InTASC Category 2: Content.

Today’s teachers make content knowledge accessible to learners by using multiple means of
communication, including digital media and information technology.

EVIDENCE

Subject: 6th grade Science- The Senses vs The Parts of the Brain
Standard: EE.MS-LS1-8: Participate in investigations to demonstrate that the five senses send information to
the nervous system (brain), which results in a physical response and/or the creation of memories; From Molecules
to Organisms: Structures and Processes: Gather and synthesize information that sensory receptors respond to
stimuli by sending messages to the brain for immediate behavior or storage as memories
Learning Targets: Students will explain how each sense relates to each part of the brain, creates memories,
responds to the environment, and sends signals to the Nervous System.

LESSON NARRATIVE

I presented this lesson plan in my Classroom Teaching and Management placement class. Because of the
COVID-19 pandemic, I presented my lesson to the class over Zoom. I adapted my lesson into a Mystery Strategy
format and used Google Slides as the presentation. As I went through the slides, I had students either call out their
thoughts or put their answers in the Zoom chat. Afterwards, with my help, the students completed a Google Form
about the information.
With every lesson, it is important to be able to adapt. I was planning on presenting this in person, but
needed to adjust my plans quickly. I believe using Zoom to present this lesson was a learning experience for me and
my students. It helped me learn to adapt and understand the importance of technology. My students gained more
experience with technology and learned that learning always prevails. It showed me the importance of being flexible
and being able to modify for the importance of my student’s learning. Through the Zoom chat option, I was also able
to view my students’ understanding without having to potentially embarrass or confront them. I am able to secretly
take notes without calling out a student. This helps me understand if my information is getting across to them.
I believe the lesson was better over Zoom, rather than in person, because it allowed students to learn in a
relaxed environment and type/call out their ideas without feeling like they would be judged. By going through the
Google Form together, students were able to gain confidence in their answers and in their grades. However, the
students still needed to understand the information of the topic so they could guide me in completing the Google
Form. They would call out their answers to the questions and I would steer them in the right direction if needed. I
believe my lesson went very well and I was happy to see that the students were interested and engaged, even in
this strange world we have today.
 DIFFERENTIATION

1) Student #1 has special needs, so I will provide more intentional instruction to accommodate the student’s
needs. I will provide the Google Slides for them ahead of time and spend more time on the “Prior
Knowledge” section of the lesson. If the student is struggling, I will work with them independently after class
or spend more time with them for clearer understanding.

2) Student #2 is advanced, so I will provide more independence to accommodate the student’s needs. I will
allow them to explain the senses to their classmates, rather than have them listen to my explanations. This
will also help the other students understand in simpler terms from their peer.

3) Student #3 has a learning disability, so I will provide individualized instruction to accommodate the student’s
needs. I will ask the students to submit their thoughts/answers to me privately to offer them confidentiality
and to show me where they need more help. We could also complete the Google Form together after class
to give the student more one-on-one direction.

VISUAL ELEMENT

This was a picture on one of my

slides to represent how each
sense relates back to the brain.
After explaining this, we went on
to learn about which section of the
brain helps with each sense.

REFLECTION

I designed my lesson in a Mystery format because I believe it gave the students more engagement and a
chance to use their own thoughts and problem solving skills. Mystery was a strategy that caught my attention when
we discussed it in my Classroom Teaching and Management class and I was excited to incorporate it into a lesson. I
believe this lesson fit into the Zoom format perfectly, as it allowed my students to take their time in thinking and
answering, while in a judge-free environment. The chat option on Zoom was my strongest supporter. However, if I
were to do this lesson again, I would offer more “think-pair-share” opportunities to my students so they could share
their thoughts/opinions and socialize with the class. This was also a technique discussed in my Classroom Teaching
and Management class.
The strongest feedback I was given from my Classroom Teaching and Management professor, James
Dawson, was to have more time-sensitive goals. What would I like the students to complete and understand by the
end of the lesson? By having a time-set goal, I am able to focus on the near future and gain more confidence in my
lesson/teaching skills. I believe this will not only help me, but my students as well.
I also believe the use of Google Slides, Google Forms, and Zoom worked well for this lesson. In the future, I
may experiment with the “Breakout Rooms” option in Zoom for small group conversations.