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TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Cynthia Shepherd


Grade & Subject Area: 9th/10th Biology
Date for Planned Lesson: 5/27/16

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Health Behaviors and Body Systems

MN/CC State Standard(s) MN Life Science 9.4.1.1.1 Standard: Understand that organisms use the interaction of
- direct quote from MN standards cellular processes, as well as tissues and organ systems, to maintain homeostasis.
documents Benchmark: Explain how cell processes are influenced by internal and external factors,
such as pH and temperature, and how cells and organisms respond to changes in their
- if only focusing on one part of a
environment to maintain homeostasis.
given standard, underline the part
being focused upon
Health Education National Standard 1. Students will comprehend concepts related to
health promotion and disease prevention (CC)

MN Benchmark 3: The student will explain the impact of personal health behaviors on the
functioning of body systems.
Central Focus The student will understand that personal health behaviors are external factors that have
- derived from standard, an impact on the functioning of body systems and how those systems respond to maintain
- communicates general goal homeostasis.

Learning Target for this Lesson Identify 11 body systems


- concisely says what students will be List personal health behaviors
able to know and do Explain how health behaviors affect each body system directly and indirectly
- start with appropriate language
function (active verb)
Academic Language (AL) a. skeletal, muscular, integumentary, nervous, endocrine, circulatory, respiratory,
a. Domain-specific Acad vocabulary digestive, excretory, immune, reproductive systems
b. General Academic vocabulary alcohol, drugs, tobacco, family life, sexuality, mental health, nutrition
(words used in school across many
subject areas) b. direct, indirect, effects, affects, brainstorm, list, explain, questionnaire, survey, category,
c. Syntax Sentence Frame: Example collection
sentence that students can use
to accomplish target c. Alcohol use has direct effects on the nervous system including Additionally alcohol
use indirectly affects the following systems in various ways.
d. Point in lesson where students will
d. In Lesson Part 1 students will be asked to remember the 11 human body systems and
be given opportunity to use list various personal health behaviors.
Academic Vocabulary (Note: It In Lesson Part 2 students will be asked to link four body systems directly or indirectly to
is important that this appear in a personal health behavior
TPA videotape segments

Needed modifications/supports Ex: BP will accomplish the stated target, with the added support of:
a. Identify how some form of - pictures of notes from the group activity posted to Schoology
additional support will be - teacher or partner read notes from textbook or other materials
- several pre-chosen health behavior examples available for use
provided for some aspect of the
- pre-chosen research web links available for finding correlation material
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed iPad, notebook, pen/pencil, biology textbook, notes from previous lessons, power point of
current lesson, poster paper, markers, colored pencils

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: Teacher will read: Explain how health Students will split into left
State Target & Activate Prior behaviors affect each body system directly or and right halves of room and
indirectly Ex: Smoking effect on lungs will participate in timed
Knowledge brainstorm activity
a) Post the learning target Activate Prior Knowledge: The left half of the room will
statement and indicate whether try to list from memory the 11 body systems. The
the teacher or student(s) will right half of the room will try to list 11 health
read it aloud behaviors.
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment Have the students compete to see which side of the room Each half of the room will
Explain the plan to capture data can complete their list of 11 items from memory in the choose a leader to write their
from this phase of the lesson shortest time. Write the two lists on opposite sides of list on one side of the white
white board board. There should be two
lists on opposite sides of the
Teacher will time the activity and direct the list writing board
Phase 2 Teacher Input / Inquiry In pairs each group will choose one health behavior. In Students will do a turn and
- Explain procedures columns labeled direct and indirect the students will list at talk with a partner and
- Demonstration the task least 4 body systems they think corresponds to each choose a health behavior
label.
- Teacher think aloud
On paper students will copy
Teacher will draw a demonstration of two columns on the the teachers example from
board with headings direct and indirect the board and finish filling
out the columns.
Phase 2 Assessment While students are creating their columns, teacher will Students will respond to
Explain the plan to check for ask specific questions about students choice of body teacher to demonstrate
understanding of steps / system placement as either direct or indirect. Ex: Why understanding of correlation
did you choose to place the digestive system in the direct between health behavior and
procedures demonstrated in
effect category of drinking alcohol? body system affected.
this phase

Phase 3 Guided Practice Teacher will outline instructions for poster activity on the Students will work in pairs to
- Paired/collaborative work board and talk through expectations. May also include a make a poster with the
- Teacher(s) may roam & assist handout with poster expectations and rubric health behavior as the title.
Poster will include not only
which body systems are
directly and indirectly affect
by the behavior, also
how/why those systems are
affected.
Phase 3 Assessment Teacher will record which questions were asked by whom When completed, students
Explain the plan to check for and direct/encourage students to participate as needed will hang posters around the
ability to apply demonstrated room.
Teacher will assist with answering questions when Students will then tour all the
steps/procedures during
needed posters while each group
guided practice explains their topic and
answers classmate
questions
Phase 4 Independent practice Teacher will prepare a questionnaire survey for students Student will complete a
- Individual student work to complete questionnaire survey
regarding the entire
collection of posters

Phase 4 Assessment Teacher will check individual surveys for completeness Students will listen to
Explain plan to check for ability and understanding of the activity feedback from teacher
to apply demonstrated
Teacher will individually discuss with students their
steps/procedures during
responses and give verbal feedback
independent practice

Phase 5 Restatement & Closure Write learning target on the board: Explain how health Student will complete exit
a) Restate learning target behaviors affect each body system directly or indirectly ticket and hand in to teacher
on the way out of classroom
b) Explain a planned opportunity
On an exit ticket have the student indicate on a scale of
for students to self-assess 1-3 how well they understand the learning target.
their perceived level of 3 (I could explain this to someone else) to 1 (I want would
mastery for the target. want it explained to me again before explaining it to
someone else)

Phase 6 Summative Next Steps Assessment Example: (3 columns on attached roster)


Attach a class roster (first names Reteach, Extend Slightly, Transfer to new situation/topic
only) with space to indicate
for each student the needed
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

Health Behaviors and Body Systems


Poster Survey

Directions: After our tour of all the posters, take some time to individually answer the following questions.
Answer all questions in complete sentences.

1. Which health behavior did you know the most about before we started this lesson? If anything, what
did you learn that was new about that health behavior? What was most interesting or surprising to you
about how this health behavior affected various body systems?

2. Which health behavior did you know the least about before we started this lesson? What do you now
know about this health behavior? What was most interesting or surprising to you about how this
health behavior affected various body systems?

3. How will you use the information presented about health behaviors and their effects on body systems
to manage your own health and wellbeing going into the future? (Give 2-3 examples in complete
detail.)