ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Kaitlyn DeWindt Date: 3//2018

Grade Level: 5th Grade Subject/ Topic: Science, Reaction time.

Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Reaction Time

Brief Context: Third of five lessons about sensory systems.

Prerequisite What is a stimulus and how do organisms receive them?

Knowledge/Skills:

Objectives: [Indicate - Students will be able to identify the components of the nervous system.
connections to - Students will be able to describe the process of reacting to a stimulus.
applicable national or
state standards.] NGSS Standards:
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: student engagement and answers during small and whole group
[Formative and discussions.
Summative]
Summative: Science journal written response to the question of the day.

Worldview Integration: Not everything is about competition. This activity is about self-improvement.
God created our bodies with incredible and detailed internal systems.

Technology Document camera

Integration:

Instructional FOSS science for topic and vocabulary

Resources:
Materials - Central Nervous system guided notes
- Human outlines
- Projector
- Student science journals
- Pencils
- Question of the day papers.
- Data Table
- Rulers (one per pair)
- Tape/glue

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

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

Options for Perception Options for Options for recruiting interest

- Image/diagram of the action/interaction - Writing
nervous system. - Reaction time (ruler) - Practicing to get better.
- Verbal explanations. activity.

Options for Language/Symbols Options for Expression Options for Sustaining Effort &
- Writing - Writing Persistence
- Verbal responses by - Partner and group - Game-like form (keeps it
students. discussion and work. fun)
- Diagram/image of - Whole group
nervous system. discussion

Options for Comprehension Options for Executive Options for Self-Regulation

- Lecture style listening Function - STudents are responsible
- Pair and share. - Work well with for their own notebook and
- Group discussion partner, group and can check their writing to
alone. see if they are following.
 DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: ● Pair and share.

[Relationship & community building.
Note any specific ways in which you
plan to build or strengthen
relationships and community – student-
student & teacher - student.]
● Group discussion
● Whole group discussion
● Partner work on activities.

CONDUCT MANAGEMENT:
[Behavioral expectations, strategies to
encourage self-regulation, etc.] Identify
at least 2 ways you will gain whole
group attention:
1. Me: “Hey hey hey listen up listen up” Students: “Hey hey
hey listen up! SHH!”
2. Use the class microphone and say “Sixth graders! I need all
eyes and ears on me in 3…2…1.

Strategies you intend to use to redirect Me: “Hey hey hey listen up listen up” Students: “Hey hey hey
individual students: listen up! SHH!”

PHYSICAL ENVIRONMENT: [Note Sitting in groups of three and four at tables.

any specific ways you will use the
environment to contribute to the
learning.]

DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT:
THE LESSON
Motivation/Opening/Intro:
[Think creatively about how to
engage your students into the
content.]
● Ask students to raise their hand if they have ever heard the
phrase “fight or flight”. If so, have someone try to explain it.
● Tell students that all animals react to situations in different
ways and at different speeds.
● Write the FQ 4.1 In dodgeball, how do you avoid being hit?
○ Ask students for ideas.
Development: [It may help to
number your steps with
corresponding times. Think
about what your students are
doing!]
● Show the image of the nervous system (Three parts: brain,
spinal cord, and nerves) and walk through the process of
responding to a stimulus.
● First, we sense a stimulus through one of our five senses.
Hearing, touching, seeing, smelling or tasting. (point to the
finger on the diagram noting that in this image the stimulus is
received by touch.) Create and teach motions for each of the
steps that a message travels through in the nervous system.
This is a great way to help students memorize the order.
○ Ask, “What is a stimulus?” (something that starts a
response. Taken in from one of our five senses.)
○ Next, things called nerves (made up of a bunch of
neurons), pass this stimuli through the body and up to
the brain. Compare nerves passing stimuli to the game
of telephone where you pass a message from person to
person down a path. (point to the sensory neuron on
the diagram)
○ Teach that after our brain gets the message from the
nerves, it decides on how to respond to that stimulus
and tells your body what to do through the nerves,
whether it is run or fight or pull away, etc.
○ The amount of time that it takes for our bodies to
receive the stimulus, and then react, is called reaction
time.
● Hand out the images of outlines of humans and draw the
nervous system as a class.
● Pair and share: brainstorm different times that our bodies use
our central nervous system (example: when someone jumps
out from around a corner and scares us, or when we touch
something hot and our brain tells our hand to pull away)
● Using the projector, take notes in sample science journal to
help them organize their notes. In it, write…
● “4.1 FQ: In dodgeball, how are you able to avoid being hit?”
○ Nervous system= brain, spinal cord, and nerves.
○ Brain= students raise their hands and share ideas of
what its role is in the nervous system
○ Spinal cord= students raise their hands and share ideas
of what its role is in the nervous system
○ Nerves= students raise their hands and share ideas of
what its role is in the nervous system
○ Reaction Time= time it takes for our bodies to receive
and respond to a stimulus.
● Tell students we will practice improving our reaction time
 through an activity. Be sure to explain that this activity is not a
competition, but a way to practice because the more practice
you get at reaction time, the faster your reaction time will be.
Students will work in pairs. One partner will hold a ruler from
the top, the other partner will put their thumb and pointer finger
on each side of the ruler. They partner holding the ruler will
drop the ruler and say “drop” at the same time. The other
partner tries to pinch their two fingers together as soon as they
can, and try to catch the ruler. Using a provided data table, as
partners decide on how many inches on the ruler it took for it to
be caught. Try this five times for each partner.
● The partner who is the shortest will come up and get the ruler,
and data tables for themselves and their partner.
● Give the students ten minutes or so to do the activity
○ Did your response time change over time (over the five
trials)?
○ What circumstances might affect your reaction time?
○ Can you think of situations where reaction time is important?
○ Test the reaction time with your nondominant hand (the hand
you don’t write with). Can you explain any differences you
found?
Closure: [What will you SAY to
emphasize the most important
aspect of your lesson?]
● Call the students back together “hey, hey, hey! Listen up listen
up!”
● If there is time, ask the students how their fingers knew to do
the pinching? (eyes-nerves-brain-nerves-fingers)
● Tell students that they will continue to talk about reaction time
tomorrow. Have them push in their chairs and then thank them
for their hard work.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES-Evidence of Professionalism

[Please note recent evidence of your efforts as a professional. This record will make filling out
your mid & final evaluations much easier!]