Human Body Unit Lesson Plans

ED 345 Calvin College Teacher Intern Lesson Plan Template
Teacher Intern: Jenny Koopmans Date: 10-8-18

Grade Level: 1st grade Subject/ Topic: Language Arts (Knowledge)
Approx. time spent planning this lesson: 2 hours *The template will expand as text is
added.*
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions:
Brief Context: This is the beginning of unit two for the year. The topic is the human body. There are 10 lessons and
several review/assessment days (making for about a three week unit).
Prerequisite Knowledge/Skills: Because this is a new curriculum, I am not sure what students studied when they were in
Kindergarten. The pre-assessment results lead me to believe that students have had some formal teaching about the
human body as almost everyone was able to say one way to take care of the body. I hope to learn even more about
what they know by filling out a KWL chart throughout the unit.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. review what they know about how their bodies 1. recording their prior knowledge, observations, and
work and be introduced to the concept of a wonderings on a KWL chart.
pediatrician. 2. reviewing the formative assessment page that asks
2. explain that the human body is a network of students to identify the image that represents a
systems. network of systems.
3. demonstrate understanding of the Tier 2 word
“systems”.
4. demonstrate understanding of the tier 3
word “organs”.
5. With assistance, work together to draft a topic
sentence.
Standards Addressed in Lesson: (Include full standard.)

CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in
small and larger groups.
CCSS.ELA-LITERACY.RI.1.2
Identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
Instructional Resources:
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
 Reading and questions paired with images to solidify meaning of vocabulary.

DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
 Discussion between teacher and students and students to students (partner talks)
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
 “pause”
 “check your body”
Strategies you intend to use to redirect individual students:
 call by name, remind of expectation.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

 allow time for students to share previous knowledge and questions about the human body on the KWL chart
before reading.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
 read-aloud takes place on the rug, body break built in for when students seem to be losing interest/regulation.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
 connect to prior knowledge, allow for questions: KWL chart (“what do you know about the human body? what
do you want to learn?”)
 wear lab coat? help makes character more “real” and exciting.
Development: [It may help to number your steps with corresponding times.]
 read-aloud: 30 minutes--using images and Dr. Welbody story to introduce key points about the human body.
o (vocabulary) human: having characteristics of, or acting like, a person.
o students repeat rhyme: “Everybody has a body and I have one too. It is grand to understand the things
our bodies do.” (with motions)
o discussing diversity in bodies--skin, hair, sizes, and ages can all be different.
o diagram of organs.
 (vocab)-- “organs work together in systems to keep each person alive and healthy.”
 (vocab)-- “systems are all tied together in the network that is the human body.”
 skin: the body’s largest organ
 What’s working inside of the human body: oxygen, muscles.
 What we’ll learn throughout the unit:
 how many bones you have
 which muscles are biggest
 why food that you ate two days ago is still in your body
 how long it takes for blood to circulate
 what controls your five senses.
o repeat rhyme
o body break
o comprehension questions (in partners?):
 name some of the things in your body.
 What is the body’s biggest organ?
 How are organs different from systems in the body?
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
 review KWL chart
 word work (systems, organs)
 beginning informational writing (topic sentence)
 formative assessment--activity 1.1
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
After our midpoint conversation, I have made a greater effort to get work done on time and make sure all
materials are prepared for upcoming lessons. Additionally, I’ve worked at making sure that my objectives and ways of
measuring them are appropriate.
REFLECTION AFTER TEACHING THE LESSON:
Students were ecstatic about “Dr. Welbody coming to visit”. I knew that wearing a lab coat and stethoscope
and playing the part of a doctor would be an exciting way to “vamp up the lesson” but had no idea that it would shift
the majority of my students into total engagement. Having their focus gave me confidence and I feel that I was able
to teach better than I would’ve if I had just been myself. This is definitely something that I am going to continue as
long as it interests my students.
Grade Level: 1st Subject/ Topic: Language Arts (Knowledge)--The Human Body
Approx. time spent planning this lesson: 1 hour
*The template will expand as text is added.*
Main Focus/Essential Questions: The Body’s Framework: the skeletal system
Brief Context: This is the second lesson in a language arts unit about the human body.
Prerequisite Knowledge/Skills: Lesson one: an overview of the human body (everybody has a body), questions asked on
the KWL chart.
1. review the human body as a network of systems that work 1. recording takeaways from
together to keep us alive. group conversations.
2. ask and answer questions about the skeletal systems. 2. what students write in the “my
3. demonstrate understanding of the word support. body systems” booklet.
4. with assistance, draw the skeletal system and write a sentence
using the word skeleton to add information to an informational
paragraph.

Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.L.1.5.C Identify real-life connections between words and their use (e.g., note places at home
that are cozy).
Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
 Reading and questions paired with images to solidify meaning of vocabulary word: support.
 physical manipulatives to show what bones feel like
 Students that have previously struggled with writing assignments will work in a small group setting with more
intentional observation/support from one of the teachers.
 Building on previous comments in conversations (students responding to each other)


 “are you in learning position?”
 calling students by name
 signaling
 one person talking at a time
 On the rug for read-aloud, at seats for writing response
 Dr. Welbody enters to share about the body’s framework: the skeletal system.
o Dr. Welbody outfit (lab coat, stethoscope)
o A small model skeleton and a skeleton tie
 Read-aloud:
o showing the skeleton: share about the amount of bones in the body underneath our skin (206)
o skeletons protect our organs: students feel their own ribs
o metal tool and sponge demonstration: even though bones are stronger than metal, they are actually a
spongy material.
o Joints: where two bones meet or join together--students
o The spine: bones that form our backbone, students feel partners backbone
 Discuss why we need bones, how many we have, where are some of our bones
 Write and draw about the skeletal system.

In the planning of this unit, I continue to look for multiple ways for students to interact with and respond to the
content. I hope that is clear at the end of all of this.
In the planning of this lesson, I thought about how I could physically demonstrate bones for students to be
able to think about them more concretely at first. Since I didn’t have access to a real model skeleton, I brought
manipulatives that were described in the book. Even though bones are strong like a metal, they are actually very light
and spongy. I believe this simple decision to bring in objects for students to feel gave them a better idea of what
bones are like. In my whole unit, I want to continue to incorporate multiple ways to teach students about the human
body rather than relying on reading alone.

Grade Level: 1st Subject/ Topic: LA (Knowledge), The Human Body
Approx. time spent planning this lesson: 2 hours
Main Focus/Essential Questions: What is the muscular system and how does it work within the body?
Brief Context: Lesson three of Unit 2 (The Human Body)
Prerequisite Knowledge/Skills: Introductory lesson, Lesson on the skeletal system.
1. review that the body is a network of systems 1. taking observational notes on what students
and review parts of the skeletal system. mention/ask during the read aloud (or as review on
2. describe the connection between the muscular the KWL chart).
system and the skeletal system. 2. assisting students in their writing and reviewing all
3. demonstrate an understanding of the word work when completed (Are students able to write
‘voluntary.’ one sentence about the muscular system?)
4. with assistance, draw the muscular system,
write a sentence using the word ‘muscle,’ and
add to an informational paragraph.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
 Students that have quickly and accurately completed the first writing prompt will be asked to think of another
example and share in conversation or writing.
 Struggling students may be given a more scripted option for their sentence, with greater assistance from the
teacher (sitting nearby) and giving verbal prompting.
 Using the Dr. Welbody costume/character to engage students.
 “Can someone respond to what ___________ just said?”

 “my turn, your turn” with vocabulary and key pieces of information
 movement to represent the ways the muscular system works.
 calling by name
 explicit instructions

 signals
 one person speaks at a time unless otherwise prompted
 follow movement instructions
 read aloud is on the rug, response activities at desk/standing at the front of the room.
 Dr. Welbody returns (Jenny in costume) and introduces the topic of the day, telling students to listen closely for
how the muscular system and skeletal system work together.
 read-aloud (15 minutes)
o Image 3A-1: “Your muscles help your bodies move, so you can walk, breathe, swallow, speak, and do
many other things. Together your muscles make up your muscular system.
o Image 3A-2: “There are 650 muscles in your body, compared to 206 bones.”
 Students show themselves using some of the muscles in their face, arms, legs (contracting and
flexing).
o Image 3A-3: “Tendons are a part of your muscular system. They are rope-like bands under the skin and
attach your muscles to your bones.”
o Image 3A-4: information about voluntary muscles. (We control them with our brains by thinking about
the movements we want those muscles to do).
o Image 3A-5: “The muscles of your hand and arm work together in many ways. They help you make tiny,
exact movements…”
o Image 3A-6: face muscles, involuntary muscles
o Image 3A-7: The heart: A cardiac muscle
o Image 3A-8: Dr. Welbody’s goodbye rhyme
 Comprehension questions:
o What do the muscles that make up your muscular system help your body do?
o How do tendons help your muscular and skeletal systems work together?
 What two things do tendons join together?
o How do the muscles in your face help you communicate with others?
o What is the difference between voluntary and involuntary? (lead into word work with these words...pick
a side for different situations).
 Students write their own sentence about the muscular system, using newly gained information. They draw in
the muscular system using Dr. Welbody’s example.
o Students synthesize writing


Students are remaining engaged by having Dr. Welbody visit every day. While planning, I was wondering how
long I could keep up with the character before my students became bored. However, the moment I walk into the door
as a doctor, students’ faces brighten and they seem ready to listen to what “I” have to share for the day. This lesson
was centered around the body’s muscles which allowed for movement, keeping students’ attention for longer than in
a lesson without. When mentioning arm muscles or leg muscles, students moved those body parts, solidifying the fact
that our muscles are what allow us to move. Overall, I am pleased with how this lesson went and want to continue to
look for ways for my students to explore the human body in active and engaging ways.
Teacher Intern: Jenny Koopmans
Date: 10-11-18
Grade Level: 1st Subject/ Topic: Language Arts/The Human Body
Approx. time spent planning this lesson: 1.5 hours
Main Focus/Essential Questions: The digestive system
Brief Context: lesson 4 in a 10 lesson unit on the human body
Prerequisite Knowledge/Skills: previous lessons about the other systems to begin to understand how they work in a
network.
1. review functions and parts of the skeletal and muscular 1. work in the “my body systems”
systems. booklet.
2. ask and answer questions about the digestive system. 2. kahoot quiz (to be done at the
3. demonstrate understanding of the word: digestion. midpoint of the unit, a few days after
4. with support, draw the digestive system, and write a this lesson).
sentence about the digestive system to add to an 3. verbal responses to review questions:
informational paragraph. take notes on what students say.

CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.
that are cozy).
CCSS.ELA-LITERACY.W.1.2Write
informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.
 More supported responses for students who struggle with the mechanics of writing or comprehension (either
being given a way to start the sentence, having something to copy from, or having further conversation about
what their writing actually means).
 Rope activity to show the length of the long and short intestines.

 students respond to each other in conversations
 teacher hears from multiple students during the lesson.
 reminder of learning position
 calling by name

 signaling
 one person speaks at a time
 on the rug for read-aloud, students spread out across the room to do the activity with rope, at seats to write.
 Dr. Welbody arrives after the review of other systems (Tracy)
 Read-aloud:
o Food:what food do you see in this picture?
 introduce the digestive system
o Child eating a cracker: the first step to digestion is chewing
o Esophagus and stomach: how do muscles help the digestive system (connection between the systems)
o Stomach: students find their stomachs below their ribs, discuss the churning and squeezing that the
stomach does and how long the food remain their
o Small intestines: a tube that takes the good things from food into your blood.
o Large intestines: where waste from the food is processed and pushed out of the body.
o Rhyme
 Discuss how long it takes to digest food, what digestion does for us, and how muscles help with digestion.
 Students spread out and hold a piece of the rope. Tracy stands on one end, I stand on the other and tell students
that this is how long the small intestines is. However, it fits into the body because it is coiled (take the rope and
show this)
 Students write/draw about the digestive system in their “body systems” book.
 Word work: digestion

Advanced planning of multiple means of engagement to teach about the human body.
I was excited to teach about the intestines using the rope activity. I spent time planning what I could use to show the
length and involve students. However, the implementation of this activity was a little more chaotic than I anticipated. I
did not make it clear to the students what we were doing and it took them a fair amount of time to get in line and back
on task because they didn’t know what was going on. Tracy helped me re-direct the class and had them all line up. We
stood at each end and that seemed to help clear things up. Yet again, I experienced a moment in which things played
out differently than I had planned. That’s teaching. But we recovered well and I think the visual meant a lot.
ED 345 Calvin College Teacher Intern Observation Template
Teacher Intern: Jenny Koopmans Date: October 18
Grade Level: 1st Subject/ Topic:The Human Body review (Language Arts)
Main Focus/Essential Questions: Review work about the human body.
Brief Context: This is a “pausing point” designed for review between lessons 7 and 8. We just learned about the human
body systems and their parts and functions. Students will participate in stations to review the information in a variety of
ways.
Prerequisite Knowledge/Skills: Earlier unit lessons
1. recall basic facts about the 1. checking in with individual students as they are doing the
skeletal, muscular, digestive, activities.
circulatory and nervous systems. a. kahoot: review of each question after students have answered
 identify the brain as the (hear from a few students each time).
body’s control center. b. books: “have you found any connections to what we have been
 tell why the heart is the discussing as a group?”
most important muscle c. building the body: “why are bones so important? how many
in the body. bones do you have? what system are bones a part of?”
d. brain/heart review: “what is happening when you heart your
2. discuss how germs spread and one friend’s heartbeat? what do you notice about this model of the brain?
way to prevent the spreading of germs. what does the brain do for the body? what parts work with the brain?”
what is the meaning of voluntary/involuntary?
e. “wash your hands”: “what does this activity teach about germs?”
2. listening to the voice recordings on Seesaw.

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.
Each station uses a different method to pull students in (reading, listening, doing…)
When struggling students reach the station at which they have to discuss the brain and heart, a teacher will tune into
the conversation and guide it as appropriate (correcting misconceptions or mistakes).
* Supervisor’s Comments:
Introduction includes instructions about Kahoot: “first graders, put yourself on pause, eyes on me, hands in
lap.” Some students continue to touch iPads and look around the room.
For a brief moment, I am trying to talk through students talking. I am unsuccessful so I give another remind for
students to be on “pause.” (turns screen off, calls students by name to listen to instructions).
Mentor Teacher enters, affirms students for discussing the answers. Gives me reminders to associate answers
with colors so they know how to choose.
On question three, students are discussing as I identify all of the options...could they hear me enough to know
how to answer?
As students answer, we (mentor teacher and I) are talking about the flaws with kahoot. We wish we were able
to read the question/answers before students were able to click.

 Partner work
 Consistent with the amount of time at each station
 Giving one minute warnings and clear instructions for transitions (“please stand, give me your eyes, when I say
‘go this group is going to…”)
 Checking in with individuals (Isaac, Angel, Ja’Myla, Ella, Dylan)
 Partnering students appropriately based on understanding (varied) and personalities
 If there is a problem at one of the stations, students should try to fix it independently, then ask a partner, then
talk to the teacher.
 students are expected to work at each station for the whole time.
 conversation is at a whisper level so other groups can work, too.
 The classroom will be used in a variety of ways for this lesson. Students will be reading on the rug, working on
iPads at their seats, building the body at the teacher table, listening to hearts and looking at the model brain in
the library, and doing the “wash your hands” activity at the round table.
*Supervisor’s Comments:
Students start in a large group playing kahoot in partner pairs, are in small groups through stations, teachers
are floating to get everyone started (some stations require a teacher to be nearby at all times): how can I be
sure that students are engaged appropriately if I have to be working with only a portion of them?
(15 minutes) Whole group kahoot including the following questions:
1. What body part carries messages to and from the brain?
2. Is your heartbeat voluntary or involuntary?
3. What do our bones do for our bodies?
4. What is one way to prevent diseases?
5. What body part brings food to the stomach?
6. What do we call it when body parts work together?
7. What do we need to stay alive?
8. What is the control center of the body?
(8 minutes at each station, students rotate to all stations as instructed):
1. “Wash, wash, wash your hands”: each student will have a different colored glitter, after shaking hands
with all of the other students at their station, they will see a variety of colors on their hand (symbolizing
all of the germs that we come into contact with). Students will discuss with each other what this activity
teaches us about germs then sing the “wash your hands song” as they wash their hands.
2. Model brain/listening to the heart: students will take turns looking at the model brain in partner pairs.
They will discuss that the brain is the control center and provide examples for what the brain helps us
do. The other partner pair at this station will be listening to each other’s hearts with a stethoscope and
discussing how the heart beats.
3. Reading human body books: making connections to what we have read and discussed (teacher checks
in).
4. Building the body: cut out each body part and put them together to make a model of the whole body.
5. Seesaw: students will record what they know about one of the body’s system (using their previously-
made book as a hint, if needed).
 (10 minutes) Come back together as large group, add to KWL chart (“learned”) and discuss what they
would like to learn about in the rest of the unit.
*Supervisor’s Comments: (Communication with students, questioning strategies, student engagement,

assessment in instruction, flexibility & responsiveness)
All students have their eyes on the screen (during introduction) and appear to be excited to be playing
kahoot and going to stations.
Holding their attention during instructions/transitions was the major difficulty of this lesson...Part of this was
because of the excitement, but possibly could’ve been avoided by better preparation with materials and
knowing where I was going to stand to introduce each station so that students were fully listening to me.
With little direction from my M.T., I was able to re-gain control for students to hear the important pieces using
strategies like “pause”, “eyes on me in 1,2,3” and even stopping to re-gather myself for a moment (to be more
clear).
Students took part in assessment on seesaw (sharing something that they know about one of the systems),
and through informal conversation: “what do we know about the brain/heart?”
There were certain things that I changed about the next round to make the time at each station the same (to
avoid down time for only some students)...this shows responsiveness and thinking in the moment.
**Much better at including students in a variety of ways through stations rather than following a scripted
lesson.

In this lesson, I have attempted to incorporate a variety of engaging activities that genuinely review what has
already been taught about the human body. For the past week, I have been working on better timing and
responsiveness (sensing when my students need a change) during lessons and hope that this is evident in this lesson.
I was pleased with the preparation in this lesson. I attempted to make it exploratory in nature and engaging. At many
points in my lesson, it was clear that students were excited about what they were doing. However, the stations lacked
structure. If I had to re-teach this lesson, I would prepare groups in advance and possibly have instructions for each
station recorded on an iPad so that Tracy and I could each focus in on the stations that required guided discussion. This
teaches me that no matter how engaging a task is, if it isn’t set up the right way, students will not get the most out of it.
Confidence/Teacher Presence: Good voice level, refocusing student attention
Enthusiasm/ Energy Conveyed: “I’m so glad you’re excited!” “Give me a silent celebration, everyone got
that correct!” Positive and affirming to students, smile more next time :)
Pace & Flow: 15 minutes spent on kahoot as specified in lesson plan, more time spent on each station (we
had to continue on the next day). Some stations could’ve been done much more quickly than others...I need
to actually time these things as I plan! (not just estimate).
Professional Appearance: Nice fall dress :)
*Supervisor’s Summary Comments:

I feel that this lesson engaged students in a variety of ways (reading, singing, sensory activities and
information review). With the pausing point, there is more freedom in lesson design rather than following a
guided reading and reviewing vocabulary in a very structured way. I was able to incorporate different ways
of learning about the body, but wish that I was able to more closely monitor each group at the same time
(to ensure on-task learning and exploration).
I have gained more confidence in regain student attention and calling out individuals to make sure that they
are listening. Several times in this lesson, I say “put yourself on pause” and similar phrases. However, some
transitions were still a little rocky. Overall a good lesson full of exciting ways to explore the human body!
FUTURE FOCUS: Goals from midpoint
Domain 1: Planning and Preparation
Future Focus: While planning, I will ensure that my assessments appropriately fit (and reflect) the objectives
and the abilities/needs of my students.
Action Steps: I will look for unique (varied) assessment forms for each lesson and discuss with my mentor
teacher (with plenty of time to make changes if needed).
I will ask “Does this assessment accurately assess the objectives? Will students be able to do it? What
supports can I build in for specific students? (instead of changing the task as the first solution)”
If assessment happens through observations, they will be recorded in writing within 24 hours.
This assessment was based on what the curriculum labeled as key take-aways. My questions were based on
the important information of the unit.
Domain 2: Learning Environment
Future Focus: I will incorporate students’ interests into my teaching as much as possible.
Action Steps: When I have the choice of texts or topics to teach, I will draw on what I know about my
students and their enjoyments (football, art,). In my unit, I want to give some personal choices with
activities.
Kahoot and stations engaged my students by having them use a variety of tools and our physical space in
different ways.
Domain 3: Instruction
Future Focus: I will work on my pacing and time management during instruction.
Action Steps: While planning, I will spend time considering how long a task will realistically take. I will
converse with my M.T. about her expectations. If a conversation or activity is taking longer than anticipated,
I will be flexible and aim to make the most important take-aways clear by moving past less crucial
information.
This is where I still need to grow (the most). In my next lesson, I will actually time things out when planning to
judge more accurately how long an activity or portion should take.
Domain 4: Professional Responsibilities
Future Focus: I will hand in my work on time.
Action Steps: Every Wednesday and every Saturday (at least), I will check what is due for the following
week and plan out several times to complete it. This way, the tasks seem more manageable when I am
facing exhaustion and stress.
I feel that this has improved. I have invested more into my planning and assignments and have turned
everything in on time. I still feel most stressed with this aspect of teaching.

Grade Level: 1st
Subject/ Topic: Language Arts/The Human Body
Approx. time spent planning this lesson: 1.5 hours
Main Focus/Essential Questions: Five Keys to Health
Brief Context: This is lesson 8 in the human body unit, the focus has shifted from parts of the body to how to keep the
body well with the way we treat it.
Prerequisite Knowledge/Skills:
Consider formative & summative
tools
1. brainstorm ways to stay healthy. 1. brainstormed ideas on
2. explain the importance of exercise, cleanliness, a balanced diet, and rest chart paper
for bodily health and explain the importance of regular checkups. 2. students’ created
3. demonstrate understanding of the words healthy, brush, and nutritious. writing/drawing
4. create a drawing of something that represents one of the five keys to
health or write a sentence about it.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.
 More highly supported writing for students who struggle with the mechanics/comprehension of writing.
 Challenging students that have completed their writing/drawing to add further detail and explanation.

 students respond to each other in conversations.
 reminder about learning position
 calling individuals by name
 signaling
 On the rug for read-aloud, at seats for response.
 Dr. Welbody returns
 Read-aloud:
o Healthy means to be strong and well.
o Collage of healthy foods (highlight the word nutritious).
o Junk food: How are these foods different from the ones in the last picture?
o We need: water, exercise (students act out several movements), sleep, to keep clean, to have check ups.
 Word work: healthy and not healthy--students pick sides of the rug to match the scenario based on
whether they think it is healthy or not.
 Write about it--students draw about one of the five keys to health.

This unit has been the first large segment of instructional time that I have had in the classroom. I am starting to
see how much planning goes into each and every lesson, and I am doing my best to give every lesson the attention and
thought that it needs for my students to successfully interact with the content and learn.
While teaching, I felt that I had a hard time keeping my students ‘with’ me. I am convinced that this is due to the
fact that I stayed more scripted with the curriculum instead of adding more options for movement and used no physical
manipulatives to share the information in another way. It was difficult for me to think of how I could present this lesson
with those things, but I definitely saw a difference in a way the lesson was received.

Teacher Intern: Jenny Koopmans
Date: 10-24-18
Grade Level: 1st grade
Subject/ Topic: Language Arts/ The Human Body
Main Focus/Essential Questions: The Pyramid Pantry
Brief Context: Lesson 9, focusing on food groups.
Prerequisite Knowledge/Skills: Digestive system lesson that taught about what we gain from nutritious foods.
1. review the five keys to health. 1. reviewing the balanced diet activity called: “my plate”
2. explain the importance of a balanced diet on Seesaw.
and identify the food groups in a balanced 2. listening for what students can tell me about nutrition
diet. and the five keys to health during the read-
3. demonstrate understanding of the word aloud/conversation.
nutrients.
4. identify and label parts of an image to
show the food groups in balanced diet.

CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
CCSS.ELA-LITERACY.L.1.4
based on grade 1 reading and content, choosing flexibly from an array of strategies.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
 Intentional choices about partner pairs based on abilities and personalities
 Students who are able to easily put foods into categories will be asked to record themselves explaining the
six food groups.

 students respond to each other in conversations
 call by name

 signaling
 On the rug for opening activity and read-aloud, scattered around the room with partner pairs to work
on response activity.
 Chef Steph (a friend of Dr. Welbody) enters. She will discuss her restaurant and all of the nutritious food she
serves.
 Students are each given a card with a food on it. They have to find others with ‘alike’ foods and stand in a group.
 Read-aloud: (paired with a handmade ‘menu’)
o Introduce the food pyramid (nutrients)
o Oils
o Grains
o Vegetables
o Fruits
o Milk
o Meat and beans (Protein)
o These six groups make up a balanced diet.
o Share meal suggestions from ‘menu’
 Seesaw activity that asks students to categorize food emojis on a color-coded picture of a plate (partner work).
EVIDENCE OF PROFESSIONALISM: Please note evidence of your efforts as a professional.
This lesson shows evidence of one way I am integrating technology usefully (Seesaw) into the unit plan.
My students were engaged with a new character, Chef Steph, wearing a chef’s hat and ready to share menu
suggestions at her restaurant. However, the response activity showed me that their knowledge of the food groups was
still fairly limited as the majority of students were not able to place foods into the appropriate categories. This is
something that I believe to be one of the most important takeaways from the unit, so I want to review this again.

Grade Level: 1st grade
Subject/ Topic: Language Arts/ The Human Body
Approx. time spent planning this lesson: 1 hour
Main Focus/Essential Questions: What a Complicated Network!
Brief Context: Lesson 10--overview of the human body and how to care for it.
Prerequisite Knowledge/Skills: Other lessons of the unit discussing the systems and the five keys to health.
1. identify and review facts about each of the five 1. through word work choices
body systems. 2. Seesaw review activity.
2. review body systems and the five keys to 3. conversation about the five keys to health and the
health. body’s systems.
3. learn the word complicated.
4. perform a poem about the human body.
5. describe on the five systems of the body.

CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or pieces of

information in a text.
CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
that are cozy).

 students respond to each other in conversations.

 call by name
 signals
 Sitting to listen, standing to recite poem.
Dr. Welbody visits for the last time
 Read-aloud:
o review of the systems and their functions
o “none of the systems can work properly unless you take care of them” (connection to the five keys to
health)
o class repeats rhyme after Dr. Welbody
 Review of what bodies parts fit into the systems: skull brain, intestines, blood, biceps
 Why is the heart so important?
 Word work: complicated--follow-up activity (making choices about the meaning of the word
complicated).

This lesson completed the content portion of the unit. Over the course of the unit, I attempted to add pieces of
engagement and true learning to what was provided to me (curriculum). Some lessons’ content made that easier than
others, but I feel happy with the ways that I was able to do this with manipulatives and by being characters to present
the information.
REFLECTION AFTER TEACHING THE
LESSON:
Students were able to explain the key points about the different systems and important body parts. There was a
little bit more review of nutritional eating, but I would’ve liked to add even more about a balanced diet after the
difficulty with lesson 9. This did not happen because of time. Even after teaching a whole unit, I still feel that I am
learning about responsiveness, flexibility, and timing. I believe that this will take many years to master, but I want to be
intentional about keeping students’ attention and interest and teaching all key points.

Human Body Unit Lesson Plans

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ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Jenny Koopmans Date: 10-8-18

Standards Addressed in Lesson: (Include full standard.)

 Reading and questions paired with images to solidify meaning of vocabulary.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Standards Addressed in Lesson: (Include full standard.)

CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

ED 345 Calvin College Teacher Intern Lesson Plan Template

Standards Addressed in Lesson: (Include full standard.)

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON:

Standards Addressed in Lesson: (Include full standard.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

Standards Addressed in Lesson: (Include full standard.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

*Supervisor’s Comments: (Communication with students, questioning strategies, student engagement,

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

*Supervisor’s Summary Comments:

ED 345 Calvin College Teacher Intern Observation Template

Standards Addressed in Lesson: (Include full standard.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

ED 345 Calvin College Teacher Intern Observation Template

Standards Addressed in Lesson: (Include full standard.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.

ED 345 Calvin College Teacher Intern Observation Template

Standards Addressed in Lesson: (Include full standard.)

Describe the connection between two individuals, events, ideas, or pieces of

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

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