Final+Microteach+1


 * Kelly Palmer ****
 * Ashley Rogers **
 * EDG 4410- Microteach **
 * 2nd Grade Science Lesson **


 * 1) Why is this topic important? ** **

a) It is important to realize that both humans and animals are alike in terms of internal and external structures that function to keep us alive. b) It is important to know how our bodies work so that we are more knowledgeable about how to take care of ourselves, ie exercising, eating healthy foods, etc.


 * 2) How will you engage students in learning? What strategies will you use to peak their interests- and keep them engaged? **

Prior to beginning the lesson, I will ask students to tell me what they know about their bodies. In this way I will assess their knowledge on the overall topic. I would like to use an anticipatory set where I show the students pictures of different animals through books (mammals, amphibians, reptiles, and finally humans) and discuss how these animals are both similar and different from us (ESOL STRATEGY: VISUALS). I would then set into a discussion that we all in fact have certain organs that keep us alive, healthy, and allow us to do certain things as well as where they are located (brain, stomach, heart, muscles, and a skeleton). Also, pictures of these organs can be integrated into a graphic organizer for ESOL students (Activity 1). This graphic organizer will list the five major human body parts being covered in the lesson ( the brain, heart, stomach, skeleton, and muscles) (ESOL STRATEGY: GRAPHIC ORGANIZER). Here I will have the students look at pictures in the book //Human Body// ( APA citation below) and fill in what these human body parts do to keep us healthy.

Calabresi, Linda,(2007). //Human Body //. Sidney: Weldon Owen.


 * 3) How will you teach this topic? **

- Students will learn that humans and animals are alike in many ways by discussing similarities and differences as a whole group. - Students will be able to identify major body organs, where they are located, and what they do through both whole group and cohort group discussion. - Students will realize how these major organs, the skeleton, and the muscles keep us healthy. - Students will understand the importance of observation in the natural world by discussing the differences and similarities of both humans and animals.
 * Learning Objectives: **

-Standard**: ** Organization and Development of Living Organisms -Benchmark:SC.2.L.14.1- Distinguish human body parts and their basic functions
 * Standards and Benchmarks: **

- Standard 4: Creative and Critical Thinkers: - Standard 5: Responsible and Ethical Workers
 * ​Goal Three Standards:**


 * 4) Describe teaching strategies for each level of content and how they facilitate student learning (direct instruction). Describe what you will do ( modeling) and what you will ask students to do. **

a) During whole group discussion, I will write the differences/similarities between human and animals using a T- chart (ESOL STRATEGY: T-CHART). The T-chart will be labeled similarities on the left and differences on the right. For example, a similarity would be that both humans and animals have a skeleton and a difference would be that animals have smaller brains than humans.

b) With pictures of the major organs, the skeleton, and the muscles I will describe what each of them does, how knowing about these organs can help keep us stay healthy, as well as where they are located..


 * 5) What will students do during guided and independent practice? **

During guided practice, students will identify what each body part is, what it does, and what we can do to keep these body parts healthy. This students will do this in groups of three. We will do this by using paper human bodies and die cuts of the organs (ESOL STRATEGY: COOPERATIVE LEARNING). Here, the students will each get an opportunity to glue the body parts in the appropriate place. As a review I will hold up flash cards of parts of the human body and call on a student to tell me what they know about that particular card while all the students will point to where that body is located in their own bodies. For example, if I hold up a flashcard of the brain all the children will point to there head signifying that their brain is located inside their head ( ESOL STRATEGY: POINTING/ REPETITION).
 * Guided Practice: ****

During independent practice, students will make their own human bodies. They will do this by drawing a picture of the human body and labeling the parts in their science journals. They will also write a reflection on what they learned about the lesson. There will be guiding questions they will answer when writing this reflection including: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">A) What have you learned about your body and its internal structures? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">B) How will you keep you body healthy?
 * <span style="color: red; font-family: 'Arial','sans-serif';">Independent Practice: **


 * <span style="font-family: 'Arial','sans-serif';">6. How will you assess student learning and understanding? **

I will assess my students throughout the entire lesson. I will assess them during the guided practice by hearing the answers they come up with. I will also assess the human bodies that they are to draw and also their reflection. Students are expected to identify each organ I went over, as well as its use in the human body. Students are also expected to know several differences and similarities between humans and animals. In order to demonstrate their learning and understanding they are required to draw a picture of a human body and label its parts. they are also required to write a reflection about what they learned while doing this lesson. The reflection will help me to assess what they learned and what they understood.


 * <span style="font-family: 'Arial','sans-serif';">7. Describe the culminating assessment and how it will help students demonstrate their learning. **

Using this assessment, students will have a variety of ways to prove to the teacher that they know and understand the material. During the lesson the teacher will know who understands the information because of who is offering answers and assisting. The teacher will also know who understands by the reflection the students must write. This technique gives students of different learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> styles to prove they understand the material.