Lesson Plan Template

Subject: Science 7
Unit: Form Follows Function
Topic: Organ Systems
Summative (Unit) Assessment: Physical model of two organ systems and
explanation of how they work together.
Performance Expectation MS-LS1-3: Use
Standards: arguments supported by evidence for how
the body is a system of interacting
subsystems composed of groups of cells.

Disciplinary Core Idea: LS1.A: Structure

and Function
-In multicellular organisms, the body is a
system of multiple interacting
subsystems. These subsystems are groups
of cells that work together to form tissues
and organs that are specialized for
particular body functions.

Lesson Objective: Students will be able to describe the

structure and function of various organ
systems and model success criteria in
order to develop a plan to create a
physical model of one organ system.
I Can Statements: -I can identify the function of these organ
systems in the body: circulatory,
excretory, digestive, respiratory,
muscular, and nervous.
- I can relate an organ’s function to its
respective organ system.
- I can plan a model that demonstrates the
function of one organ system.
Lesson Assessment: Students will write a plan to model one
organ system that includes:

-Name of organ system

-Function of organ system
-Main organs the system is composed of
-At least 2 materials identified with
explanations of how they’ll be used in the
physical model to demonstrate the organ
system’s function
-One constraint of the physical model
-An identification and explanation of how
another organ system might work well
with the chosen organ system
Materials for Teacher: PowerPoint, ELMO, Computer, Projector
Materials for Students: Handouts, resources on OneNote
Drill/Mind Jog/Motivation: What are the key organs in the circulatory
system? What is its function?

What are the key organs in the respiratory

system? What is its function?
Vocabulary: Circulatory system, respiratory system,
digestive system, excretory system,
nervous system, muscular system,
organism, tissues, cells
Homework: None
Lesson Procedures: 1. Students complete drill as
indicated above.
5 min 2. Students are asked to share
answers to the drill question.
3. A student will be asked to read
the objective.
4. Connection will be made to the
unit assessment.
5. Lesson assessment will be shared
and explained to students.

Engage
Students will view a video of a basketball player and engage in a discussion to
identify and explain which organ systems the athlete is using during the clip.
20
Students will be given a word bank on the board that includes: circulatory min
system, respiratory system, digestive system, excretory system, nervous
system, muscular system.

As students watch the video, they will record their observations on a

worksheet. Afterwards, they’ll be asked to make a claim about an organ system
being used and provide their reasoning along with evidence from the video
during the discussion.

Students have already learned about six organ systems in the previous two
lessons and this will serve as a way to formatively assess existing student
knowledge about these organisms as well as giving students an opportunity for
knowledge application.
If students really struggle here, I will ask them to pull out their notes on the 6
organ systems we learned about and do a short review as a class.
Commented [WPE1]: Are these notes in the form of a
graphic organizer? Consider having students uses this
resource from the start of the engagement activity, instead
of providing them a word back. Requiring students to use
student generated resources from past lessons further
solidifies their importance. Over time this practice will result
in students putting more effort into the development of
their resources since they know they will need to use them
in to be successful in the future. These practices give
purpose to the work.
 Explore
Students will use an interactive simulation to match organs with the correct
organ system and drag and drop them to see their locations in the body.
Students can use the “Learn More” button to expand their knowledge of how
these organ systems work together in the body. While doing this activity,
students will answer questions on their worksheet that aim to draw off of
existing knowledge and new learning gained by reading the information in the
“Learn More” section. These directions will be on the worksheet and on the
lesson powerpoint.
http://www.kineticcity.com/mindgames/nastro/
(Application)
Explain
I will show students the success criteria for the culminating event that comes
from the BCPS 7th grade science curriculum. While they are only planning half of
a full model in this lesson, it is still relevant to show them how they’ll ultimately
be assessed before they plan the modeling of one system by the end of this
lesson.
I will use this opportunity to explain to students that they will need to bring in
many of their own materials, and I will post a list of possible materials and ask
students to write it down or take a picture of the list to begin getting materials
together that may available at home. They can refer to this list throughout the
time that they’ll be working on the culminating event in the lessons that follow
this one.
Elaborate
Students will examine the list of resources on OneNote, separated by organ
system, and individually choose an organ system that they would like to focus
on. Students may choose any one of the 6 organ systems covered in previous
lessons: the circulatory system, respiratory system, digestive system, excretory
system, nervous system, or muscular system.
Evaluate
Students will write a plan to model one organ system that includes:
-Name of organ system
-Function of organ system
-Main organs the system is composed of
-At least 2 materials identified with explanations of how they’ll be used in the
physical model to demonstrate the organ system’s function
- One constraint of the physical model
Commented [WPE3]: Consider timing for this activity.
15 You might be able to shorten the Engage and add to the
explore.
min
Commented [WPE2]: Students have learned about the
six organ systems in past lessons. Be descriptive about what
the “new learning” in in this section. Specifically, outline the
new information you intend for them to gain from this
activity.
10
min Commented [WPE4]: Add to this process of
“Showing”…How will you get students to articulate the
success criteria (one of our SPP Key Actions)? By the end of
this introduction to success criteria the students need to be
able to tell you what success looks like on the assignment.
Include the specific questions you will ask students in this
section. Pre-writing your questions in the lesson plan not
only aids in pacing, but more importantly, ensures your
questions are of high quality and pointed.
Commented [WPE5]: Put a timeline on this…when do the
materials need to be brought in by. Let them know they can
drop materials in your room before homeroom each day, as
long as they are labeled with their name and class period.
10 Commented [WPE6]: Is this plan guided in the form of a
min worksheet or graphic organizer? If not, it should be so that
students can ensure all components are represented in the
planning process. Without a solid plan they will struggle
mightily when it comes time to physically build the model.
The sheet/organizer should include a place for them to draw
and label their model idea.
Commented [WPE7]: What does this model physically
25 look like? I HIGHLY encourage you to complete one, if not
two, of these models yourself. Doing so will provide
min students a physical example and help you have a high
degree of clarity in the process. By doing it yourself you will
run into the same bumps and misconceptions the students
will, but you will devise a plan to work through them. This
knowledge will be invaluable as you coach students through
the planning and development of their models. I encourage
you to do this with each of the culminating events in the
course.
-An identification and explanation of how another organ system might work
well with the chosen organ system

Students can use the list of resources provided on OneNote to help them
complete this plan. I will inform students that they will later need to choose a
partner that has researched a different organ system in order to begin work on
the culminating event. Commented [WPE8]: Consider having students self-
evaluate their progress to this point using the success
criteria. Success criteria should be a resource that is used
Summary/Closure throughout a project to aid students in knowing what they
have accomplished well, what needs to be revised, and
I will ask students if we were able to meet the stated objective and connect this
lesson to the following lesson in which each student will pair up with another
5 min what has yet to be completed. Use the criteria as a guide.

Additionally, you can then respond and provide feedback

student that studied a different organ system and use their plan to begin work using their self-assessment.
on the culminating event or unit assessment stated above.