Gamification Lesson Plan
Malie Koehler
Grand Canyon University
ITE-521: Digital Literacies, Virtual Tools and New Media
Dr. Elizabeth Bradley
November 3, 2021
v5.01 – 08/24/15
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Science Revision 8/29/15
First Name Last Name Email Date
Malie Koehler [email protected] October 26, 2021
Semester Year Grade Level/Subject Lesson Duration
1 (Fall) 2021-2022 4th/ Science 30 minutes
Title
Body Systems Review & Wrap Up
Central Focus (Enduring Understandings)
A description of the important understandings(s) and concept(s)
In this lesson, students will connect what was learned so far in our body systems unit to a real-life situation,
then assess their understanding of how the body systems work together.
Content Standard(s)
The Common Core State Standards (CCSS), Hawaii Content & Performance Standards III (HCPS III), or
Next Generation Science Standards (NGSS) that align with the central focus and address essential
understandings, concepts, and skills
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.
4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to
support survival, growth, behavior, and reproduction.
Student Learning Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning
segment
After this lesson, students will understand and be able to explain the main functions of our body systems and
how they help us to live.
Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative
(informal) assessments applied throughout the lesson and a summative assessment (formal) of what students’
learned by the end of the lesson (include any assessment tools)
To assess their understanding throughout the lesson, we will:
v5.01 – 08/24/15
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Science Revision 8/29/15
Formative-
- Review vocabulary prior to the lesson
- Discuss concepts while reading article
Summative-
- Complete a Kahoot!
- After each question, there will be a quick review of rank based on how they answered.
- At the end of the quiz/game, there will be a podium which will show how they ranked overall
- When all is complete, teacher will have access to reports showing each students’ proficiency and
percentage
Students’ Prior Academic Knowledge and Assets
The students’ content knowledge, skills, prior academic experiences, and personal/cultural/community assets
to draw upon to support learning
Students have been learning about body systems for the past couple of months. They have learned about the
digestive, muscular, respiratory, circulatory, and now nervous systems as well as the main parts within each
system and what job they do to help us live. They completed a project during which they had to illustrate and
label the main parts of each system. They also wrote a summary to explain everything they have learned so
far in preparation to share at their student-led parent-teacher conferences. They have done peer presentations
to prepare for this.
Academic Language and Language Supports
Oral and written language that the students need to learn and use to participate and engage in the content.
The planned instructional supports to help students understand, develop, and use academic language.
Students will be reacquainted with the following scientific vocabulary:
- Body Systems- parts of our bodies that work together to help us survive (digestive, muscular,
circulatory, respiratory, nervous, skeletal, etc.)
- Nerves- a whitish fiber or bundle of fibers that transmits impulses of sensation to the brain or spinal
cord, and impulses from these to the muscles and organs. Ways that living things can detect what is
happening around them.
- Senses- means by which the body receives external stimulus (ie. sight, smell, hearing, taste, touch),
Ways that living things can detect what is happening around them.
- Sense Receptors- The specific part of the body that experiences one of the senses, like taste buds on our
tongue.
- Signal- A message to or from the brain.
- Reaction Time- The time it takes you to process information and take action.
Instructional Strategies and Learning Tasks
A description of what students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources, 2) uses the 5E Learning Model (Engage, Explore, Explain,
Elaborate, Evaluate), and 3) lists opportunities offered for multiple modes of participation
Part 1
v5.01 – 08/24/15
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Science Revision 8/29/15
Engage- To begin, we will review vocabulary, and concepts learned about the body systems so far, ending
with the nervous system. (5m)
Explore- Then, we will read “Steps Toward Walking” to see how the nervous system works in a real-life
situation. (10m)
Explain- We will discuss the implications of the nervous system and why it is important. (5m)
Part 2
Elaborate- We will connect how each body system is necessary for everyday life and tasks. (5m)
Evaluate- Students will participate in a Kahoot! to assess their retainment/absorption of the material from this
unit. (25m)
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the
needs of students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
There are five ELL students and one with a 504. I also have two who are near-sighted. For the ELL students,
they are usually paired with other students who are fluent in both English and Spanish. Each question will be
accompanied with images of what it is referring to. My student with the 504 will be given a chance to retake
the Kahoot! with longer time limits as necessary. The two who are near-sighted are given preferred seating
with easy to view spaces. In addition, approximately one third of my class is reading one or more grade levels
below. Each question will be read out loud to accommodate this.
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson
- “Steps Toward Walking” on Achieve3000
- Kahoot!- https://create.kahoot.it/share/body-systems-review/d8659216-6325-40cd-935d-0370d9d6fba8
v5.01 – 08/24/15
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Science Revision 8/29/15
