CEP Lesson Plan Form

Teacher: Ms. Daniel Date: 11/5/2019

School: Rocky Mountain High School Grade Level: 11&12 Content Area: Anatomy and Physiology

Title: Modeling Neurons Lesson #: Nervous System- Neurons

Lesson Idea/Topic and Introduction to cells of the nervous system (neurons) in preparation for
Rational/Relevance: future dissections and information that is built upon these building blocks.

Student Profile: Mainly 11th and 12th graders with a few 10th graders in the mix. Elective class
with ranging student interest and skill level. There are some social and
motivational needs that need to be taken into consideration when forming
groups and engaging in the activity.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

NCHSE 1.1.2.g. Identify structures of the special sense organs. Identify functions of the nervous system.

Understandings: (Big Ideas)

I want students to understand what neurons are, the parts of a neuron and how they function within the body.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How do various body systems interact?

Evidence Outcomes: (Learning Targets)

Every student will be able to: model neurons using anatomy in clay.

This means: when provided with materials (different colors of clay) they can accurately depict different types of neurons.

Every student will be able to: complete the post test with at least 75% accuracy

This means: students will score a C average or higher on the post test covering the material that has been learned today.

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CEP Lesson Plan Form

List of Assessments: (Write the number of the learning targets associated with each assessment)

Visual assessment of neuron model and google doc completion

Post-test

Planned Lesson Activities

Name and Purpose of Lesson Modeling Neurons- Introduction to cells of the nervous system
Co-Teaching Which model(s) will be used? One teach/one observe
Will co-teaching models be utilized in this lesson?
Yes _X_ No __ Why did you choose this model(s) and what are the teachers’ roles? I chose this
because I will be running the lesson and my mentor teacher will be evaluating me.
Approx. Time and Materials  90 Minutes
 Materials:
o Anatomy in clay
o Slide Show
o Graphic organizer
o Guided notes sheet
o Google forms
Anticipatory Set The strategy I intend to use is: One-minute sentence.
I am using this strategy here because: I want students to verbally recall keywords from
the previous day’s lesson and based on those words everyone will have one minute to
write a sentence that summarizes the information from the day before. They will then
share at their table groups to come to a consensus and a few people will share out.
Procedures The strategies I intend to use are: guided group practice and individual practice,
modeling and check for understanding.
I am using this strategy here because: Students are completing guided notes and a
graphic organizer and then completing neuron models in small groups with a post test at
the end of the lesson.
Teacher Actions Student Actions Data Collected
1. Start the one-minute Students verbally recall and
sentence activity at the offer keywords from
beginning of class. yesterday’s lesson.
2. Pass out the guided Students sit down and
notes and set a timer begin writing their
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CEP Lesson Plan Form

for 1 minute while summarizing sentence on

instructing them to the guided notes sheet.
write a summarizing
sentence about
yesterday’s information
using keywords.
3. Instruct students to Students share what they
take about 30 seconds have written with seat
to talk with their seat partners and a few people
partner about what share out.
they wrote and ask for
three volunteers to
share what they have.
(steps 1-3, approx.. 5
min)
4. I will pass out the Take notes on the foldable
graphic organizer and guided notes using the
foldable for note taking slides and textbook.
along with the guided
notes. Students will use
online slides and the
class textbook to
complete. (guided
individual practice,
approx. 40 min)
5. Upon finishing the Create and label neuron Perform visual assessment
guided notes I will pass models with clay and fill out of students accurately
out the anatomy in clay the accompanying google completing neuron models
for models of neurons doc. as well as online google doc
and have them open completion.
the accompanying
google doc to
complete. (guided
group practice and
modeling, approx. 30

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CEP Lesson Plan Form

min)
6. Instruct students to Clean up and take post test. Post test data
clean up and log onto
google forms for a post
test upon completion of
their neuron models.
(check for
understanding, approx.
15 min)
Closure The strategy I intend to use is: Asking each student verbally “what is one thing that stood
out to you today?”.
Content Process Product Environment
Differentiation Modifications: Assist where
needed to
accommodate
learning levels
on neuron
concepts.
Extensions: Content Process Product Environment
Students will be
allowed to
work in groups
they feel most
successful in.
There are some
students with
social struggles
who do best in
groups that
they feel most
comfortable in.
Assessment Students will complete the anatomy in clay models and the accompanying google doc as
well as a post test covering the information learned today. I am looking for students to
complete the google doc for the neuron model completely and accurately and score a
75% or above on the post test. The post test will let me know how much of the

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information was absorbed by the students in order to better differentiate the note taking
process to meet their needs.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

My lesson objectives were achieved with nearly every student as demonstrated by the post
assessment that directly correlated with the learning targets that were posted and able to be
covered in the time available. Most of the students participated and engaged well with a few
exceptions including some of the typical students who struggle to stay on task and engage
with lessons. Due to the graphic organizer taking longer to complete than anticipated, the
learning target relating to anatomy and clay was not covered or assessed. The class average
for the assessment was 7.59/10 possible points with a median of 8
(https://docs.google.com/forms/d/1eYtZtMZ3NNLH66s8f3TJY5LHpI3Y3wO7LSM6GPfz3lM/ed
it#responses) which meets the goal of students scoring 75% or above on average.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I would have allotted more time for students to complete the graphic organizer and turned
this lesson plan into a two-day lesson plan so that the anatomy in clay could be completed on
the second day. This would have allowed time to review what the students had learned from
the guided notes and the graphic organizer on the second day before moving on to the
application.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I envision the next lesson being the continuing portion of this lesson that was not completed
due to time. The students using the anatomy in clay to model the different types of neurons
and fill out the online google doc.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

I would use the same coteaching strategy (one teach/one observe) if I were to teach it again.
There were no additional co-teaching strategies used during the lesson but she did provide
me some good input when small issues arose like the students needing additional clarification
on the graphic organizer and how to provide clearer direction on that.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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