Northwestern University School of Education and Social Policy



Lesson PlanTeacher: Ms. CiminoDate: January/FebruaryGrade: First GradeSubject: ScienceTopic: Human Body – Muscular System - MusclesTime: 30 minutesMaterials: Scholastic Science vocabulary reader, Your MusclesHuman body poster craftMuscles to add to body posterScissorsCrayonsGlueLesson Outcomes: Students should understand:-We have muscles all over our body-Muscles help our bodies move – they pull the bones-Exercise helps our muscles grow big and strong-Need to eat right and rest as well for our muscles to fully function-A lot of muscles work by themselves (most) -Heart/lungs. Etc.Students should complete-Color, cut and paste muscles to appropriate spot on human body posterAnticipatory Set: 5-10 minutes on the rugBegin with a game of “Ms. Cimino Says.” Have students touch the smallest bones in the body, longest bone in their body, favorite bone, bone that protects their brain, bone that protects their heart and lungs etc. Procedures: 15-20 minutes on the rugExplain to students that today they would be learning about the thing in our bodies that help our bones move…the muscles! Explain to students that you have lots of muscles all over your body! Can you tighten the muscles in your arms or legs? How do your muscles feel when you tighten them? Can you tighten all of the muscles in your body whenever you want to? Your heart is a muscle. Ask can you tighten your heart? Discuss how we have muscles in our bodies that we can control when we want to and others that work by themselves. Ask students if they know which muscles they can control and which they cannot. Discuss what it would be like if they had to think about making their heart beat or each and every breath they took! Read Scholastic Science reader “Your Muscles,” discuss how to keep muscles strong and reiterate the muscles they can control and not control. Show students the muscle that they would be adding to their bodies. Ask which muscle they think it is (leg). Ask what color they will be coloring the muscle? Show students how there are parts to the picture. Where do the two muscles connect (knee)? What is the bone there called (knee cap)? What color will they color the kneecap (white)? What about what is around the kneecap (have someone come up and read the teeny tiny words that say tendon)? Explain that the tendon is the part of the body that connects the muscle to the bone and that they would be coloring it gray because it is a tissue. Model how to cut the muscles along the lines and ask a student to come up and show how they would place the muscle on the body. (Make sure that the muscles go all the way up to the hip, connect the kneecaps at the knee and connect the foot at the bottom, all on the right leg!) Call out the student’s to come up and grab their human body posters along with the leg muscles to add and allow students to go back to their desks to complete the task. Closure: 3 minutesLights off, ask students to pause and touch their ear to listen. Explain to students that they will be turning their posters in on the rocking chair. Ask: What will they use along with their bones to walk over to the rocking chair: their muscles!Assessment: Informal assessment of students’ knowledge on the topic is made through discussions.IL State Standards: 4.a.1a; 4.a.1b; 4.a.1c; 4.a.1d; 4.b.1b; 5.c.1b; 11.a.1b, 12.a.1a; 19.b.1; 20.a.1a; 20.c.1; 22.a.1b; 23.a.1; 23.b.1; 23.c.1; 24.b.1.IL Professional Teaching Standards: 1,2,3,4,5,6,7,8,9,10, 11Standards for Certification in Elementary Education: 1b, 1c, 4a, 4b, 4d, 4f, 4g 6a, 6b, 6e, 6f, 6h, 6i, 7a, 7e, 8a, 8b, 8c, 8d, 9c, 9d, 9e, 9f, 9g, 9i, 9j, 10a, 10b, 10c, 10d, 10g, 10h, 10i, 10j, 10k, 11a, 11b, 11c, 11d, 11e, 11f, 11g, 12a, 12b, 12c, 12d, 12e, 12f, 12g, 12h, 12i, 12j, 13a, 13b, 13c, 13d, 13e, 13f, 13g, 13h, 13i, 14a, 14b, 14c, 14d, 14e, 14f, 14g, 14h, 14i.Reflection: I thought that this lesson went much better than the lesson on bones just because I was so much less nervous. I taught this lesson twice to two small groups when the class split up for languages. It was so much easier with the smaller group and Ms. Cimino says was a great transitioning activity while half of the class was leaving for languages. I played it super quietly at first so that only my best listeners were engaged, but after enough started playing the rest of the class settled down and wanted to play which is when I instructed them to touch to parts of their bodies we had previous talked about. I love the discussions we have when talking about the body and they are so much easier with only 14 – 20 students! I wanted this lesson to be one in which the students could explore what they know and add to their previous knowledge. Each student had something to say about his or her muscles and as I learned before the students love funny images such as Ms. Cimino telling her heart to beat. Also, because the students had become so excited to learn about the human body, many had brought in books from home for me to share in my discussion. I was happy that they brought some books because though the scholastic science readers explain everything that I want the students to learn, the pictures aren’t as much fun to see. Thus, I had some really neat picture books and books about the human body that I was able to hold up while holding my discussion. Things I learned:-Ms. Cimino says is wonderful for classroom management and great for transitions-Smaller groups are much easier for discussions-No matter how well you model the task, there will always be a few students who need the extra help!If I could do it again:-I ask more questions in the discussion and allow for more student responses-I might have provided students the opportunity to explore their muscles in their bodies, feel their muscles and talk about which muscles they think are the strongest and why Lesson PlanTeacher: Ms. CiminoDate: January/FebruaryGrade: First GradeSubject: ScienceTopic: Human Body – Muscular System – Muscles Reading ComprehensionTime: 20 minutesMaterials: “My Muscles” by Jennifer Kenny and questionsOverhead of my muscles and questionsCopy of story and questions for each studentPencilsOverhead markerOverhead projector and screenPrivacy or sliding folderLesson Outcomes: Students understand:-Muscles help you move-Have over 600 muscles in the body-Muscles have special jobs-Muscles work with out a person thinking about it-The heart is a muscle-Exercise is good for muscles, but so is rest!Students complete:-Read story with class and underline important facts-Students complete questions Anticipatory Set: 2 minutesIntroduce that today as a class we would be reading a story about our muscles and then answering some questions, papers are on their desks and everyone needs to get settled from lunch. Remind them that when reading stories like this it is a good idea to underline important facts.Procedures: 15 minutesHave everyone point to the title and read it as a class. Begin to read the story, asking volunteers to read some of the easier lines. Ask for students’ opinions about what they should underline. Still scaffold a lot repeating and modeling underlining of important facts. Upon completion of the story, quickly review the underlined facts and announce to students that it is time to take the quiz. Remind students about names, privacy folders, turning the papers over when they are done, no talking or looking at other students’ work. Read each question and all answer choices while pointing at the overhead. Remind students that they have the option to go back over the stories and look at those important facts that they underlined.Closure: 3 minutesAllow time for questions then instruct students to turn their papers over and pass them to the front of the tables. Assessment: Reading comprehension questions can be used as a form of assessment for understanding of topic as well as reading comprehension.IL State Standards: IL State Standards: 1.a.1b; 1.b.1a; 1.b.1c; 1.c.1c; 1.c.1d; 4.a.1a; 4.a.1b; 4.a.1c; 4.a.1d; 4.b.1b; 5.c.1b; 11.a.1b, 12.a.1a; 19.b.1; 20.a.1a; 20.c.1; 22.a.1b; 23.a.1; 23.b.1; 23.c.1; 24.b.1.IL Professional Teaching Standards: 1,2,3,4,5,6,7,8,9,10, 11Standards for Certification in Elementary Education: 1b, 1c, 4a, 4b, 4d, 4f, 4g 6a, 6b, 6e, 6f, 6h, 6i, 7a, 7e, 8a, 8b, 8c, 8d, 9c, 9d, 9e, 9f, 9g, 9i, 9j, 10a, 10b, 10c, 10d, 10g, 10h, 10i, 10j, 10k, 11a, 11b, 11c, 11d, 11e, 11f, 11g, 12a, 12b, 12c, 12d, 12e, 12f, 12g, 12h, 12i, 12j, 13a, 13b, 13c, 13d, 13e, 13f, 13g, 13h, 13i, 14a, 14b, 14c, 14d, 14e, 14f, 14g, 14h, 14i.Reflection:In a classroom where there isn’t a lot of time for science, I think that these reading comprehension activities are a great way to revisit what was already learned and practice their reading comprehension and test taking skills. There is a 20-minute period after lunch that these can easily be squeezed into at least once a week. Also, even though the questions are designed to go with the story, they also reiterate what was taught in the introductory lesson on the muscles. I still worry about the differentiation in the classroom. As some of the students are so much more advanced than others I feel like they get bored with the activity really easily, where as the students who can’t read struggle and need me to read each and everything aloud. However, my mentor teacher assured me that each students needs are different, but all of them need practice taking a test and the behavior that goes along with it…i.e. not talking or distracting others. What I learned: -Students love to read a loud-Objects in desks can be very distractingIf I could do it again: -Consider providing a more advanced story for the more advanced students (maybe with more difficult vocabulary but similar questions)-Alter the test so that more advanced students have to fill in the blank rather than bubbleLesson PlanTeacher: Ms. CiminoDate: January/FebruaryGrade: First GradeSubject: ScienceTopic: Human Body – Muscles, Bones and JointsTime: 40 minutesMaterials: Copies of “Give me a hand” worksheet10 chicken wings Eric Carle “ From Head to Toe”Prep: Boil the chicken wings for 5-10 minutes, enough time for the meat to slide off and leave the bones intact. Boil the bones in soapy water to cleanLesson Outcomes: Students should understand:-Compare human body to animals – specifically the skeletal system-Ability, function, size and structure-Explore and observe joints and bones of a chicken wingStudents should complete-WorksheetAnticipatory Set: 10 -15 minutes on the rugExplain that we have spent a lot of time talking about the human body, but are we the only things on this planet with bones, muscles etc.? (NO!) Today we’re going to explore how animals can be similar to humans. Read “From Head to Toe” After book talk about how animals do a lot of similar things as we do, but what does their structure look like. Explain that today we would be looking at a chicken wing and then comparing it our own bones. Ask what part of our body is like a chicken wing…ARMS! Hold up a chicken wing and ask students what different parts do you see on this wing (look for answers like bones, places where the bones connect which we know are joints, some stringy material (introduce ligaments but don’t focus on that part.) Explain to students that they will work in groups to study these wings with their friends from the magic school bus. Procedures: 20 minutesDismiss tables to go back to their seats as table captains and a quick friend to each take a chicken bone and the worksheets necessary for their table. As a class when everyone is seated go over the worksheet together. First ask the students to draw what they see in the designated spots. Have a discussion about how it is different than what they drew in the human body spot. Read the questions etc. aloud and ask students for answers. Make sure to remind students what they have already learned about their bones. Ask class if the bones of a chicken do the same thing even though they look so different! Closure: 5 minutesHave students feel the muscles in their arms; discuss what they feel and what they think our muscles look like. Have them flip over and draw on the back of activity sheet what they think their arm muscles look like connected to the bones, based off of how they feel and pictures we have seen. Last, ask students to do their best to draw how they think a chicken’s muscles look connected to their bones. Talk about how they are different and why they might be different.Assessment: Informal assessment of students’ knowledge on the topic is made through discussions and a formal assessment is made through the activity sheet. IL State Standards: IL State Standards: 1.a.1b; 1.b.1a; 1.b.1c; 1.c.1c; 1.c.1d; 4.a.1a; 4.a.1b; 4.a.1c; 4.a.1d; 4.b.1b; 5.c.1b; 11.a.1b, 12.a.1a; 19.b.1; 20.a.1a; 20.c.1; 22.a.1b; 23.a.1; 23.b.1; 23.c.1; 24.b.1.IL Professional Teaching Standards: 1,2,3,4,5,6,7,8,9,10, 11Standards for Certification in Elementary Education: 1b, 1c, 4a, 4b, 4d, 4f, 4g 6a, 6b, 6e, 6f, 6h, 6i, 7a, 7e, 8a, 8b, 8c, 8d, 9c, 9d, 9e, 9f, 9g, 9i, 9j, 10a, 10b, 10c, 10d, 10g, 10h, 10i, 10j, 10k, 11a, 11b, 11c, 11d, 11e, 11f, 11g, 12a, 12b, 12c, 12d, 12e, 12f, 12g, 12h, 12i, 12j, 13a, 13b, 13c, 13d, 13e, 13f, 13g, 13h, 13i, 14a, 14b, 14c, 14d, 14e, 14f, 14g, 14h, 14i.Reflection: Due to resources and time I was unable to teach this lesson in class. I wanted to include it though because I thought it would be neat for students to explore bones, joints and muscles with something more tangible. Also the practice in recording their observations is always beneficial. The IL State Goal 12 strives for early elementary students to be able to compare humans to animals in structure and the function of their structure. Thus, I wanted the students to know that we can do a lot of the same things as animals even though we look different, but I also wanted the students to know about how we are different. I think that this lesson touches the topic, though the goal should be explored more in depth in another unit of science. I think that the ending may be a little confusing for first graders, but I would be sure to explain to them that because they don’t know for sure what the chicken’s muscles look like, it would be OK to guess and just do their best on the picture. Pumping Up the Heart BeatHealthy Start PublishingWe’re pumping up, pumping up, pumping up the heartbeat. ?Keep the heart as strong as it can be.We’re pumping up, pumping up, pumping up the heartbeat. ?I take care of it and it takes care of me.It pumps the blood from the chambers on the right side. ?It pumps the blood over to the lungs.? Pump it up.It pumps the blood to the chambers on the left side.?It pumps the blood, the journey’s now begun.Lub dub, lub dub, lub dub?The blood goes down to the thighs.Lub dub, lub dub, lub dub?The blood goes out to the sides.Lub dub, lub dub, lub dub?The blood goes down the legs.Lub dub, lub dub, lub dub?The blood goes up to the head.We’re pumping up, pumping up, pumping up the heartbeat.?Keep the heart as strong as it can be.We’re pumping up, pumping up, pumping up the heartbeat.?I take care of it and it takes care of me.Arteries take oxygen to the cells.?Pumping up, pumping up the heartbeat.?If the heart is strong it works real well.Pumping up, pumping up the heartbeat.Veins take the carbon dioxide out.?Pumping up, pumping up the heartbeat.It goes back to the lungs so we can blow it out.?Pumping up, pumping up the heartbeat.(Breathe in)?Breathe in, taking in the air.(Breathe out)?Breathe out, we’re almost thereBreathe in, help the heart along.?(yeah, yeah)(Breathe out)?Breathe out, the CO2 is gone.(Breathe in)?Breathe in, got to get some more.(Breathe out)?Breathe out.Blood goes back to the chamber door.Lub dub, lub dub, lub dub?The blood comes up from the thighs.Lub dub, lub dub, lub dub?And blood comes in from the sides.Lub dub, lub dub, lub dub?The blood comes up from the legs.Lub dub, lub dub, lub dub?The blood down from the head.And then it pumps the blood back to the chambers on the right side.?It pumps the blood back over to the lungs.Pump it up.It pumps the blood back to the chambers on the left side.It pumps the blood the journey’s now begun, again…We’re pumping up, pumping up, pumping up the heartbeat.?Keep the heart as strong as it can be.We’re pumping up, pumping up, pumping up the heartbeat.?I take care of it and it takes care of me. ................
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