Grade:12

Subject: Biology 30
Unit A: Nervous and Endocrine Systems

Outcome(s) of Lesson: (Blooms or I can statement)

1. Students can explain how the nervous system controls physiological processes.
2. Students can explain how the endocrine system contributes to homeostasis.

How will I know students have achieved the learning outcome(s)?

- Formative assessment used during the class

- Exit slip
- Quiz- after outcomes have all been taught (not in this lesson)
- Questions are assessed and marked

Hook: Each student begins with an elastic band. Students are lined up facing a wall and are told to each stretch out their elastic
band, shooting it at the wall. Once shot, students are to pick up what elastic band they think is theirs and sit back down in their
seats.
Learning Opportunities:

Time Learning Opportunity How do I check that students

understand what to do?
5 mins - Hook activety - check ins are made with each pair
during time given to do the
20 mins - Fill in the blank notes to learn the main concept of homeostasis and how questions
hormones play a role in our bodies.

25 mins - In the notes package given to the students will be questions pertaining to the
concept. In their pairs, they are each given questions (person A: 1,3,5 and Materials Needed
person B:2,4,6) they must find in their textbooks and once each individual - Elastic bands
has completed their questions they are to share their knowledge with their - Sticky notes
buddy. Each person is a master of their question and have to inform their - Pen or pencil and fill in the blank
pair what their question is asking so the paired individual A can become the note package
master of individual B’s question. - Textbook
5 min - brain break

15min - video/students are to begin notes individually for the next class where the
(flexible) nervous system will be introduced. Looking through their text book they will
fill in the blank notes touching base on what will be covered in the next
lesson.
How do I differentiate for ALL learners? Accommodations (ISP’s)
All students are in groups 2: - video taping of information
Beginning: Beginners will be paired up with a developer. - group of three (2 working on the
same questions)
Developing: A developer is paired with a beginner. - page numbers and lines of
information
Achieving: Achiever is paired up with a exceeder. - Extra time is planned for if
needed (last 20 minutes is
Exceeding: Exceeder is paired with an achiever. flexible)
Videos, visuals, notes and readings are all used throughout the lesson. Pairings are
made to keep students at a similar thinking level. Ex. Exceeder is not with a beginner.
 Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)

After students take their brain brake they will watch a video on the nervous system followed by individual
inquiry.
Time Learning Opportunity How do I check that students
understand what to do?
15 min - video/students are to begin notes individually for the next class where the N/A
(flexible) nervous system will be introduced. Looking through their text book they will
fill in the blank notes touching base on what will be covered in the next
lesson.
Materials Needed
N/A

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: N/A

Developing: N/A

Achieving:

Exceeding:

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
• N/A

CLOSURE:introduction to the next concept and an exit slip- students are to write on a sticky note (no name), with their
books away, how hormones may affect the body.
Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)

Cooperative Paired groups work together to share the questions they each answered.
Learning Strategies
used
Movement Breaks Students are given a 5 minute break splitting a 70 minute class. They are also given time to work at their
own pace.
Modes of Learning -kinaesthetic: hook
-notes and discussion
-paired work
-individual work
Higher Order These are found in the note packaged question section. Questions such as: In your own words what is the
Question(s) main job of a sensory receptor?

Reflection and Revisions: