Lesson Plan Format. Materials: Brain Diagram Brain Worksheet Health Tips Sheet Human Body Folder

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1 Lesson Plan Format Purpose/ Rationale: The purpose of this lesson is to introduce students to the nervous system. Students will need this knowledge to understand how their nervous system relates to the rest of the bodies systems. Connections to Standards/ Benchmarks/ Curriculum. Please reference the curriculum materials that this lesson is being adapted from (Everyday Math, etc.): Students will be able to understand the purposes of all of their body systems (L.OL.05.41) Students will understand how their body systems work together to perform tasks (L.OL.05.42) Objectives: Students will be able to Students will understand that your nervous system is made up of your brain, spinal cord and nerves Students will understand that different parts of the brain control different bodily functions Students will understand that the brain is the bodies control system Materials: Brain Diagram Brain Worksheet Health Tips Sheet Human Body Folder Management: I will set up the day by saying that people are only permitted to talk if they raise their hand.

2 We will also talk about the appropriate voice to have when I give them chances to talk to their neighbors. Groups will be chosen by name sticks. I will have pre-determined which group one of my challenge students will be in. I will have discussed this with a few of my other students ahead of time so that my problem student does not feel like his group is leaving him out. Groups will be spread out throughout the class so they are not distracted by other groups Students know to wait for their folders to passed out when they come back in from recess and that they grab the papers out of the right pocket to see what they will be doing for that particular day Hook: My hook will be having the students talk about what we have been doing and then explain the activity that we will be doing for the day Teaching Strategies: What do students need to know in order to begin the lesson? What do the assessment materials gathered about students tell you about what students already know? How will you connect to this knowledge and convey any new information that is needed? This is a lesson that is supposed to present new content, so the students do not need to have any prior knowledge. The students do though have some knowledge about the brain. During my lesson about what they students know about the human body if found out a few things. Students know that the right side of your brain controls the left side of your body and vice versa. I am assuming that students know that the brain controls comprehension of topics in school. I want to expand on these basic understandings of the brain and push the knowledge of how the brain interacts with the other systems of the body. Teaching Strategies cont.: How will students achieve the goal of the activity? Here, consider: gradual release of responsibility, discussion, recitation, guided practice that may lead to individual or small group practice. ***In this section please make specific annotations that show changes you made to adapt the lesson plan to meet the learning goals for your students. We will begin with a small review of what we have been talking about and then talk about the activity that we will be doing for the day. I will tell the students that the brain controls everything that we do. All the students will have their folders at this time because they are passed out as students come into the class. I will have the students get work out of the right side of the folder (they

3 know that side of the folder is where the work for the day is). We will read through the sheet and make sure students understand what they are doing. Students will be taking a piece of our brain diagram and studying it. They will be sketching it on their worksheet and then writing down what it controls. They will have time to color it and will be provided with a reading segment with diagrams and descriptions of the different parts of the brain The students will then come back together as a whole class and present their part of the brain to the whole class. As students are presenting the rest of the class will be filling in their worksheets on what other parts of the brain do. After we discuss all the purposes of the different parts of the brain we will get out our Health tips sheet and fill in a new area for how to keep their brains healthy. We will then wrap up by discussing the information presented and then return our folders to my desk. Wrap-up: My wrap up is having a brief overview of the content. Following the overview students who are finished put their paper on the left side of their folder and turn in their folder. Those how are not finished put the paper in on the right side and keep it to do when they get back from lunch. Assessment: My assessment is looking at their worksheets to not only see if they are finished but to see if they wrote down correct information. Next Steps: My next steps are to see how well the students did with this activity to make sure that we do not need to revisit the nervous system before moving on. Next I will prepare a review day for students before we move onto our writing exercise about the different systems of the human body.

4 Reflection: The sharing section of the lesson was a little chaotic. We were sharing each piece of the brain that we had studied. With students spread throughout the class it was challenging for the students in the back to pay attention to the presenters up at the front. I possibly could have modeled the correct behavior better, or I could have been more explicit with my instructions. I asked them to behave respectfully while groups were presenting, but it might have been a good idea to demonstrate this or facilitated in this process. Students did however come out with a finished product. The presentations were well done and many of them entertaining. One group demonstrated what it would have been like without your brainstem (they pretty much played dead because your brainstem in incharge of all of your vital functions). I struggled with one section of the lesson. I had printed off copies that had multiple portions of the brain highlighted and then described. When I made copies of this sheet, they came out in black and white. The black and white colors did not permit the highlighting of sections of the brain to be shown. This made it difficult for some groups to figure out what section of the brain they were looking at. This lesson really nailed home the point that you should run through a lesson before you do it. Not just plan it on a piece of paper, but rather actually do your lessons sometimes. This would have avoided some of the problems with the reading and some smaller transitions issues.

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