INSTRUCTIONAL PLANNING TEMPLATE

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Overview and Context
Your name(s):

Michele Zmich

Grade level and

school:

5 Grade at Pattengill Elementary

Title of
lesson/activity:

How Do We Move?

Teaching date(s)
and time(s):

Thursday, February 5 , at 2:20 pm

Estimated time
for
lesson/activity:

40 minutes

Overview of
lesson:

Students will brainstorm things they already know about the body on the
K section of a K-W-L chart. Theyll respond to the investigative question,
What happens when we move our bodies? by conducting a short
experiment, where they move their bodies and make observations.
Afterward, theyll link those observations to potential, scientific
explanations.

Context of
lesson:

First lesson in the human body systems in motion unitacts as an

introduction to the unit and gages students ideas and preconceptions.
Students have previously learned about energy and motion-- this unit gives
them an opportunity to extend their previous learning to the human body.

Sources:

Human Body in Motion: Teacher Lesson Manual from Science Companion

Emily KimmeyFifth grade teacher
Michele Madden-- Pattengill field instructor

th

th

Learning Goals and Assessments

Connection to
Standards
(Michigan GLCEs
and/or Next
Generation Science
Standards)

Learning Goals (1-2 in

each)

4-LS1-1
Construct an
argument that plants
and animals have
internal and external
structures that
function to support
survival, growth,
behavior, and
reproduction

SCIENCE CONTENT /
CORE DISCIPLINARY
IDEAS
Students will be able to
investigate the effects of
vigorous activity on the
body.
Students will be able to
make predictions about

Type of
Assessment

Connection to
activities

Students will fill

out a preassessment to
help teachers
guage
development over
the course of the
unit.

Students will be
doing various
physical exercises
and recording their
observations.
As the first lesson in
the unit, it is logical

L.OL.M.4 Animal
Systems- Multicellular
organisms may have
specialized systems
that perform functions
which serve the needs
of the organism.
S.IP.M.1 Inquiry
involves generating
questions, conducting
investigations, and
developing solutions
to problems through
reasoning and
observation.

the different parts of the

human body involved in
movement based off
their observations.
Students will be able to
generate questions for
future inquiry of the
human body based off
their observations.

Engaging in argument
from evidence

Cause and Effect

Cause and effect
relationships are
routinely identified
Systems and System
Models
A system can be
described in terms of
its components and
their interactions

In discussion, the
class will generate
a list of future
questions,
recorded on chart
paper

to administer a
pretest at this time.
Students will use
observations to
brainstorm
explanations. These
explanations will help
students think about
predictions and
future inquiry
questions.

Students will fill

out a worksheet
that asks them to
link observations
with reasoning,
which may include
predictions.

S.IP.05.11 Generate
scientific questions
based on
observations,
investigations, and
research.
Asking scientific
questions

Students will fill

out observation
recordings in
partners.

SCIENTIFIC
PRACTICES
Students will be able to
generate questions for
future inquiry of the
human body based off
their observations.

see above

IF APPLICABLE:
CROSSCUTTING
CONCEPTS
Students will be able to
predict/observe cause
and effect relationships
of physical activity and
their bodies.
Students will consider
the interaction of
different body systems
and their roles in
movements.

EEE Connection
Investigation question students will
answer:

What happens when we move our bodies?

Claim with evidence and reasoning

you hope students will generate:

I think ___________ (claim).

I think this because I've seen or done ______________

(evidence).
as appropriate [see annotation below]: The science
idea or principle that helps me explain this is _______
(reasoning). This helps me use my evidence to support
my claim because _____.
I think in order to move, many parts of our bodies must
work together. I think this because Ive moved my body
and seen that more body parts are affected than just
the parts that are moving (for example, when running,
my legs are moving, but Im also breathing more
heavily and sweating).
(Full reasoning may not be supported in this lesson, but
it sets the stage for later exploration)
Attending to the Learners
Anticipating student ideas
including alternative ideas,
misconceptions, and prior
knowledge:

Students may have difficulty in recognizing that movement of the

human body occurs by systems working together (e.g.,
circulatory, respiratory, nervous, digestive). Students may
interpret phenomena by noting the qualities of separate systems
rather than by seeing the interactions between the parts of a
system.
Some students whove participated in science olympiad or have
parents who work in the medical field may have prior knowledge
about human body systems to share. Others knowledge may be
more limited ideas, since the body hasnt previously been studied
in depth in school.

Making the content

accessible to all students:

Students will be working as partners to make observations.

These partnerships will be planned to help support students who
will struggle with recording observations, as well as to mix
students with varying levels of previous knowledge.
Students will participate in large group discussion to bring
together/summarize ideas about body systems
Physical exertion provides a higher level of engagement for
students, allowing them observe from their actual experiences.
Students may be uncomfortable sharing ideas about their bodies.
We will emphasize the fact that they are only discussing how
their bodies move and function, rather than specifics about
individuals bodies.
This specific lesson does not introduce new terms, vocabulary, or
concepts; instead, it asks gauges students ideas and thinking
before instruction.
Instructional Sequence

Materials
:

Their bodies, space, science journal, pencil, timer, teachers camera and stand, full
class copies of parent letter, full class copies of pre-test, laptop/poster board for
listing K-W-L chart
Instructional Sequence: Engage Element

Tim
e

Steps Describing What the Teacher and Students

Will Do

3
min

[Hand out science journals and reference books]

Notes and Reminders (including

management considerations)

Today were going to begin a new unit on the

human body. These are your materials that you
need during science class.
This is your science journal, and this is a student
reference book, or SRB. Youll need the SRBs
later.
This is your science journal. In here, youre going
to be recording observations and questions for
the different activities that were going to do, and
you need to use this EVERYDAY. Youre also
going to need this journal for a project were
going to later, so take good care of it.

Take a minute for students to

explore the notebooks. Make sure
they all have their names in them,
and know that they will be using
them for science for the next few
weeks.

Lets talk about the contents of this notebook.

Take a minute to flip through it. What seems
familiar? What do you already know?

5
min

Well be talking about how the human body

moves, and how the parts of the body work. Lets
take a minute to talk about some of the ways that
the human body moves.
Direct students to page 55 of the notebook.
These blank pages will be used for student notes
throughout the unit. Today, use this page to
record things we know and things we wonder.

Pair discussion of some movements

with PPT of moving bodies and or
animals
T-Chart with known things and
unknown things on the board.
Highlight to students the
organizational structure of note
taking.

What would you like to know about the human

body? What do you already know? Our new unit
is called Human Bodies in Motion-- how could
we find out more about our bodies using motion?
(Students briefly brainstorm. Lead them to
making observations while moving their bodies.)
IQ: What happens when we move our bodies?
2
min

Now, were going to start a physical activity, but

before we do, lets talk about some ways to stay
safe with your body.

Norm setting and long range prep

for poster project

When were moving in the classroom, what sort

of things would you do to stay safe?
What other ways can you keep your body safe
(here or at home?)
Instructional Sequence: Experience Element
Tim

Steps Describing What the

Notes and Reminders (including management

Teacher and Students Will Do

considerations)

5
min

Now that weve talked about

what we already know about our
bodies, lets see what happens
to them when we put them in
motion.

2 minutes of exercise

For this experiment, you will

have one partner. You will be
doing (jumping jacks, push-ups,
running in place) until I say
STOP. [MODEL]
Notice that I said EXPERIMENT.
We wont just be jumping around
for no reason. Our partners will
record what happens to our
bodies after we move quickly.
Turn to page 2 in your notebook.
This is where you will record
what happens to your partners
body when they exercise.
What sort of things make a good
scientific observation?
specificity, clarity, organization,

What will these things look like?

How is this observation sheet
organized? What senses will we
be using?
5
min

Assign partners, make sure

there is space to move.
You will be moving when I say
and stopping when I say (use
specific movements to
encourage exertion).
Partners, do not start
observations until they have
stopped moving.
At stop: What do you notice
about your partner? Which
senses can you use to make
observations?
Remember, scientists record all

Switch movers/observers
Circulate through groups, make sure students are
recording, notice what type of observations occur.
Draw silhouette of body on board (for observation
discussion)
Kimmey recommends suggesting just two specific
exercise moves and modeling how to properly do
them. Emphasize the importance the importance of
truly exercise and working up a sweat! No lame
jumping jack or weak jogging. Tell them to stick with
that one exercise for the full period of time.
Kimmey also recommends having everyone

their observations: you never

know which ones will be
important

exercise at once, to save time. Partners can still

observe each other, while exercising.
Potentially project a timer onto the board.

5
min

Now, take a minute to discuss

with your partner. What sort of
things did you notice? What did
they observe that you did not?

Instruct students with too few observations to use

their partners to help fill in.

Instructional Sequence: Explain Element

Time

Steps Describing What the Teacher and Students Will Do

Notes and Reminders

(including management
considerations)

8
min

Bring it back together:

Use body silhouette to

record observations

What happened to our bodies when we exercised?

What were your observations?
Can you be more specific? Which body parts did that
involve?
What sort of things does your body need to prepare for
exercise? How can you prepare for some of the things
you noticed?
Now turn to page 3-4 in your notebook.
Model How Do We Move? boxes for kids. Do one basic
observation and explanation for the kids as a we do.
Emphasize that the explanation is tied to scientific
reasoning. (Avoid one word answers-- push for full
sentences.)
Record your ideas about why your body might have
responded this way to exercise individually. If you have a
question, feel free to consult your partner.
Would anyone like to share with the group an observation
they made and their explanation? Did anyone else make
a similar observation? Did anyone use a different
explanation?
Can you rephrase that explanation in your own words?
5
min

Pre-Assessment:
Finally, lets think about what we already know about body
parts. (pass out initial assessment)
Silently, fill out this form, thinking of all of the body parts
that you already know. If you know what they do, fill out
that part as well. Make sure you put your name on it.

Wrap-up

Connecting to needs of the

body
Exapmple
Observation: As I
exercised, my face
became increasingly red
in color.

Explanation:
Blood is red, and it is
rushing to my face.

min
Today we started our unit on the human body. When you
go home, think about the different parts of your body and
how they work. Well be continuing to explore how the
various body systems function.
Reflection on Planning
Learning goal
for self:

Manage time and materials efficiently. Manage classroom behavior, especially

after activities which require physical movement. Engage students during
beginning of lesson that is rather dry through an excited tone..

Preparing to
teach this
lesson:

Discussed unit plan with all fifth grade teachers and field instructor. Worked
collaboratively on a unit sketch and this lesson plan. Re-visited the lesson
several times as a group to re-evaluate sequence of events. Found and
labeled science journals. Determined where science journals would be stored.