VIU detailed lesson plan template. Suggested use for stand alone lessons and those being observed.

Lesson Plan Template

Name: Simin
Highlight Colors KEY on the RUBRIC

Grade 6-Science Topic Nervous System-Reflexes

Date Allotted Time 2 Lessons 40 Mins Each

STAGE 1: Desired Results

Cite sources used to develop this plan:

Rationale: How is this lesson relevant at this time with these students? Why is it important?
This lesson is the beginning of the Nervous Systems unit. This will be the first of their Inquiry Lesson in
regards to what the Nervous system does, how it does it (spinal cord and major nerves), what nerves
and synapses look like.
ELL students, just as students who have never discussed the nervous system before need time and
consistent vocabulary to make the connections. They require hands on experiments and opportunities
to link the vocabulary and knowledge to physical examples to help navigate the language barrier. ELL
students are learning english and the pronunciation of complex words whilst also trying to retain the
information. They should be assessed on what they know in whichever way they feel more confident in
and have the information assessment be separate to the language assessment.

Curriculum Connections: What Big Ideas (Understand,) Core and Curricular Competencies (Do), Content
Standards (Know) does this lesson develop?
Understand
Big Ideas:
Multicellular organisms rely on internal systems to survive, reproduce, and interact with their
environment.

Do
Core Competency:
Communication
- Acquire, interpret, and present information (includes inquiries)
-Collaborate to plan, carry out, and review constructions and activities
-Explain/recount and reflect on experiences and accomplishments
Critical Thinking:
-Question and Investigate
Curricular Competencies:
Make observations in familiar or unfamiliar contexts
Make predictions about the findings of their inquiry
1
Student Name:
VIU detailed lesson plan template. Suggested use for stand alone lessons and those being observed.
Cooperatively design projects
Communicate ideas, explanations, and processes in a variety of ways

Know
Content Standards:
the basic structures and functions of body system: Nervous System

STAGE 2: Assessment Plan

Learning Intention: Content Object: I can investigate and collect data through a variety of
What will students learn? experiments to examine Reflexes.

Language Object: I can make predictions and use my results to guide

Evidence of Learning:
How will students show their
learning?
[ASSESSMENT]
conversation.
Completing the corresponding worksheet and data collection tables and
questions. Ongoing discussions at the beginning and end of each class as
well as throughout within their groups.
ELL students written work will be assessed, with additional commentary
provided by having a conversation with the students to ensure
comprehension is fluent as opposed to written output.

Criteria:
What criteria will help
students know how to be
successful?
Discussing as a class what good data collection looks like, such as clear
numbers and the order in which we respond to the questions.
Pairing the students up with other students they are familiar with to help
encourage communication and friendship. Images and clear instructions to
allow information development to be easier even with language gap.

STAGE 3: Learning Plan

Planning for diversity (adaptations, extensions, other): In what ways does the lesson meet the needs of diverse
learners? How will you plan for students who have learning/behaviour difficulties or require enrichment?

ELL Focus:
Creating a word wall with definitions and uses for new key words.
Images to assist with the experiments Res
Physical examples of the experiment with clear, slowed down language
our
Reviewing as a class how to fill in the Data Collection Chart
ces,
BEHAVIOUR Ma
Explaining that whilst this may be loud and busy, it does need to be focussed. teri
al
Students will be reminded this is a working period and Thin Ice Solid Ice will be in use
and
Pre
paration: What resources, materials and preparation are required?
Worksheet:

2
Student Name:
VIU detailed lesson plan template. Suggested use for stand alone lessons and those being observed.
EXPERIMENT SHEETS
https://docs.google.com/presentation/d/1n8Aj2zRQvmxTBvqM9t3ugptbk2UObYtaJo_vTg09YeY/edit?
usp=sharing

Experiment Equipment
-Rulers
-⅘ Stopwatches that circulate with the group
-Variety of weights
-2 Mirrors
-Computers with Flash

Organizational/Management Strategies ELL AIDS: (anything special to consider? How will you organize the
activities, the materials and the students so that things run smoothly? )

At each experiment there will be simple posted instructions with images to help students
navigate without extensive reading. Students will be in groups made by the teacher to help
foster Native Speaker to Secondary Speaker conversation and support. Students have the
opportunity to interact physically with reaction times, and see number (a non-english
communication) as the base of communicating language. The students who are focussed ELL
are strong in math allowing them to feel more comfortable within this activity.

Lesson Development:
Connect: [PRIOR KNOWLEDGE ACCESSING CONVERSATION] Pacing
How will you introduce this lesson in a manner that engages students and activates their thinking?
Activate or build background knowledge, capture interest, share learning intention.
Teacher will Students will
Quiet the students down and have them focus Begin by being silent and waiting in their seats.
and then create a loud noise suddenly (such as a Students will follow a hands up model if they
door slamming, music suddenly playing or a had a reaction.
book dropping) Students will in pairs or small groups discuss
Teacher will then ask if anyone had a reaction: what they believe caused their reaction.
Flinching, eyes blinked, jumping in theri seat,
head moving to the sound
Teacher will then ask why? What caused that
reaction to happen? How did it happen?

Process: What steps and activities are you going to use to help students interact with new ideas, Pacing
build understanding, acquire and practice knowledge, skills and/or attitudes? In what ways have
you built in guided practice?
Introduce that we will be doing Circuit Experiments and filling in a experiment sheet.
Teacher will go over, how to use the sheet such as ‘Filling in the Prediction’ previous to completing
the experiment, filling in their data correctly,
Lesson #1: Walk through each step and experiment, drawing attention to key words and adding

3
Student Name:
VIU detailed lesson plan template. Suggested use for stand alone lessons and those being observed.
them to the word wall WITH DEFINITIONS. Explain how to fill in the Data Sheet in detail, full
sentences etc.

Lesson #2: Review the experiments quickly as well as the word wall.
Experiment Circuit Breakdown: Students will be broken into groups of 4 ro so, and they will each
begin at a station. Before beginning the experiment there will be allotted time to make their
predictions, once the time has elapsed students will then go through the experiment and then
move clockwise to the next experiment. Teacher will demonstrate what to do at each station by
running through the experiment.
#1) Ruler Recording: Student X will place their hand vertically on the side of a esk. Student Y will
hold a ruler lightly on the top plane of their hand. Student Z will call ‘Drop’ and Student A will hit
the timer. Upon ‘Drop’ being called Student Y will drop the ruler and student X will attempt to catch
it as fast as they can. Student A will time the reaction from ‘Drop’ till the ruler being caught. The
students will repeat this experiment till everyone has filled all roles

#2) Blind Weight Tests

Student X and Y sit on a chair with their eyes closed and their other hand covering their eyes.
Students Z and A will then lightly place different weights in the palm of the blinded students.
Students X and Y will then attempt to guess the weight of the objects in their hands. Once recorded,
student pairs switch.

#3) Pupil Dilation

Students X and Y, will cover one eye with their hand and eyelid for 30 Seconds. Students Z and A
will time the 40 seconds. Students Z and A will then hold up a mirror to Student X and Y, will then
uncover their eye and observe what is happening to the covered eye compared to their other eye.
Students will then record their observations.

#4) Driving Test Reactions

https://www.justpark.com/creative/reaction-time-test/
On the computers at the back students will quickly complete the driving test and note down the
age they recieve on the test. Students will share their age with their group members and record
their age as well. They will complete the attached questions on their sheets.

4
Student Name:
VIU detailed lesson plan template. Suggested use for stand alone lessons and those being observed.

Transform: How will students apply or practice their learning? Can they show or represent their
learning in personalized ways?
Teacher will
Lesson #1:
Signal the end of the experiment time and have
students return to desk clumps with their group.
Teacher will explain using one groups numbers
as an example how to take the average of their
reaction times for each experiment.
Lesson #2:
Students will have the opportunity to fill in the
class table, and we will average out each
experiments reaction times.
Guiding a discussion about which experiment
showed them the most reaction time principle,
why is this information important, what are we
exactly measuring?
Pacing
Students will
Lesson #1:
Return to their desk, and in their groups average
out their data tables.
Lesson #2
One group at a time they will come up to the
board and fill in their results for each
experiment. As a class we will then take the
average and begin a class discussion.
Student will have time to begin to create their
own questions which will begin the inquiry stage
for the following lessons.

Closure: How will you solidify the learning that has taken place and deepen the learning process? Refer back to
the learning intention, connect to next learning.
Lesson #1
Have students have a quick think- pair-share discussion as to what the meanings of the key vocabulary mean
and are there any words we should add to the word wall.

Lesson #2:
Have students with a hands up model tell their class any questions or inquiries they have about reaction times
and nerves, helping to move the classroom forward to the next lessons which devel more into the
information.

KEY VOCAB: {Science Focus}

1. Prediction
2. Explain
3. Real Weight
4. Record
5. Pupil
6. Dilation

General Notes:

The ELL students I have within the classroom have a strong conversational vocabulary, and a moderate
Academic vocabulary. They are not the soul aim for these adaptations I have quite a few other students who
would directly benefit from: visual examples for the experiments and picture guides at each station, review of
5
Student Name:
VIU detailed lesson plan template. Suggested use for stand alone lessons and those being observed.
expectations on filling out the sheet and the key vocabulary within the lessons. As a whole, I encourage
frequent check in both as a whole class and personal questions to the students who have language troubles to
help maintain subject comprehension. I will also be speaking clearly, and referring back to instructions and
important details to help offer more time for clarity.

Reflection What was successful in this lesson? If taught again, what would you change to make this lesson
even more successful and inclusive for diverse and exceptional students?

6
Student Name: