1. SCIENCE LESSON ORGANIZER 1 – PARTS OF THE BODY<br />Objective: SWBAT use chin, knee and wrist to identify the parts of the body and describe each part in a show and tell for 10 min.Vocabulary: chin, knee and wristMaterials: Poster paper, markers, memory game, notebook, scheme.<br />WARM UP<br />5 min. T -VActivate prior knowledge<br />Ss play a memory game of the parts of the body in groups of four.<br />Language Development<br />7 min. R-ASs make a list of the parts of the body that they already know.<br />In groups of four create a song about the parts of the body.<br />8 min. A -VTeach and Apply<br />T shows a scheme of the parts of the body and explains each part of the body.<br />5 min. V -RSs pick a part of the body. In a poster draw the part and describe it in three sentences.<br />Assess and Extend<br />5 min. A-RSs answer WH questions<br />What is the longest part of the body? The legs<br />How many parts the body has? 22 parts<br />Analyze what kinds of activities they can do with the different parts of the body.<br />Analysis is in the notebook.<br />5 min. AEnrichment<br />Ss name cares for the body.<br />SCIENCE LESSON ORGANIZER 2 – CLIMATES<br />Objective: SWBAT USE temperature forest, taiga and Tundra TO describe the climates Characteristics of Land biomes IN a show and Tell for 5 minutes.<br />Vocabulary: Temperature forest, taiga and tundra.<br />Materials: Paper, makers, posters, book, notebook, pencils.<br />Warm Up<br />Active prior knowledge: 5min/ T<br />S´s make groups of five; each group has to draw different places: desert, forest, and field.<br />Language Developments: 7m/R<br />S´s crate a short story using the drawing that they did in the same group. <br />Teach and Apply:<br />T shows a picture of land biomes and explained the climates characteristics. 15min/V&A<br />Discuss the difference between the land biomes. 5min/A<br />Assess and Extend:<br />What is the hottest land biome? Desert<br />What animals live in the forest? Bugs, insects, birds, squeals.<br />Relates the climates of each land biomes with the animal that live there. <br />6min/ A<br />Enrichment: 6min/R<br />S´s pick their favorite land biomes and describe the climate characteristics of this. They write it in your notebook. <br />Science Lesson Organizer 4 – The Digestive System<br />OBJECTIVE: SWBAT use saliva, digestion and small intestine to create a poster showing the digestion process in groups of 4 for 7 minutes.<br />VOCABULARY: digestion, saliva, small intestine<br />MATERIAL: pencil, paper sheet, plastic bag, crayons, markers <br />WARM UP<br />ACTIVATE PRIOR KNOWLEDGE<br />Ss will be draw a picture of food that is healthful 5min/ T<br /> LANGUAGE DEVELOPMENT:<br />Ss will describe why that food that they draw is healthful for the digestive system. 7m/R<br />TEACH AND APPLY<br />T will explain the digestion is a process that changes the food you eat so it can be used by your body. Saliva is a liquid in your mouth that softens food. Digestion of food is completed in your small intestine. 15min/V&A <br />Ss place one cracker in a plastic bag with no water in it. Place another cracker in a plastic bag with one teaspoon of water in it. Crunch each bag so that the cracker is broken in to pieces. Have students describe what happened. 6min/A<br />ASSES AND EXTEND<br />How does saliva aid in digestion? <br /> Saliva moistens, so food is softened<br />Where is completed the digestion of food?<br />In your small intestine.<br />Ss make healthful collages and describe collage in the classroom. 5min/R<br />ENRICHMENT:<br />Ss draw a picture of the digestive system along with a line that shows the path of food as passes through the system. 6min/R<br />SCIENCE LESSON ORGANIZER 3 - BONES<br />Objective: SWBAT USE skull, ribs, TO keep bones healthy IN a show and tell in groups of 3 for 7 min.<br />Vocabulary: Skull, ribs, joints<br />Materials: poster paper, popsicles, magazines, scissors, glue, <br />Warm-up<br />Active Prior Knowledge<br />A3 minAsk SS. To think about a time their bones were used for something important.<br />A3 minLanguage Development<br />SS will share their experience about brake bones.<br />Teach and Apply<br />T. explains to SS. How joints are important to health. Have ss. Identify some of the difference joints in the body.<br />A-R-V10 minT. explains to SS. That ribs cover and protect heart and lungs. And our skull covers and protects our brain.<br />SS. Use popsicles to tape their fingers and then they’re going to try to write and they’ll figure out the importance of the joints.<br />K-R-V5 min<br />Assess and Extend<br />Which bones cover and protect your lungs and heart?<br />Which bones cover and protect your brain?<br />A-R-V4 minWhat make you move your body?<br />Answers:<br />Ribs<br />Skull <br />Joints<br />Extend<br />Cut out a picture for the magazine that shows an athlete exercising and write a paragraph telling the parts of the body for witch these exercise designed.<br />A-K-V5 min<br />Enrichment<br />Have Ss make up an exercise in which they’re using a particular bone have them demonstrate their exercise to the class in groups of 3, explaining how to keep bones health.<br />A-R-V5 min<br />SCIENCE LESSON ORGANIZER 5 – RESPIRATORY SYSTEM<br />OBJECTIVE: SWBAT use windpipe, lungs and blood vessels to explain the respiratory system in pairs for eight minutes.<br />VOCABULARY: windpipe, lungs and blood vessels.<br />MATERIALS: balloons, poster paper, notebook, markers. <br />WARM UP<br />ACTIVATE PRIOR KNOWLEDGE<br />Students blow a balloon.<br />1 minute VKT<br />Language Development<br />Students explain how they blew the balloon.<br />5 minutes A<br />TEACH AND APPLY<br />Teacher explain that the respiratory system is made up of organs that help you use the air you breathe and your breathe oxygen your blood by the blood vessels. The air is put in the lungs and then the oxygen goes to the blood.<br />9 minutes VAR<br />Apply<br />Students have to draw a respiratory system and identify the lungs, the windpipe and the blood vessels.<br />10 minutes VK<br />Assess and extend<br />What is the function of the lungs? A// Contain the air and oxygen the blood.<br />Why is important the windpipe? A// because is conduce the air from the mouth to the lungs.<br />Students make a collage about the respiratory system.<br />5 minutes VARK<br />Enrichment<br />Students write a paragraph explaining the functions of the respiratory system.<br />5 minutes R<br />INSTITUTO GUATEMALTECO AMERICANO IGA<br />PDI<br />TEACHER: ELIZABETH SÁNCHEZ<br />SCIENCE LESSON ORGANIZER ALBUM<br />MARÍA REBECA AVENDAÑO MORALES<br /> 6TH GRADE<br />FRIDAY, MAY 13TH, 2011<br />