Post on 01-Jan-2016
Bailey Riley
University of North Texas
LTEC 4100.007
September 16, 2009
Bailey Riley
University of North Texas
LTEC 4100.007
September 16, 2009
Let’s Get Organ-izedLet’s Get Organ-ized Unit on the body’s main organs and their basic
functions TEKS 115.4 Health Education
TEKS 110.4 English Language Arts and Reading TEKS 126.2 Technology Applications
TEKS 117.8 Fine Art Second Grade
Unit on the body’s main organs and their basic functions
TEKS 115.4 Health Education TEKS 110.4 English Language Arts and Reading
TEKS 126.2 Technology Applications TEKS 117.8 Fine Art
Second Grade
Chapter 115. TEKS for Health Education
Chapter 115. TEKS for Health Education
115.4. Health Education, Grade 2. (b) Knowledge and Skills
3. Health Information. The students understands the basic structures and functions of the human body and how they relate to personal health throughout the lifespan. The student is expected to:
(b) identify the major organs of the body such as the heart, lungs and brain and describe their primary function.
115.4. Health Education, Grade 2. (b) Knowledge and Skills
3. Health Information. The students understands the basic structures and functions of the human body and how they relate to personal health throughout the lifespan. The student is expected to:
(b) identify the major organs of the body such as the heart, lungs and brain and describe their primary function.
Chapter 110. TEKS for English Language Arts and Reading
Chapter 110. TEKS for English Language Arts and Reading
110.4. English Language Arts and Reading, Grade 2. (b) Knowledge and Skills
1. Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:
(b) respond appropriately and courteously to directions and questions; (c) participate in rhymes, songs, conversations and discussions; (d) listen critically to interpret and evaluate
4. Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:
(b) clarify and support spoken messages using appropriate props such as objects, pictures, or charts
110.4. English Language Arts and Reading, Grade 2. (b) Knowledge and Skills
1. Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:
(b) respond appropriately and courteously to directions and questions; (c) participate in rhymes, songs, conversations and discussions; (d) listen critically to interpret and evaluate
4. Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:
(b) clarify and support spoken messages using appropriate props such as objects, pictures, or charts
Chapter 110. TEKS for English Language Arts and Reading
Continued
Chapter 110. TEKS for English Language Arts and Reading
Continued 110.4. English Language Arts and Reading, Grade
2. (b) Knowledge and Skills
14. Writing/purpose. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to:
(a) write to record ideas and reflections
110.4. English Language Arts and Reading, Grade 2. (b) Knowledge and Skills
14. Writing/purpose. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to:
(a) write to record ideas and reflections
Chapter 126. TEKS for Technology ApplicationsChapter 126. TEKS for
Technology Applications 126.2. Technology Applications, Kindergarten-Grade 2.
(b) Knowledge and Skills 5. Information Acquisition. The student uses a variety of
strategies to acquire information from electronic resources,
with appropriate supervision. The student is expected to: (a) apply keyword searches to acquire information; and (b) select appropriate strategies to navigate and access
information for research and resource sharing.
126.2. Technology Applications, Kindergarten-Grade 2. (b) Knowledge and Skills
5. Information Acquisition. The student uses a variety of
strategies to acquire information from electronic resources,
with appropriate supervision. The student is expected to: (a) apply keyword searches to acquire information; and (b) select appropriate strategies to navigate and access
information for research and resource sharing.
Chapter 117. TEKS for Fine Arts
Chapter 117. TEKS for Fine Arts
117.8. Art, Grade 2. (b) Knowledge and Skills
2. Creative expression/performance. The student expresses ideas
through original artworks, using variety of media and appropriate
skill. The student is expected to: (a) express ideas and feelings in artworks, using a variety of colors, forms,
and lines; (b) create effective compositions, using design elements and principles (c) identify and practice skills necessary for producing drawings, paintings,
prints, constructions, and modeled forms, using a variety of art materials
117.8. Art, Grade 2. (b) Knowledge and Skills
2. Creative expression/performance. The student expresses ideas
through original artworks, using variety of media and appropriate
skill. The student is expected to: (a) express ideas and feelings in artworks, using a variety of colors, forms,
and lines; (b) create effective compositions, using design elements and principles (c) identify and practice skills necessary for producing drawings, paintings,
prints, constructions, and modeled forms, using a variety of art materials
Analysis of LearnersAnalysis of Learners
2nd graders Boys and Girls 6-8 years old Short attention
spans Hands on learners Visual learners
2nd graders Boys and Girls 6-8 years old Short attention
spans Hands on learners Visual learners
Prior knowledge of major body structures and organs from 1st grade
Prior knowledge of major body structures and organs from 1st grade
State Learning ObjectivesState Learning Objectives
Second grade health education students will be able to identify four of the major body organs and their functions when shown a picture of each organ.
Second grade health education students will be able to identify four of the major body organs and their functions when shown a picture of each organ.
Learning LevelsLearning Levels Knowledge: students can recall names and basic
functions of four organs previously learned Comprehension: students can describe each organ Application: apply facts to decide which active verb
goes with which organ (on their chart) Analysis: students can distinguish differences
between the four organs
Knowledge: students can recall names and basic functions of four organs previously learned
Comprehension: students can describe each organ Application: apply facts to decide which active verb
goes with which organ (on their chart) Analysis: students can distinguish differences
between the four organs
Lesson Plan: Individual WorkLesson Plan: Individual Work
Each student will: Color a picture of each organ Cut out each organ Make their accordion book, following teacher
instructions Paste the pictures into appropriate pages in their
books Paste organ facts on appropriate pages in their
books
Each student will: Color a picture of each organ Cut out each organ Make their accordion book, following teacher
instructions Paste the pictures into appropriate pages in their
books Paste organ facts on appropriate pages in their
books
Lesson Plan: Individual Work Part II
Lesson Plan: Individual Work Part II
Each student will: Go to the library and search the internet, on approved
websites, for the most interesting fact they can find about one of the four organs Students will use the fact they found later in the lesson when
constructing their accordion book Preferably a fact that was not given on their fact sheets or
already discussed in class
Each student will: Go to the library and search the internet, on approved
websites, for the most interesting fact they can find about one of the four organs Students will use the fact they found later in the lesson when
constructing their accordion book Preferably a fact that was not given on their fact sheets or
already discussed in class
Learning ActivitiesLearning Activities
Organ Cards Color each organ Cut out each organ Paste each organ on a
page in their accordion book, leaving a page in between each picture
Now their book is halfway complete
Organ Cards Color each organ Cut out each organ Paste each organ on a
page in their accordion book, leaving a page in between each picture
Now their book is halfway complete
Learning ActivitiesLearning Activities
Organ Facts Each student will get a set of facts for each organ The students will cut out the organ facts and glue
them into their accordion books on the appropriate pages
On the last page of their book they will write the most interesting fact they learned in this lesson
Organ Facts Each student will get a set of facts for each organ The students will cut out the organ facts and glue
them into their accordion books on the appropriate pages
On the last page of their book they will write the most interesting fact they learned in this lesson
Lesson Plan: Small GroupsLesson Plan: Small Groups
Divide class into 4 groups: heart, lungs, stomach and brain.
Each student tell their group one fact about the organ the found in the library
Class discussion on what each group learned about their organ
Divide class into 4 groups: heart, lungs, stomach and brain.
Each student tell their group one fact about the organ the found in the library
Class discussion on what each group learned about their organ
Lesson Plan: Whole Class Instruction
Lesson Plan: Whole Class Instruction
Make a class chart on the whiteboard
Each student name an action word associated with an organ
Have that student come up and write that word under the proper organ it affects
Make a class chart on the whiteboard
Each student name an action word associated with an organ
Have that student come up and write that word under the proper organ it affects
Examples: exercising- lungs thinking- brain eating- stomach learning- brain
Examples: exercising- lungs thinking- brain eating- stomach learning- brain
Learning ActivitiesLearning Activities Make up a worksheet for the students to
do at the end of the day after they have completed all their work or at home as a review Organ Riddles Organ Puzzles
Organ-izational Chairs*
Make up a worksheet for the students to do at the end of the day after they have completed all their work or at home as a review Organ Riddles Organ Puzzles
Organ-izational Chairs*
Example: HeartExample: Heart Heart Facts
Hi I’m your heart. I’m the size of your fist. Touch your chest and feel me pump the blood through your body. Feel the hard bone that is around me? That protects me inside your chest. Exercise me by running instead of watching TV or playing video games.
Heart Facts Hi I’m your heart. I’m
the size of your fist. Touch your chest and feel me pump the blood through your body. Feel the hard bone that is around me? That protects me inside your chest. Exercise me by running instead of watching TV or playing video games.
Organ Riddle It has a beat, that
warms your feetAn important part, is your heart
Organ Puzzle she-s + cart-c =
heart
Organ Riddle It has a beat, that
warms your feetAn important part, is your heart
Organ Puzzle she-s + cart-c =
heart
Evaluation of LessonEvaluation of Lesson Questions I will ask myself after the lesson:
Did I allow enough time for each activity of the lesson? Did I give too much time?
Did I cover each students learning style? Will they remember what they just learned a week from
now? A month from now? A year from now? Were the activities too difficult? Were they too easy? Was the lesson effective? Did my students have fun while learning? What can I do to make the lesson better next time?
Questions I will ask myself after the lesson: Did I allow enough time for each activity of the lesson? Did I
give too much time? Did I cover each students learning style? Will they remember what they just learned a week from
now? A month from now? A year from now? Were the activities too difficult? Were they too easy? Was the lesson effective? Did my students have fun while learning? What can I do to make the lesson better next time?
CreditsCredits
http://www.atozteacherstuff.com/pages/375.shtml
http://ritter.tea.state.tx.us/teks/
http://www.atozteacherstuff.com/pages/375.shtml
http://ritter.tea.state.tx.us/teks/