Name: Olivia Noboa/ TECHNOLOGY Date: Time:

April 2, 2018 8:05-8:30

Big Idea/Topic: Human Body: Vocabulary Grade/ Subject: 2nd/ Science
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/1622
Lesson Structure:
Lesson 7: Whole Group and Small Group + TECHNOLOGY
Standards: (CCSS/NGSSS)
SC.2.L.14.1: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and other basic functions.
Instructional outcomes/objectives(s):
Students will list and describe the functions of these organs: brain, heart, lungs, stomach and muscles).
Students will demonstrate knowledge of organ functions through a Kahoot quiz.
Language Objective(s):
Students will read and answer questions on a Kahoot.
Students will share the function of organs and state their location in the human body.
Key Vocabulary Instructional
Materials/Resources/Technology
 Function: the special purpose or activity for which a thing exists or is
used. (Synonym: job)  Kahoot!
 Organ: a part of the body that has a particular function https://play.kahoot.it/#/k/07f3c334-bf7f-
 Brain: gets information from your senses; control center of your body 4559-9f3b-9b3b2ddb880b
 Heart: pumps blood and oxygen throughout your body  Whiteboard/ dry erase markers
 Stomach: breaks down food and mixes it with digestive juices  Organ Notes Handout (20)
 Lungs: take in oxygen  Bingo
 Muscles: make your body move (bones, heart, lungs, pupils of eye) o Game Boards (19)
o Small objects for tiles
o Clue Cards
 iPads (14)/ Chrome Books (3)
 AIMS Education Foundation, Core
Curriculum/ Florida (2009), Life Science

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy
Analyze:
Students will compare and contrast the functions of organs and match the
function to the appropriate organ. N/A
Remember:
Students will remember the functions of the following organs: brain, heart,
lungs, stomach, and muscles.
Lesson Portion: Pacing ESOL Support
 How will you introduce the lesson, activate prior For each level EL at each instructional step.
knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Review the organs one-on-one. Use gestures
1. Tell students we are going to review the organs. We are going to and visual aids.
play a Kahoot game. Have students list all the organs on the I: Provide sufficient wait time.
whiteboard that have been discussed this unit. 3-4 Does the heart pump blood or store our food?
 Heart, Lungs, Stomach, Muscles, Brain min. Does the stomach help us breathe or store our
food?
A: N/A
Instructional Steps: B: Group with student who can translate.
1. Pass out iPads and Chrome Books. I: Have a group member read definition aloud.
Explain the purpose of the Kahoot! And explain how the student 2-3 A: N/A
will play Kahoot. min.
2. Students work independently to complete Kahoot! (process) B: Refer to supports listed above.
Monitor students as they are completing the task; review each 5-7 I: Read question and answers aloud to students.
question and address any misunderstandings. min. A: N/A
3. Have students use Organ Notes Handout to write down the B: N/A
functions of each organ. I: What is the job of the muscles?
Ask the following questions to students when walking around the Would we be able to move without our
run monitoring: muscles?
How do our muscles help us?
What would happen if we didn’t have lungs? 7-8 How do your lungs help you?
What does your heart do? min. A: N/A
Why are muscles important?
What does the brain do?
If the message the brain gets is that your hand has
touched a hot stove, what message do you think the
brain sends to your body?
When you are playing baseball, your eyes see the
ball, you swing the bat, you hit the ball, and you run
to first base. What body parts are involved?
THINK-PAIR-SHARE (process): Allow students to compare
answers with a shoulder partner.
4. If there is extra time: B: Have Biancel work with Berenice or Lizeth.
Explain Body Part BINGO rules to students. 5-8 I, A: N/A
Hand out game boards and read clue cards to students. min.
Content/Procedural Closure: B, I, A: N/A
Content: There are so many organs in our body. I’m glad we have
learned the function of the brain, heart, lungs, stomach and
muscles. 2-3
*Read functions students created from whiteboard* min.

Procedural: Make sure all the pieces to the matching game GO

BACK INSIDE IN THE BROWN PAPER BAG. You can leave it
at the table space and line up quietly for specials.
JOKE: What did the left eye say to the right eye?
(Something between us smells!)
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx  Use immediate reinforcements
(identify access point, if needed)  Allow extra time for assignments
Independent: N/A  Use a reader for content areas and
Supported: N/A assignments
Participatory: N/A Allow student to demonstrate understanding of
directions (ex: repeat/rephrase).

Assessment of Student Learning:

Objective 1: Collect their Organ Notes Handout. Listen to students’
responses to oral questions.
Review results from Kahoot!
Document responses on notepads.
Post Lesson Analysis
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

I can use the Organ Notes Handout as a formative. There are a few students I will pull and reteach one-on-one to go over the
functions. Some students were able to list the function of some of the organs, but not others. I will concentrate on the organs
that students have difficulty with: brain and heart. I wrote down how many students got the question correct on the Kahoot.
According to the results I documented, all students correctly answered questions 8 and 9 (the questions are attached below).
I could have students play the Kahoot again after I provide intervention. I could use BINGO as enrichment for those students
who successfully answered all of the questions!
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Kahoot was successful because the students have played multiple Kahoots. I had set up Kahoot.it so all the students had to do
was enter the game pin and then their name. I handed out technology during morning message so I was not wasting
instructional time, but I had poor procedures for collecting the technology. I had students come up by tables. This was time
consuming and other students began to talk during this process. I read the questions and answers aloud to students. I had
students complete Organ Notes Handout and listed instructions on whiteboard. I had students write the function and one fact
(this was for students who finished early). Students took much longer to complete this task than expected. My pacing was not
accurate. I did not allow students enough time so I gave them an additional five minutes after lunch. I worked with three ELs
who needed the extra support. I adjusted the portion that they needed to write. The other students were expected to write in full
sentences, but I just had these students write the function. I used leveled questions and allowed the students to share their fact
verbally.
We played BINGO during SIPPS time since we did not have SIPPS today. The students were able to demonstrate their
knowledge and clarify any unclear content. The class was well behaved and I was able to instruct without any interruptions.
Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson.
Show what YOU know about the content supplemental to lesson. )

This lesson is a review of all the organs that were taught in this unit. Refer to other content
summaries for supplemental information, if necessary.
Our organs have specific tasks, or functions. There are organ systems that these organs fall under.
For example, our lungs are a part of the respiratory system. The respiratory system’s job is breathing. Our
brain is a part of the nervous system, which carries messages from the brain to other parts of the body. Our
heart is a part of the circulatory system—carrying blood throughout body. Muscles are a part of muscular
system, which is controlled by the nervous system. Lastly, our stomach is a part of the digestive system;
there are many organs that make up this system. It is important we take care of our organs to live happy,
healthy lives.

There are many organs in the body, such as the brain, heart, stomach, lungs, muscles, and skeleton. All
these organs have important functions.
 Brain: gets information from your senses; control center of your body
 Heart: pumps blood and oxygen throughout your body
 Stomach: breaks down food and mixes it with digestive juices
 Lungs: take in oxygen
 Muscles: make your body move (bones, heart, lungs, pupils of eye)

KAHOOT Questions:
1. What is the function (or job) of the heart? (Pump blood throughout our body)
2. Which of the following is not an organ? (Blood)
3. The brain is the control center of the body. (True)
4. Where are our lungs located? (Chest)
5. What is the function (or job) of muscles? (Help us move)
6. What will happen to my heart beat after exercising? (Increase)
7. Which chemical do we breathe in? (Oxygen)
8. The brain weighs about 3 pounds. (True)
9. Which organ breaks down our food? (Stomach)
10. What happens to our stomach after we eat a big meal? (Our stomach expands)