1. Measurement Topic Plan (MTP)/Unit Title: Human Body
Duration of MTP/Unit (Days):
Date Unit Begins: 3/19/15
Standard(s)/Access Point(s): What are the standards that will be assessed and monitored for this Unit?
Essential Standards:
SC.2.L.14.1 - Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton)
and their basic functions.
Essential Question: Why do students need to know or learn this? How does what the student is learning
relate to what they see and do every day?
What makes up the human body?
Learning Goal(s): What students should know/understand (declarative) or be able to do (procedural).
Based on the standards and written in student friendly language.
The student will be able to distinguish the different parts of the body including brain, heart,
lungs, stomach, muscles, and skeleton, and their basic functions.
Unit Scale:
4.0 I can distinguish the different parts of the body and describe how they work
together in different systems.
3.0 I can distinguish the different parts of the body and describe their functions.
2.0 I can identify the parts of the human body.
1.0 I can identify that the body is made up of many parts.
Academic Vocabulary Identified for this Unit of Study: Critical vocabulary that students must
be able to use and understand to be successful with the content.
Brain, stomach, skeleton, muscles, lungs, heart
Decision Point: Will this Unit of Study include a deep dive into Design Question 4? No__
(Refer to Becoming A Reflective Teacher page 134 under Student-designed tasks.)
Daily Learning Targets: Chunks of learning in daily lesson plans to make up the unit. Which
design question(s) will be used in Lesson Segments Addressing Content?
☒ Introduce New Knowledge (DQ
2)
☐ Practicing and Deepening (DQ 3)
Elements 14-20
☐ Generating and Testing
Hypothesis (DQ 4)
What planned questions will be asked to monitor student learning?
Can you explain how ____ affected ____?
How are alike/different?
How would you classify?
How would you summarize?
How would you organize?
What do you notice about?
How is _____ related to _____?
What conclusions can you draw?

2. How would you test?
Can you predict the outcome if _____?
What is your conclusion based on the evidence?
What evidence would you select to support _____?
What would happen if ____?
Design and construct an experiment.
Gather information to develop alternative explanations for the results of the experiment.
What information can you gather to support your idea about _____?
Planning for the Needs of ALL Students: Educational innovation involves the intentional consideration
of the principles of Universal Design for Learning (UDL) when planning a lesson/unit of study and designing
instruction (goals, methods, materials, and assessments) that is accessible to the broadest range of learners
from the start. UDL reduces barriers to the curriculum, and optimizes levels of challenge and support to
meet the needs of all learners, including, but not limited to, students who are English Language Learners,
SWD, Gifted, and students who lack support for school.
National Center on Universal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines
Cast http://cast.org/udl/index.html
UDL Principle 1 - Guiding Question
for planning: How will multiple
means of representation be
provided?
- Provide options for perception
- Provide options for language
- Provide options for
comprehension
UDL Principle 2 - Guiding Question
for planning:
How will multiple means of
action/expression be provided?
- Provide options for executive
functions
UDL Principle 3 - Guiding Question
for planning: How will Multiple
Means of Engagement be
provided?
-Provide options for sustaining
effort and persistence
- Provide options for self-regulation
- Provide options for recruiting
interest
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated
instructional approach that addresses the linguistic and academic needs of English Language Learners.
Lesson Preparation, Building Background, Comprehensible Input, Interaction, Practice and Application are
SIOP components. Questions to consider when planning for the needs of ELLs.
 What language objectives do I need to include to address the linguistic development of ELLs?
 How do I adapt the content and provide meaningful activities? (Lesson Preparation: Domain 2 )
 How can I make connections and explicitly link past learning to new concepts?
(Building Background: DQ2, elements 6, 8)
 How am I making instruction comprehensible to my ELLs based on their proficiency level?
(Comprehensible Input: Domain 1, elements 1,6-23)
 How do I incorporate student interaction, practice time, and hands-on activites that encourage
language development? (Interaction, Practice and Application: DQ 2-5)
Based upon the needs of my students, what routine events and enacted on the spot
design questions should be intentionaly planned ?
Lesson Segments Involving Routine Events
Design Question 1:
What will I do to communicate learning goals,
track student progress and celebrate success?
Lesson Segments Enacted on the Spot
Design Question 5: What will I do to engage students?

3. Design Question 6: What will I do to establish or
maintain classroom rules and procedures?
Design Question 7: What will I do to recognize
adherence to classroom rules and procedures?
Design Question 8: What will I do to establish and
maintain effective relationships with students?
Design Question 9: What will I do to communicate high
expectations for all students?
Lesson Sequence:
Day 1/Date: 3/19/15 Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ 2: Helping Students Interact With New Knowledge
What are the dominant content elements for the lesson?
3/19/15 Thursday - Day 1
Learning Target: TSWBAT
Lesson Sequence:
1. (Finish Unit 7 Test)
2. Read: Magic School Bus: Inside the Human Body
Teaching Resources:
Doc Cam
Technology Utilization: SMART tech, computer
Assessment Pre-assessment: _______
Formative _____________________________________________
Summative _____________________________________________
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Date 4/2/2015
Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ 2: Helping Students Interact With New Knowledge
What are the dominant content elements for the lesson?
4/2/15 Thursday - Day 2
Learning Target: TSWBAT distinguish the different parts of the body and their functions.
Lesson Sequence:
1. Teacher Read Aloud: pg 193 – 201

4. 2. WBT: Brain – Touch head, Stomach – Rub tummy, Skeleton/Bone – Touch knees, Muscle – Make
muscle arms, Lungs – breathe in and raise arms, breathe out and say lungs, Heart – make a heart
with your fingers and hold it against chest.
3. Complete Sum It Up and Brain Check in Collaborative groups.
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Date 4/9/2015
Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ 2: Helping Students Interact With New Knowledge
What are the dominant content elements for the lesson?
4/9/15 Thursday - Day 3
Learning Target: TSWBAT
Lesson Sequence:
1. Help students feel their heartbeat. Count how many beats in 15 seconds.
2. Ask students to do 20 jumping jacks, then have them count their heartbeats again.
3. Short discussion about how exercise can change your heartrate.
4. Watch Science Fusion Video Lesson 2
5. Pass out Body Book study guide.
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Date 4/16/2015
Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ3: Helping Students Practice and Deepen Knew Knowledge
What are the dominant content elements for the lesson?
4/16/2015 Thursday - Day 4
Learning Target:
Lesson Sequence:
1. Brief review of Unit 8
2. Unit 8 Test
3. Begin Unit 9

5. Teaching Resources:
SMART Board, interactive notebooks, ScienceFusion Video
Technology Utilization: SMART tech, computer
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?