Vous êtes sur la page 1sur 4

Brianna Ceccolini

3/5/19
Fifth Grade
Nervous System
Discipline Content Area(s): STEM
Time Required for Lesson: 40 minutes
Class Description
The class participating in this lesson consists twenty fifth grade students, six of whom are
special education students and fourteen of whom are general education students. One student
possesses an IEP that allows the use of speech to text technology when composing a piece of
writing. Another student also possesses a 504 plan that allows him to use a reader strip when
reading, as well as have him repeat directions back to me. Many of these students also possess
a reading level that is below grade level for fifth grade.
Student Needs Assessment
At the moment, the students have been introduced to basic information about the human body
through occasional conversations, such as a discussion about sneezing, as well as their own
experiences, such as feeling sick or injured. They have also been exposed to basic information
about the human body during the introduction lesson they participated in during break.
Students have also learned about the skeletal, muscular, circulatory, and digestive systems
through discussions and kinesthetic activities. In this lesson, students will begin learning about
the nervous system. By the end of this lesson, the students will have completed multiple
activities that require the use of their nervous system. Students will have also constructed a
web of information they learned throughout this lesson.
Central Focus and Purpose (rationale) for the Lesson
The central focus of this lesson is to construct a web of at least three pieces of newly acquired
information regarding the nervous system. In order to accomplish this, students will first be
discussing the role of nervous and movement nervous in the nervous system. They will also be
discussing how the nervous system takes in information about the human body’s surroundings
through its senses, and uses this information to make decisions on how to react. These
discussions are paired with three activities, one completed independently and two completed
in pairs, so that students may associate these concepts and ideas with experiences throughout
the lesson. After participating in discussions, completing activities, and viewing relevant video
clips, students will be constructing a web that includes the new information they learned
throughout this lesson.
Common Core State Standard(s)/NYS Standard(s)
NGSS 5-LS2-1: A system can be described in terms of its components and their interactions.
NGSS 5-PS2-1: Cause and effect relationships are routinely identified and used to explain
change.
Objectives
After discussing the nervous system, students will construct a web of at least three pieces of
information they learned about the nervous system.
Multiple Assessment Strategies:
Prior Knowledge: Students should have prior knowledge about various body parts, as well as
the skeletal, muscular, circulatory, and digestive systems. Students should be aware that the
brain is an internal organ that controls the human body as well as what humans think.
Pre-Assessment: For a pre-assessment, I will be asking the students what they know about the
brain, how it works, or how it’s protected. This quick exercise is to tell me what the students’
prior knowledge is regarding the brain and the nervous system.
Formative Assessment: For a formative assessment, I will be asking the students
comprehension questions that correspond to the video, such as “Why does it look like there’s a
hole in your hand?”, “Which task was harder – reading the words, or saying the colors? Why?”,
“What are the pathways or cords that connect the senses to your brain?”, and “What set of
nervous leads outward from the brain?” and “Why are movement nervous important?” I will
also conduct a fist to five assessment to gauge students’ perspectives regarding their overall
understanding of the nervous system.
Post-Assessment: For a post-assessment, I will be having students construct a web that
includes at least three pieces of information they learned regarding the nervous system.
Academic Language:
Language function: construct a web of at least three pieces of information
Discourse: In this lesson, students will be engaging in the discourse of discussing how the
nervous system and its nerves connect to the five senses and how humans react to changes
around them. It is important for students to be participating in this discourse because they are
able to both share their thoughts, as well as hear ideas and learn from their peers’ perspectives.
Participating in these discussions also allows students to bounce ideas off of each other, which
may help them think of ideas they wouldn’t have thought of yet independently. In addition, it is
important for students to use the content vocabulary below while engaging in discourse
because specificity will create a clearer understanding of what each student is talking about
when sharing their thoughts. Using the content vocabulary directs students to speak as a
scientist would, as well as solidifies the concepts we are discussing in this lesson.
Content vocabulary: nervous system, senses, sight, smell, hearing, taste, touch, nerves,
movement nervous, illusion, reaction
Materials Needed

 Twenty pieces of printer paper


 Ten rulers
 Tables for Think Fast experiment
 Twenty webs
 Twenty Pencils
 Projector to play videos
Instructional Procedures

 Warm up / opening / intro:


o I will be asking the students what they know about the brain, how it works, or
how it’s protected. This quick exercise is to tell me what the students’ prior
knowledge is regarding the brain and the nervous system.
 Procedure:
o This lesson will revolve around a Mystery Science mystery called “How does your
brain control your body?” After playing the first video clip, I will provide each
student with one piece of paper. The students will roll up this paper, look
through the whole with one eye, and adjust their free hand in front of their
other eye to create the illusion that there is a hole in their hand. We will discuss
why students believe it looked like there was a hole in their hand before moving
on.
o I will then play the second video clip. Following this, I will group students in pairs
for them to try the next activity. This activity consists of reading the names of
colors at a fast pace, followed by reading the color of the words at a fast pace.
After each partner has had a chance to do both tasks, we will discuss which task
the students found easier to complete and why they think this is so.
o I will then show the third video clip. Following this, students will be provided
with a ruler for the next activity. For this activity, students will be working in the
same partners. One partner will act as the catcher, who catches the ruler as
quickly as possible once it is dropped. The other partner will act as the dropper,
who holds the ruler between the catcher’s fingers and drops it unexpectedly.
Students will act as the catcher three times and as the dropper three times.
 Challenge
o If time permits, I will be asking the students some challenge questions, such as
“How do you think people lose their senses?” and “What do you think happens
when people experience nerve damage?”
 Closure
o As a closure for this lesson, students will construct a web that contains three
pieces of information they learned about the nervous system.
Adaptations
Since there are special education students who have a difficult time with writing and phrasing
their thoughts into words, I will be asking the assigned aid for this period to help these students
if necessary when they are constructing the web. Providing this additional scaffold will help
ensure that all students are receiving the assistance that they require in order to achieve the
objective.
Critical Reflection
This lesson connects and integrates students’ prior knowledge of the human body and its parts.
It also may connect to experiences that students may have had regarding the human body, such
as students’ experiences with the five senses or how they react to sudden changes or events.
Students will be applying their prior knowledge to the new information they will be exposed to
through visualizations, discussion, and activities. Understanding information about these body
systems is important because all the body systems work together in order to help us live
healthy lives.
Connecting Students, Family, Teacher, Community, and/or School
This lesson connects to students’ everyday experiences because students are using their nerves
and senses throughout each day to take in information about their surroundings. For instance,
when students walk into the cafeteria during lunch time, they are smelling and seeing the food
being served and make the decision of whether they would like to eat that food or not.
Students also use the information from this lesson throughout their community, such as when
they cross the street. Students are taking in information about their surroundings, such as
checking both ways to see if a vehicle is coming, before making the decision to cross the street.
Resources
Next Generation Science Standards
https://www.nextgenscience.org/
The Body Systems Lesson Plan
https://inside.mines.edu/~nstambac/Body%20Systems%20Lesson%20Plan.pdf
Mystery Science: How Does Your Brain Control Your Body?
https://mysteryscience.com/body/mystery-4/brain-nerves/62?r=48721783#slide-id-0

Vous aimerez peut-être aussi