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Stetson University Department of Education Daily Lesson Plan

Name: Carly Swanson Date: March 29th 2018 Time: 9:15-9:35

Big Idea/Topic: Human Body (Lungs) Grade/ Subject: 2nd/ Science

Lesson Structure: Direct Instruction

Standards: (CCSS/NGSSS)
SC.2.L.14.1: Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will:
 Identify the lungs.
 Describe the basic function of the lungs.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will:
 Listen to a video about the lungs.
 Choral read the page in the text book about the lungs.
 Write a sentence or two describing the basic function of the lungs.

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Lungs- take in oxygen
Function- what an object or thing does
nearpod (click here)
Oxygen- a gas in the air

Bloom’s Taxonomy Graphic

KNOWLEDGE: Students label the lungs.
COMPREHENSION: Students summarize the functions of the lungs. http://www.enchantedl
APPLICATION: Students apply what they have learned about the lung’s functions to write a ganizers/

Lesson Portion: Pacing ESOL Support

 How will you introduce the lesson, activate prior knowledge, motivate students For each level EL at
to learn? each instructional step.
 How will the lesson develop or proceed? What steps will you follow? What are
the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.

Introduction/Building Background: (Link to Prior Knowledge) B:

Yesterday we learned about… 2 min I: What body part
takes in air?
Think about what you already know about the lungs. What does it look like? What does it
do? What is its function? (Think pair share) A: Describe the lungs
Write responses on the board.

Instructional Steps: B:
Play video I: What happens when
we breath in air?
Stetson University Department of Education Daily Lesson Plan

Guided Instruction A: How does the body

breath out air?
What can we add to the board that we just learned in the video?
Add correct suggestions to the board. 7 min
Read the textbook page aloud.
What does the lungs do? Find the answer in the text and underline it.
Your lungs take in oxygen, which is a gas in the air.
How does your body get the oxygen it needs?
Your nose and mouth take in air. Then your lungs take oxygen from the air.
You know that you use your nose, mouth, and lungs to help you breathe. How do you
think your brain helps you breathe?
Your brain tells your lungs went to take in more air and how much
Show the respiratory system 3-D model.
Do you see how air comes in and out of the lungs? You’re breathing right now!
5 min
Put down the iPads. Can you find your lungs? Put your hands over your lungs. Repeat
after me, your lungs take in oxygen. What do your lungs do?
Independent Practice
5 mim
Label the lungs.
Students will respond in nearpod to the question: What are the functions of your lungs?

Content/Procedural Closure: B:
Content: What part of the body takes in oxygen? What do the lungs do? 2 min I:
Procedural: Call tables to head back to their seats to get ready for math. A:

ESE Modifications CPLAMS Access Points ESE

Independent: SC.2.L.14.In.1: Identify major external body parts, such as hands and legs, and their
uses. My ESE student can
dictate his answers to
Supported: SC.2.L.14.Su.1: Match external body parts, such as a foot, to their uses.
me and I will record
Participatory: SC.2.L.14.Pa.1: Recognize one or more external body parts them if needed.

Assessment of Student Learning:

(congruent with instructional objectives)
Objective 1: In the nearpod students will label the lungs.
Objective 2: Evaluate the sentence or two written about the functions of the lungs on the nearpod

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

Addressing Summary Statements: (Select one Domain from your summary statement completed in EDUC 393. Describe
how you progressed, or not, toward improving your practice within that Domain. Include a statement on how your efforts
Stetson University Department of Education Daily Lesson Plan

impacted, or not, students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.

Response to Feedback: (To be completed after post-observation meeting: Review and consider provided feedback.
Describe how you will implement next steps going forward. Explain how these next steps will impact students’ learning

Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show what YOU
know about the content supplemental to lesson. )
We are you lungs they guide air through me
We love to keep your body going Which pulls it to these little sacks
We provide the oxygen And they’re called Alveoli
to fuel your cells so they keep flowing
We’re your lungs The Alveoli’s job
Part of the respiratory system is to take oxygen from air
You can find us in your chest and pass it through the walls of Capillary’s
Keeping us healthy is your mission to blood cells in there

It starts in your mouth They also take

and in your nasal cavity carbon dioxide off of your blood cells
When you take in a breathe of air which travels through your
It fills your trachea you see respiratory system
So you can feel well
Your Trachea’s there
to move the air that you breathe The Right Lung has an
into the Bronchus in your lungs Upper, Middle and a lower Lobe
They look just like little tree's The left lung
only has the upper and the lower
Small branches called Bronchioles lobe you know
Stetson University Department of Education Daily Lesson Plan
Stetson University Department of Education Daily Lesson Plan