1. Lesson Plan Template Name ____________Ms. Russo__________
Science__
Grade Level ________7__________
Lesson Title _____Organs in Organ Systems_____ Subject ______Life
Date ____________________________________
I. SETTING THE STAGE
HCPS III STANDARDS
Benchmark SC.7.4.3 Describe the levels of organization in an organism
INSTRUCTIONAL OBJECTIVES
Condition
Performance
(begin w/action verb)
Criterion
In order to understand the properties of individual organs and how individual organs form organ systems, SWBAT draw conclusions regarding which
organs correspond to each organ system.
ANTICIPATORY SET (Warm-Up or Bell Work)
(Time ______15 mins_________)
AGENDA ITEMS POSTED ON FRONT BOARD
1. Ready, Set, Go Anticipation Guide and Video Short
2. Break into groups of 3-4 students
Students will fill out What Do I Know? anticipation guide 'before' section 3. Vocabulary Word Sort
and will then watch a brief video on organisms.
4. Journal Close
http://video.nationalgeographic.com/video/science/health-human-bodysci/human-body/human-body-sci/
During or after video, students will complete 'after' answers and will
compare with original answers. Class will briefly discuss.
II. ACQUISITION
1. SAY (Explanation) (Time ______60
mins______)
Vocabulary Word Sort:
Students will break into work groups and will
be handed a 'game board' with squares listing
each of the 10 systems. They will also be
handed a baggie of organs. They will be asked
to match the organs to the correct system.
SEE (Modeling)
DO (Structured Practice)
Show students diagram of how it should look on Monitor students as they are working.
the board; answer any questions. Go through
first steps.
2. Students will be reassured that it is okay if they
don't know the 'right' answer. They should start
with the ones they think they know and leave
the ones they aren't sure about off to the side
until they are ready to revisit and make an
educated guess. Fifteen minutes into this
activity, students will be given a cheat sheet that
will give brief definitions of the organ systems
and organs. Students should use the cheat sheet
as a reference as they revise their categorization
of organs to organ systems. The first group that
finishes the activity correctly will receive an
Ilima buck and will be appointed experts who
will assist other groups in their organ
classification.
When subsequent groups successfully finish,
they will be asked to return to their desks and
answer the reflection questions in their journals.
If time permits, they may then create a 1 page
story from 10 of the organs they've just worked
with.
III. CONSOLIDATION
GUIDED PRACTICE if applicable (Time _____________)
Instructor helps students with technical or content issues while they complete interactive activity.
FORMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
Organ classification, journal close.
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
N/A
CLOSURE if applicable (Time ______5_______)
INDEPENDENT PRACTICE if applicable
3. Student will answer journal close questions which is their entrance slip
for following class. Students must at least write questions down so they
can answer for homework. If time permits, students can work on at end
of class and/or class can discuss.
1. Pick 2 organ system and list as many organs as you can that belong to
each system.
2. Write a short story by incorporating ten organs into your story.
MATERIALS: Game board, cheat sheet, baggie of organ names
TRANSITION TOOL: Teacher will use a clap/drum activity to summon student attention back towards the teacher.
