ED 345 Calvin College Teacher Intern Lesson Plan Template
Teacher Intern: Kaitlyn DeWindt Date:
Grade Level: 5th Subject/ Topic: Science: Nervous System
Approx. time spent planning this lesson: 2 hours.
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Response time continued
Brief Context: 4th Lesson of the unit. Students have learned about the nervous system
structure.
Prerequisite The parts of the nervous system
Knowledge/Skills: Some knowledge of how our bodies are able to respond to stimuli.
Objectives: Students will be able to identify the parts of the nervous system.
[Indicate
connections to Students will be able to describe the process of receiving a stimulus and
applicable national responding to it.
or state standards.]
NGSS Standards:
4-LS1-2 Use a model to describe that animals receive different types of information
through their senses, process the information in their brain, and respond to the
information in different ways.
Assessment: Formative: Listening to student discussions and input.
[Formative and Summative: Question of the day write-up.
Summative]
Worldview God created our bodies in a very precise way.
Integration:
Technology Online activity
Integration: Document camera
Video
Instructional FOSS Science Curriculum
Resources:
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of Engagement
Representation Expression
Options for Perception Options for Options for recruiting interest
- Reading action/interaction - Fun games.
- Video - Online activity. - Goal to improve their own
- Group and class - Read aloud. skills.
discussion. - Video
Options for Options for Expression Options for Sustaining Effort &
Language/Symbols - Read aloud Persistence
- Written responses to - Group discussion - Reward of a game once
question of the day. - Written responses getting through the activities
of the day.
Options for Options for Executive Options for Self-Regulation
Comprehension Function - Final write up. This will give
- Orally - Read aloud the students a good sense
- Visually - Share ideas in small of how well they understand
group and whole what we have been talking
group setting. about.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT: Students participate in the reading.
[Relationship & community building.
Note any specific ways in which you Small group discussion. (Students get to know those
plan to build or strengthen around them better.)
relationships and community –
student-student & teacher -
student.]
CONDUCT MANAGEMENT: “Fifth graders! Eyes and ears on me!”
[Behavioral expectations, strategies
to encourage self-regulation, “Hey hey hey listen up listen up!”
etc.]Identify at least 2 ways you will
gain whole group attention:
Strategies you intend to use to Give the look to a student who is disrupting the class as
redirect individual students: their first warning.
Call out table groups rather than individual students for
second warning.
Call out students by name if they do not change their
behavior by calling out their whole table.
PHYSICAL ENVIRONMENT: [Note
any specific ways you will use the Students in their assigned seats. (Three or four students
environment to contribute to the per table.)
learning.]
Materials - Science journals
- Pencils
- Student textbooks
- Laptop for each student
- Timer
- Whiteboard
DOMAIN 3: INSTRUCTION
CONTENT
MANAGEMENT: THE
LESSON
Motivation/Opening/Intro: ● Play the video:
[Think creatively about how [Link] as the
to engage your students students walk into the classroom.
into the content.] ● Tell the students to turn to the pages we were working on
yesterday, (data tables) in their science notebooks.
● Ask students to work in their table groups to review what we
talked about last time. Give the students about three minutes
to talk, and then bring the whole class together for large
group discussion.
● Call on each table and have them share one thing that they
talked about. Make sure by the time each group shares, they
shared the three parts of the nervous system, what reaction
time is, and the process of receiving a stimulus to our bodies
reacting.
● Ask the students to stand in a circle (boy, girl, boy, girl
pattern). Explain that everyone will need to put their right
hands on the shoulder of the person to their right. When I say
go, (pick a person) will squeeze the shoulder of the person to
their right, that person will then squeeze the next person (and
the pattern continues) until the last person's shoulder is
squeezed and they raise their hand in the air. Do this, and
write the time it took on the board.
● Next, have the students lean down and using their right
hands, grab the ankle of the person to their right. Repeat the
same squeezing and passing the message activity and
record the time on the whiteboard.
● Notice that the time it took for the message to travel using the
ankles was about double the time it took when squeezing
ankles. Ask the students, “How could this be?” (the message
has further distance to travel from the anke to the brain than
it does from the shoulder to the brain.)
Development: [It may help ● Have the tallest person in each table group to come to the
to number your steps with bookshelves and grap textbooks for their whole group. Tell
corresponding times. Think them to open to page 60.
about what your students ● Ask students to raise their hands if they would like to read.
are doing!] Assign five of them each a paragraph to read and then
begin, reading through page 61.
● Stop after each paragraph and ask the students questions.
○ Paragraph one: Does anyone have a guess as to
why?
○ Paragraph two: Does this sound the same of different
than what we talked about with touching something
hot?
○ Paragraph Three: What is a neuron? Its our nerves.
○ Paragraph Four: What did we say and the book just
say are the ways we receive a stimulus?
○ Paragraph Five: SKIP
○ Paragraph Six: Have you noticed this response time
like that mentioned in the book? Have you ever
wondered why things don’t hurt right away?
● Play the video:
[Link] again, now
that the students know the vocabulary.
● “Isn't it amazing how God created us? That he gave us this
nervous system to help keep us safe?
Closure: [What will you
SAY to emphasize the ● Hand out green paper with the question of the day and have
most important aspect of the students write the answer and hand it in. Remind them to
your lesson?] use the vocabulary that they learned.
● If there is extra time, allow students to use their laptops and
play “reaction time” game. (FOSS web). Remind the students
that the more we practice, the faster our reaction time gets
and that the goal is not to beat our classmates, but to
improve your own times.
