OVERVIEW OF LESSON

Preservice Teacher Name: Danitza Martinez-Estrada

Student Audience: 3rd grade

Duration of Lesson: 40 minutes

Concept: The Brain and Neuroplasticity

Sub-Concept: Cerebrum, Cerebellum, Brain stem, and Neurons

California Content Standard: (One, with number and text; strike through any portions not used)

3rd.1.3 Health Education Growth and Development-Identify major internal and external body parts
and their functions.

Measurable Objectives: (Extracted from the standard; use specific, measurable verbs; include who, what, how,
for how long, in what context)

- Each student will identify the brain as a major internal body part
- Each student will gain knowledge on the functions of the brain
- Each student will understand the role of the cerebrum, cerebellum, brain stem, and neurons
- Each student will identify external body parts that are controlled by the brain
- Students will be able to identify and label the structures correctly

Name of Literature: How the brain does NOT work Spongebob

https://www.youtube.com/watch?v=UjH6waMaBd4&ab_channel=NickelodeonUK

1:30

How the brain works

https://www.youtube.com/watch?v=FmeRbK5zhOs&ab_channel=FunWorldForKids

6:55

Instructional Materials and Resources: laptop, hdmi cable, screen, powerpoint, bluetooth speaker.
printed worksheets, crayons

ANALYSIS

Vocabulary: Neuroplasticity, Cerebrum, Cerebellum, Brain stem, and Neurons

Students’ Prior Knowledge Needed for This Lesson: Students should know where the brain is
generally located in their body.

Informal (formative) Assessment(s) in this Lesson: (Informal = ways you collect info about students’
learning that are not graded or scored. Describe the assessment and what it measures.)
 Data will be collected by assessing students abilities to complete worksheets at the end of the lesson.
Students will be evaluated during group discussions on their understanding of the concepts.

SEQUENCE OF LESSON

▪ Use bullet points to write a description of each thing that will happen during your lesson.
▪ Be specific enough that a substitute could teach your lesson.
▪ Begin each line with “teacher does/___” or “students do/___.”
▪ At the end of each activity, list the approximate number of minutes spent on the item.

PART 1: Engage/Anticipatory Set/Hook:

-To initiate the lesson the teacher will have students watch part of the SpongeBob SquarePants
episode “Whirly Brains”

-After watching the episode, the teacher will explain to the students that this is an example of
what our brains do not do.

-Once the reflection is complete, the teacher will show students a video on what the brain
does..

-Next the teacher will begin a powerpoint slideshow that will go in depth about the brain and
its functions.

PART 2: Lesson Body: (This section might include instruction/modeling, guided practice, and independent
practice. Music lessons often go through mini-versions of this cycle multiple times in each lesson. Consider
pacing in your planning; change modalities and tasks often for optimal engagement.)

- The slideshow will cover the vocabulary terms: Neuroplasticity, Cerebrum, Cerebellum, Brain
stem, and Neurons.
- The teacher will ask students to discuss in groups/partners what they think the vocabulary
words mean prior to learning their definitions.
- The slideshow will demonstrate the different functions and location of the Neuroplasticity,
Cerebrum, Cerebellum, Brain stem, and Neurons. .

PART 3: Closing/Reflection/Evaluate:
● Review or Self-Assessment of Objectives:
-Once the lesson is completed, the teacher will ask students to complete two worksheets with
questions about the lesson such as:
“Think about a topic we learned this week in class and write 2-3 sentences about the topic
below. Next, think of something that relates to the topic you wrote about above or reminds you
of the topic. Write 2-3 sentences about your connection to the idea. Your neurons are making
connections!”, “recall some parts of the brain we learned about”, “what part of your body does
the right side of your brain control” “draw a picture of your brain and label the different
structures we learned about with different colored crayons” “what is a brain cell called”
● Assessment/Exit Ticket: Students must submit the worksheets and review their work with their
table partners.