This lesson plan is for a 7th grade life science class about organ systems. Students will start by writing about an organ and the system it belongs to. They will then research their organ system and work in groups to act out skits demonstrating the functions and interactions of organs in their assigned system. By presenting their skits, students will learn how different organ systems work together to keep the body functioning as a whole organism. The lesson aims to help students understand organization in the body from cells to organ systems.

1. Lesson Plan Template Name ____________Ms. Russo__________
Grade Level ________7__________
Lesson Title _____Organ Systems_____ Subject ______Life Science__
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 how organs work together to form an organ system, SWBAT identify the major organs of at least one organ system
In order to recognize the impact of organ systems on one another, SWBAT draw conclusions regarding how an organ system is affected by other
organ systems and vice versa
ANTICIPATORY SET (Warm-Up or Bell Work)
(Time ______5 mins_________)
Students will answer following journal prompt - > Remember your
organ? Please list what organ system it belongs to and all other organs
that you can think of that also belong to this organ system
II. ACQUISITION
1. SAY (Explanation) (Time ______5
mins______)
Quick Research - Take 5 minutes to verify if
you were correct regarding the organ system
your organ belongs to and the other organs that
also belong to this system
AGENDA ITEMS POSTED ON FRONT BOARD
1.
2.
3.
4.
5.
6.
Ready, Set, Go!
Quick Research
Find My Organs
Design skit
Present skit
Journal Close
SEE (Modeling)
DO (Structured Practice)
Remind students of research tips and expected
behavior on the computers.
Monitor student research.
SEE (Modeling)
DO (Structured Practice)
Note: Sometimes organs belong to more than
one system. If your organ belongs to more than
one system, pick one organ system to focus on.
2. SAY (Explanation) (Time ______15
mins______)

2. Use PPT to illustrate expectations for this
activity.
Find My Organs - When you return to your
desk, please write your organ and name across
the entire length of a piece of folder paper.
Place on your desk. Take another piece of
folder paper and list each major organ (other
than your own) that is needed to complete your
organ system. Teacher will dismiss 5 students
at a time to look for the organs they need to
complete their organ system. Look quickly at
other students’ organs and if you find one
you’re looking for, writer their name in
appropriate column. Also write down if any
students have the same organ as you. After all
students are finished hunting for their organs,
teacher will call on students to claim their
organs. Students should look at their chart and
see who they need to complete their organ
system. If students can’t find any other organs,
student can call on students who share the same
organ and request that they take on the role of
another organ in the organ system. There should
be 3-5 students in each group.
3. SAY (Explanation) (Time ______20
SEE (Modeling)
mins______)
Guide students as they execute activity.
DO (Structured Practice)
Design Skit - With your group, discuss the
Remind students of skit requirements and
function each organ has in the system, the
perform an example of what it should look like.
system as a whole, ways in which this system is
affected by other organ systems, and ways in
which this organ system affects other organ
systems. Also discuss how you will demonstrate
each of these things in your skit. Students may
do Quick Research to clear up any uncertainties
Observe students as they work together.
5. SAY (Explanation) (Time ______30
mins______)
DO (Structured Practice)
SEE (Modeling)

3. Present Skit - Skit should be a 2-3 minute
presentation. Presenters will be evaluated by
audience :
Thumbs up – Learned from presentation and
agree with group’s information
Thumbs to the side – Didn’t really understand
the group’s presentation or agree with their
information.
III. CONSOLIDATION
GUIDED PRACTICE if applicable (Time _____________)
Monitor students to make sure they are on task, finding necessary information, and drawing accurate conclusions.
FORMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
Skit, journal close
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
N/A
CLOSURE if applicable (Time ______5_______)
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. List the levels of organization from a cell to an organism.
2. Organs work together to form an organ system. Organ
systems work together to form what?
3. Is an organ system affected by other organ systems? Why
or why not.
INDEPENDENT PRACTICE if applicable

4. MATERIALS: PPT, Computer Workstations