Developmental Lesson Plan

Teacher Candidate: Rebecca Zucco Date: 3/2, 3/3

Group Size: 25 Allotted Time: 1 hour Grade Level: 4th

Subject or Topic: Parts of the Brain and Their Functions

Common Core/PA Standard:

10.1.3.B: Identify and know the location and function of the major body organs and systems.

NGSS Standard:
LS1.A: Structure and Function: Plants and animals have both internal and external structures
that serve various functions in growth, survival, behavior, and reproduction. (4-LS-1).
Learning Targets/Objectives:
- After learning the parts of the brain, the fourth grade students will identify each part of
the brain by writing the correct responses on their dry erase boards as the teacher asks
questions.
- The fourth grade students will explore the functions of the brain by discussing real-life
examples of the parts in action with a partner.
- To help students remember content from Day 1, the fourth grade students will apply
their knowledge by matching flashcards.
- The fourth grade students will further explore the functions of the brain by creating at
least one question about brain disorders/brain diseases.
Assessment Approaches: Evidence:
1. Dry erase board check 1. Writing the correct answers on dry
2. Flashcards erase boards and holding them up for
3. Zoom call questions the teacher to check.
2. Matching the Parts cards to the
Description cards.
3. Creating at least one question about
brain disorders/brain diseases.
Assessment Scale:
1. Written Response Check (Dry erase)
a. 5+ questions answered correctly = shows understanding
b. 3-4 questions answered correctly = emergent
c. 0-2 questions answered correctly = study foldable
2. Flashcard game
a. 7-9 flashcards matched correctly = pod shows understanding
b. 4-6 flashcards matched correctly = refer back to foldable
c. 0-3 flashcards matched correctly = reteach this pod of students during small
group instruction
3. Zoom call questions
a. thought of at least one good question to ask and shows interest in the topic = on
task
 b. no question(s), showing little interest in Zoom activity = needs redirection
Subject Matter/Content:

Prerequisites:
- an awareness about the brain and its importance
- an awareness of disorders and disabilities

Key Vocabulary:
- cerebrum - the part of the brain that controls thinking and speech
- cerebellum - the part of the brain that functions in balance and movement
- prefrontal cortex - the part of the brain that functions in planning and decision making
- brain stem - the part of the brain controlling involuntary muscles
- amygdala - the part of the brain controlling emotions
- hypothalamus - the part of the brain regulating body temperature
- hippocampus - the part of the brain that stores and finds memories
- pituitary gland - the part of the brain that releases hormones
- neurons - brain cells that send signals to other body cells

Content/Facts:
- We all have brains, and the brain has multiple parts that have unique functions
- cerebrum - thinking, speech
- cerebellum - balance, movement
- prefrontal cortex - planning and decision making
- brain stem - involuntary muscles
- amygdala - emotions
- hypothalamus - body temperature
- hippocampus - store and find memories
- pituitary gland - hormones
- neurons - signals
- Sometimes the brain does not develop properly.
- There are many people who have brain disorders.
- Alzheimer’s
- Dementia
- Epilepsy/seizures
- Parkinson’s
- migraines/cluster headaches
Introduction/Activating/Launch Strategies:
(Day 1)
- To get the attention of the students, begin with presenting the 3D model to the students
and asking, “Raise your hand if you know what this body structure is.”
- After the students are informed that the structure is the brain, show the “Your Fantastic
Elastic Brain” book.
- Read the book up to the page that introduces the brain model and the parts; on the page
about dreaming, comment how the class discussed the brain’s involvement with sleep
the day before.
- Guide towards the parts of the brain on model page.
Development/Teaching Approaches
Day 1 Continued
1. Explain to the students, “Today we will be focusing on the parts of the brain and their
unique functions.”
2. Instruct the students to pull out a pencil to write with while handing out foldable.
3. As the students are getting ready, place the 3D model where all the students can see it
clearly.
4. Once the students are ready, tell the students, “As I continue reading about the different
parts of the brain, I am going to point to each on our model. Take notes on your
foldable so that you can look back later.”
5. Continue reading the next three pages of “Your Fantastic Elastic Brain” on the parts
and their functions.
6. Put the book down and show the students the note sheet on the parts and functions
(project on screen).
7. Tell the students that there are three more parts that the book did not mention.
8. Show the students the information on the hypothalamus, brain stem, and pituitary
gland.
9. Give the students about five minutes to compare their notes to the note sheet on the
screen.
10. After giving the students the opportunity to correct or add to their notes, instruct the
students, “Turn to a partner. Choose three parts of the brain and discuss examples of
these parts in action during our daily lives. For example, I know that when I balance on
one leg, I am using my cerebellum because it functions in balance and movement.”
11. Give the students about five minutes to complete the turn and talk activity.
12. As students discuss, walk around the room in order to observe the conversations and
give suggestions to struggling students.
13. After five minutes, use the 1-2-3 Eyes on Me method of regaining attention.
14. Tell the students to put their foldables away.
15. Once the students have done this, instruct them to get dry erase boards and markers
(not at their desks so they must get up to do this).
16. Tell the students to stay standing once they have a dry erase board and marker.
17. Say, “We’re going to do a quick brain break. Follow after me. We’re going to stretch
way up high…” (pause to stretch). “...and then bend to touch our toes…” (pause to
bend). “...Now let’s do the twist….” (pause to twist body to the right and left). “...and
finally take one good, deep breath.”
18. Instruct students to sit down at their desks.
19. Tell the students to write the correct answer on their dry erase boards in response to
each question and hold up the boards when ready (See below for questions to ask).
20. After students hold up their boards for each question, provide positive feedback as well
as the correct answer along with its reasoning.
21. Once the check is complete, instruct students to return their dry erase boards and
markers to where they belong.
22. Use the 1-2-3 Eyes on Me method to help them settle down after the transition.
23. Close the lesson by reading the rest of “Your Fantastic Elastic Brain.”
24. Tell the students, “Tomorrow we will be looking further into the parts of the brain by
learning about brain disorders from a medical professional on Zoom.”
Day 2
- For the Intro/Do Now/Launch Strategy, have students complete the flashcard game in
their pods (5 students per pod) to see what they remember about the parts and their
functions from Day 1.
- After observing the pods complete the activity, transition into Day 2’s Development.

(Continuing the development progress from Day 1)

25. Instruct the students to grab a pencil and sit as a whole group in front of the screen.
26. Tell the students that while everyone has a brain, there are situations where the brain
may not have developed properly or there might be something wrong with the brain;
this is called a brain disorder.
27. Tell the students that they will be Zooming with a medical professional who knows
about brain disorders and will teach them about the topic a bit more.
28. Mention some brain disorders that the professional might go into more detail about (see
Content).
29. Ask students what they already know about brain disorders.
30. Call on students who have their hands raised.
31. Pass out index cards (one to each student).
32. Ask students to write their names on the cards.
33. Have students think for ten minutes (can turn and talk to brainstorm) about questions
they have on the topic and would potentially like to ask during the Zoom.
34. Mention that the questions can be on brain diseases or anything related to the topic (ie.
impact on families, what is it like to be a doctor for this specific medical area, etc.).
35. Tell students, “Think about what we learned yesterday and try to connect that new
knowledge into your questions.”
36. Give students at least ten minutes to think.
37. After enough time, check to see that every student has something written down.
38. Remind the students to be respectful and be attentive during the Zoom call.
39. Once the Zoom call is ended, open up for group discourse by asking students to raise
their hands to comment.
40. Collect the index cards (assessment approach to be graded on scale).
41. Tell the students to return to their desks.
Closure/Summarizing Strategies:
(Day 2)
- To wrap up, play the two brain videos (See Materials).
- To get the students interested, tell them that they will be focusing on how nutrition
affects the brain tomorrow and to think about what they personally eat in a day.
Accommodations/Differentiation:
- Because Student X is blind, I will allow him to touch the 3D model and feel each part
of the brain as I guide his hand, telling him the names and functions.
- I will let him pair up with a partner for the dry erase board check so that the partner can
write down his answers (but he can still hold up the board).
- Furthermore, I will have Student X discuss one-on-one with me about the questions he
might want to ask during the Zoom.
Materials/Resources:
 - Deak, J. M., & Ackerley, S. (2017). Your fantastic elastic brain: Stretch it, shape it.
Naperville, IL: Little Pickle Press.
- 3D model of brain
- projector
- The Brain: Parts and Their Functions note sheet
- foldable (25 copies)
- pencils (25)
- dry erase boards (25)
- dry erase markers (25)
- Zoom app
- Brain Song: https://youtu.be/Nnl7DLSNFV8
- Brain facts and trivia: https://youtu.be/ndDpjT0_IM0
- index cards (25)
- flashcard game (5 sets, one per pod)
- list of questions to ask during dry erase board check (see below)
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

The Brain: Parts and Their Functions

The prefrontal cortex
is located behind the
forehead. It functions
in planning and
Prefrontal Cortex decision-making.
The cerebellum is a
small part at the back
of the brain. It helps
our muscles for
balance and
Cerebellum
movement.
The cerebrum is the
largest part of the
brain. It helps us to
think and speak.

Cerebrum

The brain stem is

located at the bottom
of the brain and looks
like a short branch.
It functions in
Brain Stem controlling involuntary
muscles.
The hippocampus is in
the center of the
brain and has the
appearance of two
curled tails. It stores
and finds memories.
Hippocampus
The amygdala is very
small and located near
the tips of the
hippocampus. It
functions in the
control of emotions.
Amygdala
 The hypothalamus is
very small. It is in
the center of the
brain. It controls the
body’s temperature.

Hypothalamus
The pituitary gland is
small and located
towards the bottom of
the brain. It releases
hormones which are an
important factor in
puberty.
Pituitary Gland
A neuron is a brain cell.
It creates electrical
signals to send messages
to cells in the body.
Neurons are everywhere
Neuron in the brain.
Flashcard Matching: Correct Pairs
Foldable (25 copies, one per student):
Questions to ask during dry erase board check:
1. What is the largest part of the brain? (cerebrum)
2. What part of the brain is helping you to write and hold up your boards?
(cerebellum)
3. Which part of the brain controls your heart beating? (key: involuntary
action; brain stem).
4. Name a part of the brain that is very small. (amygdala, hypothalamus,
pituitary gland, neuron)
5. Where are neurons located in the brain? (Everywhere)
6. What does the hippocampus store and find? (memories)
7. If you are feeling sad, what part of the brain is controlling the emotion?
(amygdala)
8. If you have a fever, what part of the brain is controlling your body’s
temperature? (hypothalamus)