Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Marshall

Date 11/9/16

Subject/ Topic/ Theme: The spinal cord

Grade _____8______

I. Objectives
How does this lesson connect to the unit plan?
The spinal cord is one of the main parts of the central nervous system, and is a common place for malfunctions to occur.
cognitiveR U Ap An E
C*

Learners will be able to:

Name the parts of the spinal cord

State the function of each part

Create a model of the spinal cord

Conduct online research
Create a presentation
Work together

physical
sociodevelopme emotional
nt

Ap
C

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and
types of cells.
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective
applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Kahoot
Create a poster
Search online (research)
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this
lesson)
What barriers might
this lesson present?

What will it take

neurodevelopmentall
y, experientially,
emotionally, etc., for
your students to do

Formative (for learning):

Kahoot, presentations
Formative (as learning):

Worksheets and rubric

Summative (of learning):
Final project
Provide Multiple Means of
Representation
Provide options for
perception- making
information perceptible
Audio, visual (pictures and
reading)

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats
Own body, candy, games,
know someone with disability,
choice in research

Provide options for language,

mathematical expressions,
and symbols- clarify &
connect language

Provide options for

expression and
communication- increase
medium of expression

Project, model, notes

this lesson?

Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and are they ready to
use?

How will your

classroom be set up
for this lesson?

Provide options for

comprehension- activate,
apply & highlight

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify
strategies

Provide options for sustaining

effort and persistenceoptimize challenge,
collaboration, masteryoriented feedback

Small groups, research,

model creating, notes
Provide options for selfregulation- expectations,
personal skills and strategies,
self-assessment & reflection

Pull apart licorice

Life savers
Life saver gummies
Video
Worksheets
Poster paper
Kahoot quiz

6 tables of 4

III. The Plan

Tim
e
2mi
ns
10
mins

Componen
ts
Motivation
(opening/
introduction
/
engagement
)

Developme
nt
(the largest
component
or main
body of the
lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions
and/or prompts.
Today we are going to learn about the spinal
cord. Can anyone tell me why?

To begin, we are going to make a model out

of candy. The cord and the nerve clusters
will be twizzlers, the vertebrae will be a hard
life saver, and the intervertebral discs will be
gummy life savers. Each of you has
instructions as well as questions that go
along with this model.

BrainPop Video on Spinal Cord

During the rest of the time, I want you to

explore problems that occur in the nervous
system, especially in the spinal cord. As a
table group, decide on one to explore more
deeply and make a poster about the
disease/disability of your choice. We will

Students respond, including its being part

of the central nervous system.

Candy!!!
Creates model
Answers questions

Students watch and answer questions

based on the video.

Students get chromes and make notes.

Students make a poster and present to the
class.

then share them with the class.(write

directions on the board)

Closure
(conclusion,
culmination
, wrap-up)

Kahoot

Students get into groups. They then log

onto Kahoot. They then talk to each other
about each question and then submit their
answers. The correct answer is shown on
their screen.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas
for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did
not teach this lesson, focus on the process of preparing the lesson.)