TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Cynthia Shepherd
Grade & Subject Area: 9th/10th Biology
Date for Planned Lesson: 5/27/16
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across many
subject areas)
c. Syntax Sentence Frame: Example collection
sentence that students can use
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Health Behaviors and Body Systems
MN Life Science 9.4.1.1.1 Standard: Understand that organisms use the interaction of
cellular processes, as well as tissues and organ systems, to maintain homeostasis.
Benchmark: Explain how cell processes are influenced by internal and external factors,
such as pH and temperature, and how cells and organisms respond to changes in their
environment to maintain homeostasis.
Health Education National Standard 1. Students will comprehend concepts related to
health promotion and disease prevention (CC)
MN Benchmark 3: The student will explain the impact of personal health behaviors on the
functioning of body systems.
The student will understand that personal health behaviors are external factors that have
an impact on the functioning of body systems and how those systems respond to maintain
homeostasis.
Identify 11 body systems
List personal health behaviors
Explain how health behaviors affect each body system directly and indirectly
a. skeletal, muscular, integumentary, nervous, endocrine, circulatory, respiratory,
digestive, excretory, immune, reproductive systems
alcohol, drugs, tobacco, family life, sexuality, mental health, nutrition
b. direct, indirect, effects, affects, brainstorm, list, explain, questionnaire, survey, category,
c. Alcohol use has direct effects on the nervous system including Additionally alcohol
use indirectly affects the following systems in various ways.
d. In Lesson Part 1 students will be asked to remember the 11 human body systems and
list various personal health behaviors.
In Lesson Part 2 students will be asked to link four body systems directly or indirectly to
a personal health behavior
Ex: BP will accomplish the stated target, with the added support of:
- pictures of notes from the group activity posted to Schoology
- teacher or partner read notes from textbook or other materials
- several pre-chosen health behavior examples available for use
- pre-chosen research web links available for finding correlation material
 frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
iPad, notebook, pen/pencil, biology textbook, notes from previous lessons, power point of
current lesson, poster paper, markers, colored pencils
Activity description / teacher does Students do
Learning Target: Teacher will read: Explain how health Students will split into left
behaviors affect each body system directly or and right halves of room and
indirectly Ex: Smoking effect on lungs will participate in timed
brainstorm activity
Activate Prior Knowledge: The left half of the room will
try to list from memory the 11 body systems. The
right half of the room will try to list 11 health
behaviors.
Have the students compete to see which side of the room Each half of the room will
can complete their list of 11 items from memory in the choose a leader to write their
shortest time. Write the two lists on opposite sides of list on one side of the white
white board board. There should be two
lists on opposite sides of the
Teacher will time the activity and direct the list writing board
In pairs each group will choose one health behavior. In Students will do a turn and
columns labeled direct and indirect the students will list at talk with a partner and
least 4 body systems they think corresponds to each choose a health behavior
label.
On paper students will copy
Teacher will draw a demonstration of two columns on the the teachers example from
board with headings direct and indirect the board and finish filling
out the columns.
While students are creating their columns, teacher will Students will respond to
ask specific questions about students choice of body teacher to demonstrate
system placement as either direct or indirect. Ex: Why understanding of correlation
did you choose to place the digestive system in the direct between health behavior and
effect category of drinking alcohol? body system affected.
Teacher will outline instructions for poster activity on the Students will work in pairs to
board and talk through expectations. May also include a make a poster with the
handout with poster expectations and rubric health behavior as the title.
Poster will include not only
which body systems are
directly and indirectly affect
by the behavior, also
how/why those systems are
affected.
Teacher will record which questions were asked by whom When completed, students
and direct/encourage students to participate as needed will hang posters around the
room.
Teacher will assist with answering questions when Students will then tour all the
needed posters while each group
explains their topic and
answers classmate
questions
Phase 4 Independent practice Teacher will prepare a questionnaire survey for students Student will complete a
- Individual student work to complete questionnaire survey
regarding the entire
collection of posters

Phase 4 Assessment Teacher will check individual surveys for completeness Students will listen to
Explain plan to check for ability and understanding of the activity feedback from teacher
to apply demonstrated
Teacher will individually discuss with students their
steps/procedures during
responses and give verbal feedback
independent practice

Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Write learning target on the board: Explain how health Student will complete exit
behaviors affect each body system directly or indirectly ticket and hand in to teacher
on the way out of classroom
On an exit ticket have the student indicate on a scale of
1-3 how well they understand the learning target.
3 (I could explain this to someone else) to 1 (I want would
want it explained to me again before explaining it to
someone else)

Phase 6 Summative Next Steps Assessment Example: (3 columns on attached roster)

Attach a class roster (first names Reteach, Extend Slightly, Transfer to new situation/topic
only) with space to indicate
for each student the needed
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016

Health Behaviors and Body Systems

Poster Survey

Directions: After our tour of all the posters, take some time to individually answer the following questions.
Answer all questions in complete sentences.

1. Which health behavior did you know the most about before we started this lesson? If anything, what
did you learn that was new about that health behavior? What was most interesting or surprising to you
about how this health behavior affected various body systems?

2. Which health behavior did you know the least about before we started this lesson? What do you now
know about this health behavior? What was most interesting or surprising to you about how this
health behavior affected various body systems?

3. How will you use the information presented about health behaviors and their effects on body systems
to manage your own health and wellbeing going into the future? (Give 2-3 examples in complete
detail.)