SINGLE

SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 7.28

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name
Taylor Clem
Class Title

CWID
892492810

Subject Area
Foundational Level General Science

Lesson Title

Unit Title
Grade Levels
Total Minutes
Cells, Systems, and
150 Minutes
Integrated Science
Sensory Systems
6
Senses
(3 days x 50 minutes)
CLASS DESCRIPTION (including specific special needs and language proficiencies)
Period 5 has 35 students, of those students 17 are ELs (1 Level 1, 4 Level 3, 4 Level 4, and 8 Level 5), 6 are SSNs 1 with a 504 and 5 with IEPs
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
CCSS Math, CCSS ELA & Literacy History/Social Studies,
Science and Technical Subjects, NGSS, and Content
Standards

Integrated ELD strategies for

developing knowledge in the
content area (Part I ELD)

Content Objective(s)
(cognitive, psychomotor, affective)

MS-LS1-8
Gather and synthesize information that sensory receptors
respond to stimuli by sending messages to the brain for
immediate behavior or storage as memories.

Students will understand how the

nervous system (central and
peripheral) plays a role in
responding to external stimuli and
creating memories.
In groups of three, students will
begin researching their chosen
sensory system for their Data
Blitz presentation.

Scaffolding and graphic

organizer to negotiate
expository text

Subtitles/Closed
Captions for videos

Guided notes for

teacher lecture

Instructions will be given

In their groups, students will have
verbally and written
60 seconds and one powerpoint
either on the board or
slide (or poster) to convince the
class why their sensory system is
on a worksheet.
the most important to human life.
Tier III (Domain Specific) Vocabulary

Sensory

Nerves

Stimuli

Neurons

Motor

Dendrite

Axon

Synapse
Designated ELD Strategies for
Disciplinary Language Objective(s)
developing knowledge of

disciplinary English
(ELD Parts 1 & 2)

Tier II (General Academic) Vocabulary

Research
Analyze
Report
Model
Central
Peripheral

English Language Development Standards (ELD)

ELD P1-6B b. Express inferences and conclusions drawn based

on close reading of grade-level texts and viewing of
multimedia using a variety of verbs (e.g., suggests that, leads
to).
News article will be presented in

Students will read an article about both English and Spanish.

ELD P1-9C Plan and deliver longer oral presentations on a
how mice create memories. They

variety of topics and content areas, using details and evidence
will then answer four multipleStudents will complete a text
to support ideas.
choice questions to check reading study with accompanying graphic

comprehension.
organizer to support their
ELD P1-11C a. Justify opinions or persuade others by providing
learning.
relevant textual evidence (e.g., quoting from the text or
referring to what the text says) or relevant background
knowledge, with moderate support.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
Specific Accommodations

ADHD

Preferential seating

Autism

Extended time for testing and assignments


Processing issues

Hearing and Visual issues

Oppositional Defiant Disorder

STUDENT ASSESSMENT
Type
Purpose/Focus of Assessment

EL

PM

The initial model that students

created in lesson one will serve
as references for what
students already know. Using
whole class discussion at the
beginning of the lesson will
also help the teacher
understand what concepts
students retained.

The text study on day two of

the lesson will serve as the
largest progress-monitoring
tool. There will also be class
discussions and exit tickets.

The data blitz research and

presentation will serve as this
lessons summative
assessment.

Implementation
Students will continue to refine
and add to their initial model
throughout the lesson.

On day one, students will be
asked to recall the sensory lab,
giving details about what
happened, and to give an
explanation about how they
think the brain processes and
remembers stimuli, based on
the information they obtained
in lesson one.
Students will read an article
and complete a text study
about the article. Students will
come up with their own
questions to answer
throughout reading the article.

Students will participate in a
whole class discussion about
the article.

As their exit ticket, students
will write about one thing that
they learned during that days
lesson.

Students will work in groups of

three to research and present a
60 second data blitz
presentation about one of the
sensory systems.

INSTRUCTION
Day 1: Engage/Explore Lesson Introduction/Anticipatory Set
Time
Teacher Does
House keeping:
2

The teacher welcomes students as they enter class,

Minutes
explains what they should write in their agenda for the
day, and takes roll
Engage:

The teacher refers back to the sensory lab from lesson

one and has students reflect on what they did during
the lab. The teacher will then lead a whole class
discussion about how the students believe that the
15
brain processes and remembers stimuli based on lesson
Minutes
one.

The teacher plays the TedEd video and has students

discuss in small groups about memory and why they
now think they can remember certain memories more
vividly than other memories

Small group testing.

Notes provided before class
Assignments to be printed out
Feedback Strategy

How Informs Teaching

Students will receive

immediate feedback from the
teacher during he whole class
discussion.

This will allow me to see what

students retained from the
previous lesson, and what I
need to cover again before we
move on. This will also allow
me to address any
misconceptions that any
student may have.

Students will receive written

feedback from the teacher on
their text study after they turn
it in. Students will also receive
immediate verbal feedback
from the teacher during the
class discussion about the
article.

This will allow me to see what

my students have learned in
the first two days of the lesson,
what I need to cover more, and
what misconceptions my
students may have picked up
along the way.

The teacher will provide

students with a rubric and will
grade the presentations based
on that rubric. Students will
receive formal written
feedback about their
presentations. The teacher will
post the grades to the online
grading system.

This information will allow me

to see what my students really
learned about the sensory
systems. I will need to know
how much of a grasp my
students have on this topic
before we can move onto the
next lesson. These
presentations will allow me to
see how much the students
learned and any
misconceptions they may still
have at the end of the lesson.

Student Does

Students copy the days agenda and objectives into

their planner

Students reflect on sensory lab participate in the whole

class discussion about how they believe that the brain
processes and remembers stimuli.
Students watch TedEd video and discuss in small groups
about memory and why they now think they can
remember certain memories more vividly than other
memories

Explore:

The teacher hands out a newsela article about how

28
mice make memories to the students and has them
Minutes
read the article and write a text study about the article

The teacher will facilitate a discussion about the article

Exit Ticket:
5

Teacher will tell students to write down something that

Minutes
they learned during that class period and stamp the
paper before the students leave
Day2: Explain Lesson Body
Time
Teacher Does
House keeping:
2

The teacher welcomes students as they enter class,

Minutes
explains what they should write in their agenda for the
day, and takes roll
Explain:

The teacher will use a Powerpoint to lecture about the

38
sensory systems
Minutes

The teacher will direct students to use the information

they learned during the Powerpoint and the previous
days lesson to add to their initial models
Exit Ticket:
5

Teacher will tell students to write down something that

Minutes
they learned during that class period and stamp the
paper before the students leave

Day 3: Elaborate/Evaluate Lesson Closure
Time
Teacher Does
House keeping:
2

The teacher welcomes students as they enter class,

Minutes
explains what they should write in their agenda for the
day, and takes roll
Elaborate:

The teacher will explain to the students that they will

23
work in groups of three and pick a sensory system to do
Minutes
a presentation on. The teacher will explain the purpose
of the data blitz and what is expected out of each
presentation
Evaluate:
20

The teacher will reiterate how the data blitz will work
Minutes
and what is expected out of each group.

The teacher will keep time for each presentation

Exit Ticket:
5

Teacher will tell students to write down something that

Minutes
they learned during that class period and stamp the
paper before the students leave
Instructional Materials, Equipment, and Multimedia

Students perform a text study on the newsela article

about how mice make memories
Students will participate in an all class discussion about
the article
Students wills write down something that they learned
during that class period and have their paper stamped
by the teacher before leaving
Student Does

Students copy the days agenda and objectives into

their planner

Students will take notes on the sensory systems

Students will add information to their initial models
based on the information gained during the lecture and
the previous days lesson

Students wills write down something that they learned

during that class period and have their paper stamped
by the teacher before leaving

Student Does

Students copy the days agenda and objectives into

their planner

Students will work in groups of three to select a sensory

system to research and create a 60 second data blitz
presentation about why their system is the best system

Students will use either one powerpoint slide or a

poster to present the information that they collected
about their sensory system in a 60 second data blitz

Students wills write down something that they learned

during that class period and have their paper stamped
by the teacher before leaving

Laptop, projector, student iPads, newsela handout

Co-Teaching Strategies
One teach, one observe
Supplemental teaching
CO-PLANNING NOTES

One teach, one assist

Differentiated teaching

Station teaching
Team teaching

Parallel teaching
Not applicable