inquiry-based lesson.

This assignment is to help you evaluate and reflect on your own inquiry-based lesson. Please answer the following questions:

1. Whether or not the content and language objectives were clearly defined? How did you assess students’ learning based on the objectives? Are they consistent? (2 points)

2. What did you do well for each E? What challenges did you have in each phase? (2 points)

3. What specific science-specific literacy practices did you try to involve in your inquiry-based lesson? What did you do well and what challenges did you have? (2 points)

4. How did you plan the accommodations to meet the language objectives of this lesson, especially for ELLs? What challenges did you have? (2 points)

5. What have you learned through this planning process? (2 points)

What am I? Human Body Riddle Book

Teaching Standards
SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic function.
ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
SC.4.N.1.6: Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.

Content Objectives
1. Performance component: Distinguish human body parts.
2. Condition: When shown the vital organs
3. Criterion: Distinguish human body parts when shown the vital organs by using familiar scientific terms such as brain, heart, kidneys, liver and lungs.

Language Objectives
SWBATparticipate in a writing project to create riddles about the human body.
SWBAT identify the function of the terms brain, heart, kidneys, liver and lungs.
SWBAT formulate questions orally about the organs in the body and generate hypotheses about the functions of the organs.

Engage
Misconception: Systems operate in isolation from each other.
1. To address the misconception, ask the guiding questions below:
a. What are some of our internal organs?
b. What function does the brain serve in our body?
c. How does the brain function in our body?
d. What function does the heart serve in our body?
e. What function do the lungs serve in our body?
f. What function does the skeleton serve in our body?
g. What function do muscles serve in our body?
2. Read: Me and My Amazing Body (Paperback) by Joan Sweeney and Annette Cable to learn about body parts and their functions.
3. Ask questions along the way to check for comprehension. Focus on the brain, heart, lungs, stomach, muscles, and skeleton that meet the benchmark standard.
4. Students may take notes as you read the text on the body organs. The attached OrganNotesHandout.docx may assist students in organizing new information and help them remember facts for their riddle cards later.
Students are provided with a handout to help them organize notes.
Students can listen to the book being read to them individually.

Explore
1. Students will view the human body e-book (show only the riddle slides, do not show the answers yet), pausing after each riddle and filling in the corresponding riddle box with the name of the internal organ on the HumanBodyRiddleWorksheet.docx(attached).
2. After students have recorded an answer for each riddle, view the e-book again showing the riddle and the answer so that students can self-check new information being learned.
Example from human body E-book: I am a muscle, I pump your blood to your body, I am the size of your fist. What am I?

Explain
Students will individually record in their science notebooks the function of each major organ using the following sentence structure:

The ____ function is______.

They will then discuss in their groups what they each wrote.

Students are provided with a sentence structure to record their findings.

Elaborate/Extend
Students will create their own riddle flip book that include the 6 major body parts (brain, heart, lungs, stomach, muscles, and skeleton). On the flip book, the students can write the riddle on each flap and write the answers underneath the corresponding flap.

Students can work collaboratively to create riddles.
Riddles can be presented orally to teacher.

Evaluation
Students will exchange flipbooks with one another and be able to identify human body organs based on the riddles that their classmates created. Students will also demonstrate knowledge by labeling a human body diagram with a given word bank. (WhatAIformativeassessmenttask.docx)

Students will be paired with another student who speaks a similar native language.
Word bank will include pictures with words for ELL students.

Science-Specific Literacy Development
1. Model science-related vocabulary, using scientific terms as children interact with engaging materials and planned experiences.
2. Encourage meaningful conversations and expand on what children say.
3. Provide many opportunities for using science-related language and engaging in hands-on experiences that deepen children’s understanding of the words.
4. Ask open-ended questions that promote predicting skills and teach problem-solving skills: “Now that we have learned about human organs, can you tell me main function of the heart?”
5. Use words to describe our actions and the children’s actions: “I will point to each organ and I want you to tell me the name and function.”

ELL Accommodations
Accommodations are also highlighted throughout the lesson plan.
Students will work collaboratively in groups.
Beginning ELLs can verbally explain to the teacher what the function of each organ is. Intermediate and advanced ELLs will be reminded to seek help from their other group members.
When exchanging flipbooks ELL students will be paired with an English speaking student.

Science Practices:
Asking questions (for science) and defining problems (for engineering)
Obtaining, evaluating, and communicating information
Materials Needed:
● Riddle e-book (link attached)
● What Am I? Formative Assessment Task (attached)
● Organ Notes Handout (attached)
● Human Body Riddle Worksheet (attached)
● Pencils
● Science journals
● Me and My Amazing Body (Paperback) by Joan Sweeney, Annette Cable http://www.barnesandnoble.com/w/me-and-my-amazing-body-joan-sweeney/1022905525
Safety Procedures
● There are no significant safety issues in this lesson.

References
Human Anatomy Misconceptions. (n.d.). HomeOfBob. Retrieved from
http://www.homeofbob.com/science/misconceptions/humanAnatomy.html
What Am I? A Human Body Riddle Book. (2017). CPalms. Retrieved from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/28851