Body Parts (Organs) 5E Science Lesson Plan

Part 1: Science Content and Lesson Objectives

1. State or National Science Standard:

a. SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach,

muscles, and skeleton) and their basic functions.

b. NGSS: 1-LS1-1 All organisms have external parts. Different animals use
their body parts in different ways to see, hear, grasp objects, protect
themselves, move from place to place, and seek, find, and take in food,
water and air. Plants also have different parts (roots, stems, leaves,
flowers, fruits) that help them survive and grow.

2. Science Content Learning Targets:

a. The human body is made up of different organs, bones, and systems.

b. Each body part has its own job.

c. The heart pumps blood through the body.

d. The lungs breathe air in and out.

e. The stomach digests food.

f. The brain controls the whole body.

g. Muscles make the body move.

h. Bones give the body shape.

i. Kidneys and liver rid the body of toxins.

j. Skin covers the body and feels (touch).

3. Science Process Skills and/or Science and Engineering Practice(s):

a. Obtaining, Evaluating, and Communicating Information: Students will

obtain information about human body parts and their functions, and then
communicate the information to the teacher and classmates.

b. Developing and Using Models: Students will create a labeled drawing of

various body parts with brief descriptions of their functions.
 4. Objectives: Develop 4-5 objectives using ABCD format. Make sure to use
specific action verbs. At least two objectives should require higher-order thinking.
Avoid specifying a single method of communication/expression (e.g., write a
paragraph).

a. Students will be able to identify the body parts (skin, heart, brain, liver,
kidneys, lungs, bones, muscles, stomach) with 90% accuracy.

b. Students will explain--including a visual-- how one of the parts works, with
a minimum rubric rating of 4 out of 5.

c. Given a human body outline and cutouts of organs, students will be able
to identify and place each part in the correct area of the body with 80%
accuracy.

d. Given a list of body parts and a list of functions, students will match each
body part to its function with 90% accuracy.

e. Students will explain why people couldn’t live without one of the following
body parts: heart, brain, stomach, with a minimum rubric rating of 3 out of
5.

5. References:

Access the Next Generation Science Standards by Topic. (n.d.). NGSS Hub.
Retrieved July 8, 2021, from https://ngss.nsta.org/AccessStandardsByTopic.aspx

SC.2.L.14.1. (n.d.). CPALMS. Retrieved July 8, 2021, from

https://www.cpalms.org/PreviewStandard/Preview/1622

Science and Engineering Practices. (n.d.). NGSS Hub. Retrieved July 8, 2021,
from https://ngss.nsta.org/PracticesFull.aspx

Part 2: Materials and Procedures

1. Procedures:

○ Engagement (10 minutes- Day 1)

Show students something they are familiar with that has multiple parts that
work individually and together, such as a [picture of a] car. Ask the
students to name some of the parts of the car and what they do while you
write the list on the border overhead projector, then ask students how
those parts can work together, like the accelerator causing the wheels to
 spin, which makes the car move, and the steering wheel turning the
wheels and controlling the direction the car goes while moving.

○ Exploration (25 minutes- Day 1)

Explain to the students that their bodies are like the car and then walk
them through the following exercises to explore body parts and functions.
Give students each a sheet of paper where they can write their
observations and answer questions.

First, have them stand and extend their arms in front of their bodies and
tell them to make a fist and slowly bend their elbows in a bicep curl
motion. Next, have them pick something up with a little bit of weight in one
hand and repeat the process. Ask what they observed during the process
(on paper).

Tell the students to take a deep, slow breath in, hold it for three second,
and then breathe out slowly. Afterwards, give the students paper bags
with straws taped to the opening (so the straw is the only way for air to
enter or exit the bag) and the word “lung” written on them. Tell the
students to slowly breathe into the bag and then to slowly suck the air
back out and observe what happens to the bag and how they think it’s
related to breathing. Have students write their observations on the paper.

The paper the students’ were given will have pictures of various body
parts that need to be labeled. Students will also write a brief description of
what the part’s function is.

*Note: If classroom setup permits, the three tasks can be made into
stations that small groups move through.*

○ Explanation (35 minutes- Day 2)

Lead a classroom discussion about how different body parts work. Explain
to students that the first task had them using their muscles to move and
that it put more strain on their muscles to lift something heavier than it did
to simply lift their fists. Explain that the second task used their lungs to
breathe and that, like the bags, their lungs expand when they take air in
(inhale) and deflate when they breathe air out (exhale). Tell them that the
third task shows how modeling can be used to show different body parts
and where they are located, then go over the parts and their functions,
and the systems that they are a part of. Finally, watch the BBC Learning
video on Major Organs of the Human Body.

https://www.youtube.com/watch?v=zKSqNLT8kAA

○ Elaboration (35 minutes- Day 3)

 Students will work in small groups to design a model that shows how one
of the body parts work.

○ Evaluation (30 minutes- Day 3)

Students will be given a test that requires them to match body parts with
their functions, as well as labeling them on a body map. Students will also
answer short and extended response questions related to how different
body parts work and what would happen if they didn’t work correctly.

2. Reduce learning barriers:

Table 1 Learning Barriers and Strategies

Possible
Guideline and
learning Strategies UDL Principle
Checkpoint
barriers
Assisted
Student is very
Reading (the
creative and
teacher or para 2.3: Support
articulate, but
helps student) decoding of
has trouble with
text,
reading,
Reference Representation mathematical
especially
Materials notation, and
technical
(student may symbols.
reading
use reference
involved in
material to help
science.
decode words)
Student loves
Sentence 5.2: Use
science and
Starters multiple tools
reading about Action &
for construction
science, but Expression
Labeled and
struggles with
Diagrams composition
writing.
Student has 8.2: Vary
trouble holding Adaptive Pencil demands and
and writing with and Pencil Engagement resources to
a standard Grips optimize
pencil. challenge

3. Differentiation:

a. ELL: 2.4: Promote understanding across languages. Key terms will be

translated into the student’s first language.
 b. ADHD Student: 7.3: Minimize threats and distractions. Student will be
seated away from as many potential distractions as possible and close to
the teacher.

4. List the materials, resources, and technology needed to teach your lesson
to a group/class of students.
○ 20 paper bags
○ 20 straws
○ 2 rolls of tape
○ 20 worksheets
○ 20 testing sheets
○ various arts and crafts materials (depending on what student chooses to
use)
○ 20 pencils
○ 1 computer
○ 1 overhead projector

5. References:

Adaptive Pencils and Pencil Grips. (n.d.). Goalbook Toolkit. Retrieved July

12, 2021, from https://goalbookapp.com/toolkit/v/strategy/adaptive-pencils-and-

pencil-grips

Assisted Reading. (n.d.). Goal Book. Retrieved July 12, 2021, from

https://goalbookapp.com/toolkit/v/strategy/assisted-reading

BBC Learning - Major Organs of the Human Body. (2016, October 20).

YouTube. https://www.youtube.com/watch?v=zKSqNLT8kAA

Human Body Systems Video For Kids | 3rd, 4th & 5th Grade. (2019,

September 9). Generation Genius.

https://www.generationgenius.com/videolessons/human-body-systems-for-kids/

Reference Materials. (n.d.). Goalbook. Retrieved July 12, 2021, from

https://goalbookapp.com/toolkit/v/strategy/reference-materials
 Sentence Starters. (n.d.). Goalbook. Retrieved July 12, 2021, from

https://goalbookapp.com/toolkit/v/strategy/sentence-starters

The UDL Guidelines. (2021, April 9). CAST. https://udlguidelines.cast.org/

UDL Strategies. (n.d.). Goalbook. Retrieved July 12, 2021, from

https://goalbookapp.com/toolkit/v/strategies

Part 3: Assessment Plan

1. Formative alternative assessment of your choice: probe and observation.

During the discussion in the explanation phase, I will ask a series of questions to
students and observe their answers and reactions. Students will use their thumbs
to indicate if they understand (thumb up), are a little confused (thumb sideways),
or very confused (thumb down). Questions will be about where organs are
located, what they do, or what they are called. Examples: “What’s the organ in
your head that controls everything in your body?” “Where is your stomach?”
“What does your liver do?”

Oral Feedback (as we go along):

Mattie (answers questions correctly and has her thumb up for all probes when
other students answer correctly or I provide them with the correct explanation):
“Great job! I think you’ve got it down good!”

Waylon (has a mixture of correct and incorrect/partially correct answers, as well

as some sideways thumbs): “No, the kidneys don’t help us breathe. What did we
say does that? Yes, the lungs! So then what do the kidneys do? Yes, that’s right,
they clean. What do they clean? Yep, they clean the toxins out of the blood and
turn the waste into urine. We have to be really careful not to get those mixed up.”

Case (answers many questions incorrectly or says he doesn’t know, thumb is

often sideways or down): “That’s okay, just pay real close attention while we
review it, okay? If anybody is still confused, I’m going to be sending home a map
of the body that has all of this information on it tonight for you to study and a link
to some videos to help explain.”

2. Traditional assessment:

1. The ______ is an organ located in your head that controls your whole
body.
 i. brain
ii. heart
iii. liver
iv. kidney
2. Match the body parts to their functions:
1. heart c a. breathe air in and out.
2. lungs a b. removes toxins and turns them to urine.
3. liver f c. pumps blood through the body.
4. brain g d. gives the body shape.
5. muscles h e. covers the body and feels
6. bones d f. cleans your blood and makes bile
7. kidneys b g. controls body
8. skin e h. helps the body move
3. Skin gives your body its shape.
True
False
4. Which two organs help get rid of toxins in the body?
a. heart and lungs
b. liver and kidneys
c. liver and heart
d. lungs and kidneys
5. Where is your heart located?
a. Abdomen
b. Head
c. Chest
d. Leg

3. References

BBC Learning - Major Organs of the Human Body. (2016, October 20).

YouTube. https://www.youtube.com/watch?v=zKSqNLT8kAA

Biology for Kids: Organs. (n.d.). Ducksters. Retrieved July 20, 2021, from

https://www.ducksters.com/science/biology/organs.php

Human Body Picture Outline and Organs. (n.d.). Pinterest. Retrieved July

20, 2021, from https://www.pinterest.com/pin/85427724167187555/