EEO Cover Sheet

Lesson Plan Title: What’s More Important? – Human Grade: 5 Content Area: Science
Body

Brief Description of Student Needs 20 General Education Students, 1 student with Down Syndrome and 1 student with an intellectual disability
and Considerations:

Standard: Grade Level Expectations (GLE): GLE Code:

Standard 2 Life Science 2. Human body systems have basic structures, functions, and Science 2.2
Standards to be addressed: needs

Standard 3 Writing and 2. The recursive writing process creates stronger informational Writing 3.2
Composition and persuasive texts for a variety of audiences and purposes

S2.2.d Create and evaluate models of human body systems and organs
W3.2.a.ii. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the
Evidence Outcomes: writer’s purpose.
W3.2.a.iii. Provide logically ordered reasons that are supported by facts and details.

S2.2.I Identify the function of the main internal organs of the body
Extended Evidence Outcomes:
W3.2.I Write three sentences using the provided information from a completed graphic organizer

Science 2. Indicating and understanding of cause and effect as related to organ systems
Extended Readiness Competencies:
Writing 2. Express an understanding that words make up sentences

Science: Critically evaluate models of the human body, identifying the strengths and weaknesses of the model in representing complex natural
Life Skills, 21st Century Learning phenomena.
Skills Writing: Successful writing has specific organizational features, style, and craft elements. (Write a persuasive letter to an adult using mature tone and
vocabulary. Select a planning guide that will be useful to plan writing.)

• Identification of major organs from each system

What are the essential learnings you
• Ability to support a claim with facts
want ALL students to walk away
• Interdependence of body systems
with?

• Graphic organizers to support writing process

What Accommodations or
• Sentence starters
Modifications will need to be made
• Visual representations of major organs
to this lesson?
• Verbal rehearsal before writing each sentence
Extended Evidence Outcome Lesson Plan 2
Michelle Alden
SPED 5010

Title of Lesson: What’s More

Important?
-Human Body
Grade Level(s): 5
Subject Area: Science
Location of the lesson: General Education Classroom

Preparing for the Lesson

1. Standards/EEOs/21st Century Skills
Grade Level
Science:
Standard 2 – Life Science
2. Human body systems have basic
structures, functions, and needs
d. Create and evaluate models of
human body systems and organs
Writing:
Standard 3 – Writing and Composition
2. The recursive writing process creates
stronger informational and persuasive
texts for a variety of audiences and
purposes
a.ii. Introduce a topic or text
clearly, state an opinion, and
create an organizational
structure in which ideas are
logically grouped to support
the writer’s purpose.
a.iii. Provide logically ordered
reasons that are supported by
facts and details.
EEOs
Science:
Standard 2 – Life Science
2. Human body systems have basic
structures, functions, and needs
I. Identify the function of the
main internal organs of the body
Writing:
Standard 3 – Writing and Composition
2. The recursive writing process creates
stronger informational and persuasive
texts for a variety of audiences and
purposes
I. Write three sentences using the
provided information from a
completed graphic organizer

21st Century Skills:

Science: Critically evaluate models of the human body, identifying the strengths and
weaknesses of the model in representing complex natural phenomena.

Writing: Successful writing has specific organizational features, style, and craft elements.
(Write a persuasive letter to an adult using mature tone and vocabulary. Select a planning
guide that will be useful to plan writing.)

2. Lesson Objectives
• Students will be able to identify the major organs from each system.
• Students will be able to explain the interdependence of body systems.
• Students will be able to support their claim with facts and reasons.

3. Prior Teaching and Background Knowledge

Students will have already learned about each of the body systems throughout the course of 2
months. They will know about each of the major organs the functions of each of the systems. Students
Extended Evidence Outcome Lesson Plan 3
will be have been assessed and retaught as needed throughout the units to insure that there was
understanding for each student. Students will also already know the basic outline of a CER (Claim,
Evidence, Reason) written response. They will have completed these responses across multiple content
areas throughout the year including science.

4. Materials and Resources

• Science notes over each body system
• Science Notebooks
• Visual Representations of each major organ for accommodations
• Thinking Maps printed for accommodations
• Computers

5. Teaching the Lesson

Anticipatory Set:

General Instruction Modifications

1. Teacher will get students attention by
gathering them on the floor and reviewing
that they remember about body systems as
a class.
2. As a class, the teacher will lead a general
discussions reviewing each system and
what the function was of each system as
well as the major organs.
1. Students will have the
visuals of each major organ
in front of them. As the class
is discussing a system, the
students will need to identify
the correct organ. These
visuals will also be labeled.

Instruction:

General Instruction Modifications

1. After background knowledge has
been activated, the students will
return to their seats and grab their
science notebooks.
2. Using a Thinking Map bridge map,
the teacher will lead a whole class
discussion to create an analogy
between the systems. On the top of
the line will be the major organ of
each system and underneath will be
that organ’s function and contribution
to successful body function.
3. Once that is completed, the teacher
will review the CER expectations. At
this point in the year, these include:
strong claims, precise and strong
evidence, and in-depth adequate
reasons to connect the evidence
selected to the claims.
4. Independently, students will decide
that they believe is the most important
organ to the body. They will write a
1. When the class is conducting the
whole group bridge map, there
will be a pre-made one for the
students that need
accommodations. In this bridge
map, the students will have
smaller visuals that are the same
as the ones from the anticipatory
set as well as labeled titles for
each body system. The students
will be responsible for connecting
and pairing the major organ with
the appropriate system.
2. During the independent writing
time, students will be provided
with a sentence starter: “My
favorite organ is.” They will use
this as their claim.
3. Students will then write a
sentence about what system their
favorite organ is in using the
bridge map that they completed.
Extended Evidence Outcome Lesson Plan
CER response supporting why that
organ is the most influential and vital
to the bodies function. This response
will also have a counterargument as to
why it is better than another major
organ that could be thought of as the
most important for the body.
4
4. After that to extend their writing,
they students and write down
what the major job to their organ
is.

Assessment:

The assessment for both the general classroom as well as for the students with severe needs will be
the same; however, the work assessed will be different. The teacher will assess student understanding from
the initial discussion and bridge maps completed. Additionally, the writing produced at the end of the
lesson will be assessed for understanding of scientific concepts as well as writing standards.

Closure:

The teacher will have the students get into groups based on what organ they chose as the most important or,
for the modification, their favorite. This will give students a visual of which organs were chosen the most.
Each student will be able to share out one of their evidences as to why they believe theirs was the most vital
or their favorite.

Next Steps:

General Instruction Modifications

1. The next steps for this lesson
involves diving deeper into how
each system is connected to each
other and create one elaborate
system throughout the body.
2. Students will need to explain how
each system relies on another and
how no one organ and survive
without all of the others.
1. As the class is working on the
furthering the understanding of
body system interdependence,
students will work on the EEO
involving how to maintain a healthy
body.
2. Now that they are able to identify
major organs, they can use these
visuals to help support the
instruction of how to stay healthy.