Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Marshall

Date 10/20/16

Subject/ Topic/ Theme The function and content of the Nervous system Grade _____8____

I. Objectives
How does this lesson connect to the unit plan?
This lesson is an overview of what the Nervous system is.
cognitiveR U Ap An E
C*

Learners will be able to:

Name the major parts that are part of the nervous system: Brain, neurons, spinal cord,
nerve, central nervous system, peripheral nervous system, somatic nervous system, and autonomic
nervous system.

Show how these parts connect

State the function of the nervous system

State why the nervous system is important

Work cohesively

physical
development

socioemotional

Ap
U
E
An
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types
of cells.
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior
or storage as memories.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies
to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Simile, how to use Kahoot, Writing,

-Systems are required for the function of the body.
Pre-assessment (for learning): Create a simile for the function of the nervous system

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Kahoot quiz
Formative (as learning):

worksheets
Summative (of learning):

Final project
What barriers might this
lesson present?

Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

What will it take

neurodevelopmentally,
experientially, emotionally,
etc., for your students to
do this lesson?

Provide options for

perception- making
information perceptible
Video, pictures, reading,
discussion

Provide options for physical

action- increase options for
interaction

Provide options for language,

mathematical expressions,
and symbols- clarify &
connect language

Provide options for

expression and
communication- increase
medium of expression
Speaking, writing, listening,
watching, using the
computer, drawing.

Provide options for

comprehension- activate,
apply & highlight

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify
strategies

Formative assessments

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for recruiting

interest- choice, relevance,
value, authenticity, minimize
threats
Choice in project, games,
allows them to know about
own bodies
Provide options for sustaining
effort and persistenceoptimize challenge,
collaboration, masteryoriented feedback

Must work together, must

show different levels of
cognition, allows for
creativity
Provide options for selfregulation- expectations,
personal skills and strategies,
self-assessment & reflection

Learning log, rubric, peerdiscussion

Paper
Pencil
Computers
Video: https://www.youtube.com/watch?v=ivk_irrH1WY
http://faculty.washington.edu/chudler/auto.html
http://faculty.washington.edu/chudler/computer.html
Human body drawing http://www.wayoflifematters.com/images/nervous-system-fr.jpg
Markers
Butcher paper
Notecards for vocab: central nervous system, peripheral nervous system, somatic nervous system, and
autonomic nervous

Small groups, six tables of 4.

How will your classroom
be set up for this lesson?

III. The Plan

Time
2
minutes
3mins
5mins

Componen
ts
Motivation
(opening/
introduction
/
engagement
)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions
and/or prompts.
Why is the nervous system important to us?
Students respond
https://www.youtube.com/watch?
v=ivk_irrH1WY Can anyone give me an
example of the simile used in this video?
Now that youve got your brains going, can
you come up with your own simile about the
nervous system.

Students watch video

Students respond, hopefully someone comes
up with the nervous system sends
messages like a telegram
Students write their own, and share.

We are now going to move to stations.

At the computer station you will read one of
two articles. Once finished you will find a
partner who read the opposite article, and
you will share with them what the article was
about.
Team 1 read:
http://faculty.washington.edu/chudler/auto.ht
ml
Team 2 read:
http://faculty.washington.edu/chudler/compu
ter.html

15mins
per
station
(45 mins
total)

Developme
nt
(the largest
component
or main
body of the
lesson)

At the vocabulary station, you will get a

computer or textbook and enough note cards
that you have one for each word. On the
front you will write the word & draw a
picture that represents it, then on the back
you will write a short description.
Here are your words: (write and say) central

Closure
(conclusion,
culmination
, wrap-up)

Students read and share

Students research and take notes

nervous system, peripheral nervous system, somatic

nervous system, and autonomic nervous

At the drawing station, you will get a sheet

of butcher paper and markers. Outline
yourself (ask for a partners help), then fill in
the Central Nervous system in one color and
the peripheral Nervous system in another.
Please make a key, so that I know which
color means what.
Here is a picture that you can check yourself
with.
http://www.wayoflifematters.com/images/ner
vous-system-fr.jpg
What do you think might be the difference
between the Central and Peripheral system?

5min

Students move into stations and begin the

task at hand.

Finally, we are going to take a Kahoot quiz.

We will do this as teams at table groups.
(read login code and questions aloud)

Students are able to draw within their own

bodies, and check their work with the
master key (picture).

Students respond, speculating about the

difference between the different parts of the
nervous system.

Students debate among themselves before

submitting answers.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach
this lesson, focus on the process of preparing the lesson.)