Education Lesson Plan 2018
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Grade:12 Subject: Biology 30 Unit A: Nervous and Endocrine Systems Outcome(s) of Lesson: (Blooms or I can statement) 1. Students can explain how the nervous system controls physiological processes. 2. Students can explain how the endocrine system contributes to homeostasis. How will I know students have achieved the learning outcome(s)? - Formative assessment used during the class - Exit slip - Quiz- after outcomes have all been taught (not in this lesson) - Questions are assessed and marked
Hook: Each student begins with an elastic band. Students are lined up facing a wall and are told to each stretch out their elastic band, shooting it at the wall. Once shot, students are to pick up what elastic band they think is theirs and sit back down in their seats.
Learning Opportunities: Time
Learning Opportunity
5 mins
- Hook activety
20 mins
- Fill in the blank notes to learn the main concept of homeostasis and how hormones play a role in our bodies.
25 mins
- In the notes package given to the students will be questions pertaining to the concept. In their pairs, they are each given questions (person A: 1,3,5 and person B:2,4,6) they must find in their textbooks and once each individual has completed their questions they are to share their knowledge with their buddy. Each person is a master of their question and have to inform their pair what their question is asking so the paired individual A can become the master of individual B’s question.
5 min
- brain break
15min (flexible)
- video/students are to begin notes individually for the next class where the nervous system will be introduced. Looking through their text book they will fill in the blank notes touching base on what will be covered in the next lesson. How do I differentiate for ALL learners?
All students are in groups 2: Beginning: Beginners will be paired up with a developer. Developing: A developer is paired with a beginner. Achieving: Achiever is paired up with a exceeder. Exceeding: Exceeder is paired with an achiever. Videos, visuals, notes and readings are all used throughout the lesson. Pairings are made to keep students at a similar thinking level. Ex. Exceeder is not with a beginner.
How do I check that students understand what to do? - check ins are made with each pair during time given to do the questions
Materials Needed - Elastic bands - Sticky notes - Pen or pencil and fill in the blank note package - Textbook
Accommodations (ISP’s) - video taping of information - group of three (2 working on the same questions) - page numbers and lines of information - Extra time is planned for if needed (last 20 minutes is flexible)
Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
After students take their brain brake they will watch a video on the nervous system followed by individual inquiry. Time 15 min (flexible)
Learning Opportunity - video/students are to begin notes individually for the next class where the nervous system will be introduced. Looking through their text book they will fill in the blank notes touching base on what will be covered in the next lesson.
How do I check that students understand what to do? N/A
Materials Needed N/A
How do I differentiate for ALL learners? Beginning: Developing:
Accommodations (ISP’s) N/A
N/A
Achieving: Exceeding: Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?) •
N/A
CLOSURE:introduction to the next concept and an exit slip- students are to write on a sticky note (no name), with their books away, how hormones may affect the body.
Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities) Cooperative Learning Strategies used
Paired groups work together to share the questions they each answered.
Movement Breaks
Students are given a 5 minute break splitting a 70 minute class. They are also given time to work at their own pace.
Modes of Learning
-kinaesthetic: hook -notes and discussion -paired work -individual work
Higher Order Question(s)
These are found in the note packaged question section. Questions such as: In your own words what is the main job of a sensory receptor?
Reflection and Revisions:
Hook: Each student begins with an elastic band. Students are lined up facing a wall and are told to each stretch out their elastic band, shooting it at the wall. Once shot, students are to pick up what elastic band they think is theirs and sit back down in their seats.
Learning Opportunities: Time
Learning Opportunity
5 mins
- Hook activety
20 mins
- Fill in the blank notes to learn the main concept of homeostasis and how hormones play a role in our bodies.
25 mins
- In the notes package given to the students will be questions pertaining to the concept. In their pairs, they are each given questions (person A: 1,3,5 and person B:2,4,6) they must find in their textbooks and once each individual has completed their questions they are to share their knowledge with their buddy. Each person is a master of their question and have to inform their pair what their question is asking so the paired individual A can become the master of individual B’s question.
5 min
- brain break
15min (flexible)
- video/students are to begin notes individually for the next class where the nervous system will be introduced. Looking through their text book they will fill in the blank notes touching base on what will be covered in the next lesson. How do I differentiate for ALL learners?
All students are in groups 2: Beginning: Beginners will be paired up with a developer. Developing: A developer is paired with a beginner. Achieving: Achiever is paired up with a exceeder. Exceeding: Exceeder is paired with an achiever. Videos, visuals, notes and readings are all used throughout the lesson. Pairings are made to keep students at a similar thinking level. Ex. Exceeder is not with a beginner.
How do I check that students understand what to do? - check ins are made with each pair during time given to do the questions
Materials Needed - Elastic bands - Sticky notes - Pen or pencil and fill in the blank note package - Textbook
Accommodations (ISP’s) - video taping of information - group of three (2 working on the same questions) - page numbers and lines of information - Extra time is planned for if needed (last 20 minutes is flexible)
Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
After students take their brain brake they will watch a video on the nervous system followed by individual inquiry. Time 15 min (flexible)
Learning Opportunity - video/students are to begin notes individually for the next class where the nervous system will be introduced. Looking through their text book they will fill in the blank notes touching base on what will be covered in the next lesson.
How do I check that students understand what to do? N/A
Materials Needed N/A
How do I differentiate for ALL learners? Beginning: Developing:
Accommodations (ISP’s) N/A
N/A
Achieving: Exceeding: Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?) •
N/A
CLOSURE:introduction to the next concept and an exit slip- students are to write on a sticky note (no name), with their books away, how hormones may affect the body.
Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities) Cooperative Learning Strategies used
Paired groups work together to share the questions they each answered.
Movement Breaks
Students are given a 5 minute break splitting a 70 minute class. They are also given time to work at their own pace.
Modes of Learning
-kinaesthetic: hook -notes and discussion -paired work -individual work
Higher Order Question(s)
These are found in the note packaged question section. Questions such as: In your own words what is the main job of a sensory receptor?
Reflection and Revisions:
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