ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Kaitlyn DeWindt Date:

Grade Level: 5th Subject/ Topic: Science

Approx. time spent planning this lesson: 2 hours.
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Instinct and Learning

Brief Context: Last of 5 lessons in sensory system unit.

Prerequisite Students must know the parts of the nervous system and how it
Knowledge/Skills: operates.

Objectives: Students will be able to distinguish between learned and

[Indicate instinctive behaviors.
connections to
applicable national Students will be able to give examples of both learned and
or state standards.] instinctive behaviors.

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: Walking around and listening to student input in group

[Formative and discussion
Summative] Summative: Final answer to the question of the day.

Worldview Studying and appreciating God’s creation of animals.

Integration:

Technology Document Camera

Integration: Video

Instructional Topic from FOSS.

Resources:

Materials ● Science journals

● Questions of the day
● Document camera
 ● Laptop and projector
● Pencils
● Sorting Cards

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement

Options for Perception Options for Options for recruiting

● Note taking action/interaction interest
● Video and discussion ● Sorting activity ● Fun video
● Hands-on activity ● Group work ● Activity
● Discussion

Options for Options for Expression Options for Sustaining

Language/Symbols ● Discussion Effort & Persistence
● Written response ● Writing ● Working with
● Group discussion. others.
● Multiple types of
activities

Options for Options for Executive Options for Self-

Comprehension Function Regulation
● Video ● Involvement in group ● Independent note
● Discussion discussion. taking.
● Activity ● Independent time
to think.
DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: ● Students will be working with their

[Relationship & community building.
Note any specific ways in which you
plan to build or strengthen
relationships and community –
student-student & teacher -
student.]
classmates for parts of this lesson.
● Whole group discussion to give students a
sense of community and to feel a part of
that.

CONDUCT MANAGEMENT: ● I expect students to listen to the person

[Behavioral expectations, strategies talking, whether me or their classmates.
to encourage self-regulation, ● Walk over to a student being disrespectful
etc.]Identify at least 2 ways you will so they know I am aware of their behavior.
gain whole group attention: ● Call out table groups.

Strategies you intend to use to ● Say names of students

redirect individual students:

PHYSICAL ENVIRONMENT: [Note ● Students will be sitting at tables with

any specific ways you will use the groups of three and four.
environment to contribute to the
learning.]

DOMAIN 3: INSTRUCTION

CONTENT
MANAGEMENT: THE
LESSON

Motivation/Opening/Intro: ● Begin by playing this video with a dog doing cool

[Think creatively about how tricks. https://www.youtube.com/watch?v=t-
to engage your students PpXZc7MCg
into the content.]
Development: [It may help ● Have the students pull out their science journals
to number your steps with and write: “4.2 FQ What behaviors are instinctive,
corresponding times. Think and what behaviors are learned?” Write it in your
about what your students journal too using the document camera.
are doing!] ● Ask the students if they have ever heard of the
words instinctive and/or learned behaviors and what
they might mean.
● Ask the class if the video of the dog was portraying
learned behaviors or instinctive behaviors?
● Ask the students to think silently for one minute and
recall what the nervous system is (its three parts
and how it works)
● Have the students talk with their table to come up
with an answer.
● Call on a table to answer what makes up the
nervous system. Call on another table to ask how it
works.
● Say to the students, the nervous system functions
as the center of all activities. Some of these
activities are ones that we were taught how to do,
such as cartwheels and flips, and others are called
instinctive! Instinctive behaviors are activities that
our nervous system has our body do, without us
even knowing. A couple of examples are breathing,
blinking, your heart beating, etc.
● Show video part 3 chapter 2 and have students
take notes on examples of the different behaviors,
and interesting facts.
● After the video have a few students share what they
wrote.
● In the science journal, write:
○ “Learned behaviors: actions you were taught
to do”
○ “Instinctive behaviors: actions your nervous
system does without you even knowing.”
● Give each table a set of behavior cards and have
them sort their behavior cards as instinctive or
learned behaviors. Tell the to raise their hands
when they are confident in their sorting. If they are
not correct, have them rethink their choices or ask
another groups.
● When all groups finish, have them put their cards
back into their bag (or clip them back together) and
 to have one person bring them up to the front
counter.

Closure: [What will you ● Give each student a paper with the question of the
SAY to emphasize the day and have them fill out their answers to it and
most important aspect of turn it in.
your lesson?] ● Let students read until class is over.