DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Mikayla Mackert Grade Level: 3 Title: Body Systems/Nervous System
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
22 Students
12 Boys
10 Girls
Karter IEP for Behavior, Speech
Jonas Health Plan, ADHD
Nivia Speech
Callie Speech
Boston High Level Learner
Matthew High Level Learner
Bethany WIDA level 4, Low Level Learner
Kayden Low Level Learner
Donovan Low Level Learner
Daphne Low Level Learner
MaKenna Low Level Learner
Ronn Low Level Learner
Shaniah Low Level Learner
Behavior Concerns: Hayzn, Brandon and Jonah cannot sit next to each other or work in a group together. They
cannot stay on task when they are together. Karter has frequent outburst of emotions, especially when feeing
confused or frustrated. Jonas will often be distracted and off task. The class in general, has a hard time focusing
and listening. Constant reminders must be given.
Classroom environment: Students desks are arranged in tables of 3-4. Low level learners are placed towards the
front of the room. There is a SmartBoard at the front of the room, frequently used for lessons. There is a carpet
space at the front of the room used for whole group lessons if students are having a hard time focusing. There is
a carpet space at the back of the room with a small white board used for whole group instruction.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Human

Development and Relationships Standard III: Students will

understand and respect self and others related to human development and relationships.
Objective I: Summarize the functions of the skeletal and muscular systems. A. Name the
major body systems and their functions. (SIOP 3)
Content Walk-Away: I

will read and write about the nervous system, and how it works. (SIOP 1)

Language Walk-Away: I

will read and write about the nervous system, and how it works. (SIOP 2)

Vocabulary: Nervous

system, brain, nerves, cerebrum, senses, cerebellum, brain stem,

automatic, skull (SIOP 9)
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Students
will answer questions, and discuss with others appropriately throughout the lesson.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL (Bethany) - Vocab

cards with visuals are

Content Walk-Away Evidence (Summative): Students will read, and correctly write the
answers to questions in their My Body booklet about the functions of the nervous
system.
Language Walk-Away Evidence (Summative): Students will read, and correctly write
the answers to questions in their My Body booklet about the functions of the
nervous system.

Approx
.
Time

provided.
IEP (Karter) He may
want to work on his own
in another room. Terry
will assist him, and help
to monitor his behavior.
She may also help with
writing if necessary.
(SIOP 4, 5, 20)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Boys and girls, we are going to continue our unit about our bodies. We are going to learn all about the nervous
system today. Your nervous system is how your brain sends messages to the rest of your body. It controls
how you feel, or your senses. Before we learn about our nervous system, lets learn more about our senses.
(Watch BrainPop Jr. Video about senses). Now that we know a little more about our senses, lets learn some
vocabulary words. (Teach vocab, using PowerPoint created). These are some words we are going to see in our
reading today when we read about the nervous system. (SIOP 6, 7, 8, 9, 10, 11, 18, 21, 27, 28)
Formative assessment:
Learning Goal
Students learn new vocabulary,
and prepare for lesson.

Success Criteria
Students have an understanding
of the meaning of vocabulary
words.

Assessment Strategy
Students are actively engaged in
the vocabulary review.

Modification/accommodations: visuals and video clips used to support vocabulary. (ELL, IEP, GATE, etc.)
Focus Lesson (I do it)
Lets look at our learning goal for this lesson. (Read objective, and post it on board). Today we are going to
learn all about our nervous system, and how it works. Im going to read the questions out loud first today,
then with a partner you will read the information, and answer the questions. (Read out all the questions on
page 8). (SIOP 4, 6, 7, 8, 12, 21, 23, 24, 28)

Formative Assessment:
Learning Goal
Students are listening, and
following along as I read the
questions out loud.

Success Criteria
Students are actively listening
and following along as I read out
loud. They are preparing to
answer questions with a partner.

Assessment Strategy
Students are actively engaged,
and following along in their
booklets as I read out loud.

Modification/accommodations: I will read out loud to assist those who are low level learners. Terry will
work with Karter to help him stay focused, and to reduce frustration.
Collaborative/Cooperative (You do it together)
Now, I want you to work with a partner to answer questions 1 through 3. I will assign your partners. You will
need to take turns reading the information on page 8a first, then go back and answer the questions together.
(SIOP 4, 5, 6, 13, 21, 23, 24, 25)
Formative Assessment:
Learning Goal
Students will complete questions

Success Criteria
Each question will be answered

Assessment Strategy
Students will complete questions

1 through 3 in their My Body

booklet, on pages 8, about the
nervous system.

correctly.

1 through 3 in their My Body

booklet, on pages 8, about the
nervous system.

Modification/accommodations: Partners will work together, and will be assigned according to reading
levels. Terry may assist Karter with writing if necessary.
Independent (You do it alone)
Once you have completed all of the questions with your partner, I want you to color the little diagram of the
brain, and glue it in the appropriate place on the body on page 8. Then, underneath that, write one more
interesting fact you learned about the nervous system. It can be from our reading, or something you saw on
the video. (SIOP 6, 12, 13, 15, 16, 17, 20, 21, 23, 24, 25)
Summative Assessment: Students correctly complete all questions given about the nervous system. (SIOP
29, 30)
Modification/accommodations: Terry may assist Karter with writing if necessary.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Now that we have read all about our senses and our nervous system, and answered some questions, I want
you to turn to a partner next to you, and tell them what you learned that was interesting. (Students share with
each other). Now lets look back at our learning goal. (Read objective). We accomplished our learning goal for
the day, and we will continue talking about our bodies for the rest of the week. (SIOP 27, 28)
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Have booklets printed, and ready.

Needs to be completed in approximately 40 mins.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?