Bailey Riley University of North Texas LTEC 4100.007 September 16, 2009.

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


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


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


Continued


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


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/









Bailey Riley University of North Texas LTEC 4100.007 September 16, 2009.

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