TAP Impact Plan

Carlyn Cogar
By definition assessment is the evaluation or estimation of the
nature, quality, or ability of someone or something. As educators we
are constantly assessing our students, our teaching methods, and our
class room strategies to ensure that our students are moving forward,
that we are teaching the most effective way possible, and that we are
not only expanding our students knowledge, but also our own.
Summative Assessment can be a test or project at the end of a unit or
a quiz at the end of a lesson to show what the students have learned,
there should be constant assessment in the means of formative
assessing to ensure that our students are following along with lessons,
that they understand the main objectives of what they should be
learning, and that the kids that might need a little extra help can get it.
As teachers, formative assessment keeps us aware of what is working
and were we can improve our teaching to make sure that everyone is
getting the knowledge that they deserve. Pre-assessment is a very
important part of the classroom as it allows us to gauge where our
students have preexisting knowledge as well as what their interests
may be. All these forms of assessment are important in the classroom
in order to ensure that our students are getting the information that
they need to learn as well as keeps us as teachers engaged and in tune
with our students needs.
Unit Plan:
Common Core Standards:
North Carolina Standard Course of Study, 11th grade OCS Applied
Science
(7.1) Students will understand the bodys basic needs and
control systems.

(7.1.1) Explain the primary functions of the major systems of the

human body and the major organs within these systems.

Learning Objectives
A: Students will be able to list and explain the primary functions of the
major systems of the human body.
B: Students will be able to identify and explain the functions of the
major organs associated with the circulatory system, the muscular
system, the digestive system, the nervous system, as well as the
skeletal system.
C: Students will be able to use diagrams of the human body to show
where each of the systems is located within the body.
D: Students will be able to match functions with the appropriate
system
E: Students will be able to compare and contrast healthy and
unhealthy lifestyle choices that could affect their bodies.
Statement of Purpose and Rational:
In order for students to gain an in-depth understanding of how
the human body functions as a whole, they must first be able to
identify the major systems as separate entities and understand what
their functions are and how they maintain a healthy, balanced body.
Students will learn to identify the major body systems such as the
cardiovascular, muscular, digestive, nervous, as well as skeletal.
Students will be able to match the functions of each of these systems
with their respective organ groups and identify the importance of each.
Students will research ways to keep their bodies healthy and compare
and contrast healthy and unhealthy lifestyle choices that may affect
each of the systems that we will be studying. Students will be able to

build correlations and connections between the functions of each of the

body groups in order to understand how the body works as a whole.
Student
Student
Student
Student

A: High level learner

B: Lower level learner
C: Typical learner
D: Another typical learner in the class

Lesson Plans
Day 1
Desired learning outcome(s):
Students will be able to explain how muscles and bones work
together to produce movement.
Students will be able to describe the different kinds of muscles.
Students will be able to identify specific muscles and bones.
Common Core Standard(s):
(7.1) Students will understand the bodys basic needs and
control systems.
(7.1.1) Explain the primary functions of the major systems of the
human body and the major organs within these systems.

Assessment
A bubble map will be used as a pre-assessment to determine if
students understand the basic functions of the major organ systems of
the body. This will be the gauge that will be used to see what level of
instruction we can start with at the beginning of each sections of the
unit.
An organ matching smart board activity will also be a pre- assessment
for me to gauge their level of understanding on a more condensed
level. Students will have to pair the system with their respective
organs. ,

A KWL Chart will be used as a pre assessment as well as a formative

assessment. The students will be asked to list what they already know
about the topic (bones) and what they would like to know; throughout
the lesson they will be asked to fill in things that they have learned.
This will be a means for me to gauge the level of instruction so I know
if they comprehend the information.
Bones fill in work sheet and the full size body diagram will be a tool for
me to use throughout the lesson. I will be able to make observations
and recognize if anyone is struggling.

Reflection:
Day 1 10/16:
Students had very limited background knowledge, Student A knew the
most about the systems, student D had the most knowledge about
what organs went with each system and Students C seemed to have
the least prior knowledge. We started with the KWL, it was a little hard
to get them going with what they already knew because they didnt
really know a whole lot. When we got to the portion of the KWL (the
W) we looked at the different bones and they were to come up with
different questions, they kept asking questions out loud instead of
writing them down.
When we got to the reading, the kids did well. They have very poor
reading skills, student A is the lowest, and student D is the highest.
They have a very hard time sounding out words. I could have done a
better job at asking them what they read, for comprehension purposes,
instead of going right into demonstrating the bones. We did several
questions pertaining to the reading that they were doing and they had
to look back in the reading in order to answer. *On the next reading

day, Im going to have each of them go over their highlighted text and
talk about what it means.
The reading really encouraged the students to ask questions, they had
great ones too, especially student C. When talking about the formation
of the skull, student C asked about cleft palates and lips. The reading
did take a lot longer than I had initially anticipated, I did not get to the
portion of the lesson where we would name the bones and add to our
body diagrams. I was concerned that I wouldnt have enough planned
for this day but that was definitely not the case.

Student A Work Sample:

Student B Work Sample:

Student C Work Samples:

Day 2
Desired Learning outcome(s):
Students will be able to explain how muscles and bones work
together to produce movement
Students with be able to describe the different kinds of
muscles
Students will be able to identify specific muscles and bones
Common Core Standard(s):
(7.1) Students will understand the bodys basic needs and
control systems.
(7.1.1) Explain the primary functions of the major systems of the
human body and the major organs within these systems.
Assessment:
Discussion questions will be used as a pre assessment from the
previous day. Doing these questions at the very beginning of class will
give me the chance to see if the students have understood the
material from the day before and if they havent, then it will give me
the opportunity to re-teach or re-address any information that was not
retained. Students were asked what the difference between muscles
and ligaments were.
What I Learned Portion of the KWL will be used as a formative
assessment in order for me to assess what the students have learned
thus far and if there is any information that I should plan on going over
for the next day.
Reflection:
Day 2 10/17:
Today was a Friday and all the students were a little on the tired side.
This was more of a make-up lesson, as I didnt finish everything that I
wanted to cover on the first day. I cut the reading portion short as the
students were starting to fade and not really get into it as much as
they had on the previous day. I had to guide them with more leading
questions today but felt that I did a better job at asking them about

what they had actually read. The fractures power point could have
been left out but it was a good segue into the naming of the bones
portion that the kids really liked; I tried to let them guess what each
bone was before I told them (I gave them the actual name as well as
the easy name ex: femur/thigh bone). After we finished naming the
bones (the life size skeleton was a great addition to this portion, acting
as a really useful visual) the students measured their femur and
humerus and drew them on a piece of poster board. We didnt have
enough time to cut out the bones and glue them on and I also didnt
have time for them to fill out the L on their KWL chart. As they were
leaving I asked a couple of questions as an exit ticket that they
answered correctly so I feel as though they were able to grasp the
material relatively well.
Student A Work Sample:

Student B Work Sample:

Student C Work Samples: