answers are correct.
5. Have students individually write 1 to 2
facts about what Body function that they
choose.

1. While in a group, students

review each others work and
note differences and similarities
between final documents.
2. Students discuss the different
papers.
3. Students write one or two
facts describing the Body
function of their choice.

Closure
Students will complete the word search and volunteer to share their reflections of
body functions of their choice. At the end of class, the teacher collects
reflections, word search, checks for assignment submissions, and polls the class
for questions.

Assessment Evidence
Wellness Rubric
Criteria

Identifying
the body
function for
each graphic
image.

Very few or
none of
the chosen
graphics
represent

Only a few of
the
chosen
graphics
clearly or

Almost all of
the
chosen
graphics
clearly

All of the chosen

graphics very
clearly represent
the concepts of
Body functions.

Lesson Plan
the body
functions.

somewhat
clearly
represent the
concepts of
body functions.

represent
the concepts
of body
functions

Selecting an
image

The
understanding
of the image
very few or
none of
the chosen
graphics
demonstrates
an
appropriate
representation
of
the concept.

The
understanding
for
some of the
chosen
graphics
demonstrates a
fairly
appropriate
representation
of
the concept.

The
understandin
g for
almost all of
the
chosen
graphics
clearly
demonstrates
why
the image is
an
appropriate
representatio
n

The understanding
for all
of the chosen
graphics very
clearly
demonstrates why
the images were an
appropriate
representation of
the concepts.

Fact

The fact does

not
demonstrate
an
understanding
of
the body
functions
and/or what it
means to the
student.

The fact
demonstrates a
somewhat
vague
understanding
of body
functions and
what it means
to
the student.

The fact
demonstrates
a
somewhat
clear
understandin
g of body
functions and
what it
means to
the student.

The fact
demonstrates a
clear understanding
of body functions
and what it means
to the student.

Modifications
I am aware that modifications will be made for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part
of this particular lesson.

Lesson Plan

Student Sample

Function

Image

Fact

Heart

The heart pumps

blood throughout the
body.

Lungs

The lungs pumps

oxygen into the body.

Brain

The brain helps with

movement.

Lesson Plan
The stomach helps
break down food.

Stomach

BODY PARTS

Y
V
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F
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R
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U

BRAIN
CHEST
ESOPHAGUS
HEAD
HEART
LIPS
LUNGS
MOUTH
STOMACH
TEETH
TONGUE

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