UWP Lesson Plan Template

Teacher Name: Grace Heide Grade Level: Seventh Grade

Target Content/Lesson Topic: The Nervous System: How music effects the brain Date: October 21, 2021

This lesson is for a(n) __X___ whole class __X___ small group __X___ individual

Essential Question
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant
grade-level standard(s).
Planning
How does music have an effect on the brain?
The current unit that we are focusing on in class, is based on the different systems within the body.
For this lesson, our main focus is the Nervous System (which involves the brain). We started talking about the
Nervous System in the previous class and will finish up today. We have previously worked on the Circulatory
and Urinary System. Once finished with the Nervous System, we will work on the Respiratory, Skeletal,
Digestive, and Muscular Systems before taking our unit exam.
SCI.CC4.m Students understand systems may interact with other systems: They may have
sub-systems and be a part of larger complex systems. They use models to represent systems and
their interactions — such as inputs, processes, and outputs — and energy, matter, and information
flows within systems. They also learn that models are limited in that they only represent certain
aspects of the system under study.

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Learning Target(s) and Learning Learning Target (I can)
Objective(s) I can learn how music effects the brain.
- Choose your learning target(s) and
objective(s) based on the relevant Learning Objective (Students will be able to)
state learning standard(s). Students will be able to understand the effects music has on the brain.
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping Students will mainly be working independently during this lesson. At the end of our article and graphic
Describe how and why students are organizer, students will have the opportunity to talk with their peers on what they have come up with. We will
grouped based on also share as a whole group a couple of times throughout the lesson.
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy We will be Co-Teaching this lesson. It will be One Teach- One Assist. I will be the one mainly teaching this
Does this lesson involve lesson, but we will bounce ideas off of one another.
co-teaching? If not, state N/A. If
yes, identify the co-teaching model
and what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
Content
I would create a way to access the article, graphic organizer, and science starter all from google classroom. This
will make it easier for the student in case they need to work on the computer.
Process
I would make sure that there is an audio version of the article, if not I would record myself reading it, to
accommodate any student.
Product
I will make it so that the students can submit their assignment physically or with google classroom. However is
easiest for them we will make happen.
Environment
We have a stand-up desk in our class to make it easier for students. We can arrange some flexible seating,
because we have different types of chairs/desks in the classroom. We can have the student work in different
areas of the classroom if easier for them.

IEP Goals Relevant to Lesson (Add rows as necessary.) N/A for this lesson. No students in class with an IEP

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.) N/A for this lesson.

Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.) N/A for this lesson.

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

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 Assessment
Formative Assessment The students will be turning in 2 paragraphs on Music and the Brain. These paragraphs will be submitted on
- How will you monitor student Google Classroom, and completed on Google Docs. There is no right or wrong answer to any of these
learning throughout the lesson? questions, but they are there to get their minds thinking, and to let us teachers know how they are doing.
- Be specific about how your practice
assessments connect directly with
the lesson objective.
Formative Evaluation Criteria Checklist:
- What material(s) will you use to __ Did the student submit 2 paragraphs on Google Classroom?
evaluate learning? __ Did the student answer all of the questions?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment The Summative Assessment will be completed once students have gone over all of the Systems in the body.
How will students demonstrate They will complete an exam that includes all of the systems that they have been learning in class.
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria We will grade the students based off of an answer key designed with the answers to the exam.
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

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Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
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Procedures
Introduction
At the start of class, we will do a Science Starter. This is a Science Warm-Up that gets the students minds
flowing. This particular Science Starter is a matching activity that has the student match the System to a picture
of what the System looks like in the body. Now, up until this point the students have only worked on the
Circulatory and Urinary System (Urinary System not included on this Warm-Up) and they started learning
about the Nervous System yesterday. Before they start their Science Starter we will make sure to tell the student
to try their best. It is to get them to infer what they think the other systems mean. Once they have tried their
hardest- we will go over the answers together in class.
Science Starter:
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 We do these Science Starters on a daily basis, and the kids interact really well with them. It gets their brains
moving- and introduces them to new topics that we will be going over in class.

Yesterday, we went over what the Nervous System was, and the students took notes on it.

To refresh their brains and get them ready for the lesson, I will briefly go over the Nervous System prior to
starting.

I will ask the students: “Who can tell me what the Nervous System is?” They can look at any of their notes to
answer the question. My class is amazing at participating, so I think we will have a really good conversation.
Once the students have finished talking on the Nervous System. I will quickly brief over the key points that
they said. It should be something along the lines of…
- The Nervous System controls everything you do
- It is made up of the brain, spinal cord, and your nerves
- Brain is the control center
- Etc.

After we have talked, I will have one of the students pass out an article called- “Music and Learning: Does
Music Make you Smarter?” by Gabriella Musacchia and Alexander Khalil. (Article is located on the
bottom of the lesson plan)

**I picked this article to go along with the Nervous System, because on the student discourse sheet I handed
out at the beginning of the semester a lot of the kids really resonated with music. Music is a big part people’s
lives, we all have different artists and songs that we like. Music plays a big part in your brain, and there have
been scientific studies that show that people who interact with music showcase different skills. I thought this
would be an interesting article since we are talking about the brain.

Now that each of the students have the article, we are going to start our lesson.

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During: Lesson Progression During the Lesson
In this portion of the lesson, you will
be letting go and letting students During the Lesson Activity
engage in productive struggle; Goal 8.6: Survey the Text:
engaging in gradual release (“I do, Survey the text by glancing at the big things that jump out at you visually- the heading(s), title(s), and visual(s).
we do, you do”), inquiry, guided or Ask yourself, “What does it seem like this text is mostly about?” Then, go back and read the text with that
independent practice, or other main idea in mind. Check the facts you learn to see if they really do fit with the main idea statement you’ve
learning methods. Please write what already made. When you finish reading, revise the main idea statement based on the new information you have.
you are looking for in terms of:
● Students’ thinking and how Now that all of the students have the text. I am going to pass out a graphic organizer for the students. This is
they will start the lesson. going to be their “before/during reading activity” that will help them comprehend the text for the lesson we
● Provide appropriate support will be doing today.
(not explaining how to do it).
● Provide worthwhile
extensions. Survey the Text Graphic Organizer:
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be
suggesting or modeling specific
strategies and helping students
choose which strategy makes sense
to them. However, you must make
sure ideas come from students.

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 After the students have all of their materials, I will address the class. I will say something along the lines of:
“Okay everyone, In front of you should be a pencil, an organizer titled ‘Survey the Text’, and an article titled
‘Music and Learning: Does Music Make you Smarter.’”
“Before reading the article, we are going to Survey the Text”.
“Does anyone know what I mean by Survey the Text?”
“Yes! So, we are going to look at the article we have in front of us, and find key things such as heading(s),
title(s), visual(s), main idea(s), or key word(s) that may stick out to us before we read!”
“If everyone could really quick look a their graphic organizer. Before, we fill out some of the stuff we notice, by
just reading the main title- what do you guys think the main idea of the article will be?”
*** We will fill out this main idea together on the graphic organizer.
“Okay, now that we have a guess as to what the main idea is, look over the article and write down anything you
find interesting in the different boxes”
“Leave the last main idea, we will do this later.

I will give the students 5 minutes to jot down their thoughts.

Once they have written down their thoughts, I will have the students independently read the article. I will
encourage them to keep their main idea in mind while reading. They can flip over their graphic organizer to
write down any points that they may think is important to the main idea. Once they have all read the article, I
will have them write down what they think the main idea is now. Is it the same? Is it different? Then they will
discuss with a seat partner what they think it is.

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 After the Lesson Activity:
Now that the students have read the article, and have a sheet of notes based off of the article we are going to
get into the actual chunk of the lesson.

We have been learning about the Nervous System and how the Nervous System controls the different things
that you do such as walking, talking, jumping, you name it. The Control Center of the Nervous System is the
brain. As we learned from the article, music plays a really big role in our lives. We use music in all different
kinds of settings. We use it in education (Alphabet song, 50 states song, etc.), we use it for enjoyment, we use it
as background music, we create music, we play music with instruments, etc.
For our lesson, each student is going to have to think about the kinds of music they listen to while studying, or
working on projects.

The students will go on Google Docs.

They will have to answer the following questions in the Google Doc.
1. What genre of music helps you to study the most? Why?
2. Is there a specific artist that you listen to the most while working on school or on
projects?
3. What is your favorite study song?
4. Do you think music makes us smarter?
5. Have you ever played a musical instrument?
6. From the reading, do you think music has a positive impact on your brain?
The students will have to write two paragraphs answering these questions.
These questions, get them thinking about music. The article, helps them think of different ways music impacts
the brain. They will submit these on Google Classroom.

I think that this is a cool activity for the Nervous System, specifically the brain. Almost everyone is impacted by
music in some shape or another, and music and your brain are two things that are very interesting to learn
about when they go hand-in-hand. I am very excited to do this, and see their responses.

Closing: Wrap-Up and Extension To wrap up the lesson,

End the lesson with a final review of I will ask the students to pick one of the questions that they wrote about to share with the class.
key ideas and knowledge. This is
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where you have students talk about I will also go over my own answers to the questions, that way I am showing the students how I have made
their thinking and share strategies connections as well. This class loves participating, so I am very excited to hear what they have to say for their
with the whole class. It’s important answers.
to name strategies and use academic
vocabulary here, extending the
lesson to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Science Starter
Resources or Materials
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.

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 “Music and Learning: Does Music Make you Smarter?” by Gabriella Musacchia and Alexander
Khalil.

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 Survey the Text Graphic Organizer

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Supplies, Equipment and -Pencil
Technology -School Chromebook
- List all other supplies that need to -Google Docs
be available.

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