Module #4 Activity

The Human Brain
Flipped Lesson Outline
Standard of Learning The students will understand the purpose and anatomical features of the nervous system.  Key content includes structures and anatomical features of the brain, cranial nerves, and spinal cord; and
Learning Objectives Students will know the key parts of the brain. Students will understand that the brain is the central processor to the rest of the body. Students will create a diagram of the brain.
UDL Alignment    Multiple Means of Representation Illustrate through multiple mediaActivate or supply background knowledgeMaximize transfer and generalization   Provide Multiple Means for Action and Expression Support planning and strategy developmentFacilitate managing information and resources   Provide Multiple Means of Engagement Optimize relevance, value, and authenticityFoster collaboration and communicationIncrease mastery-oriented feedback Video using media illustrations, and supplying background knowledge the students will need to know.Supporting planning and strategy development by having them take notes and research information on their own. Also asking questions on online discussion board will support planning and development.This engages students because it relates to their own bodies, and they learn this information on their own. Fostering communication can be done by the online discussion board. Feedback will be given to students via answers to questions, and in class assignments.
SMAR Alignment How have you transformed your use of technology as a cognitive tool? Students will watch the video, ask questions on the online discussion board, and create a diagram of the brain.
Materials (including technology) Needed For both in-class and outside-of-class.   Computers with internet access. Animoto, Padlet. Poster paper, coloring devices (makers or pencils), and online activities to use as resources.
Description of Flipped Activity Explain why this activity will work as a flipped activity. This works as a flipped activity because the students are learning the information on their own at home by watching the video, and then coming to class prepared to create a diagram of the brain.
Out-of-Class Activity (15-20 minutes) How will students gain familiarity with your topic before class (e.g. watch a video and answer questions, list items, create a sketch)? What is your hook? How have you considered UDL? How does your activity meet your learning objective(s)? Students will watch the video I created and follow along with notes. They will then research the parts of the brain I presented to find out more information. They will then ask any other questions on the online discussion board (Padlet). My hook will be introducing the topic with a cool fact about the brain. This meets my learning objectives because the students are learning the parts of the brain.
In-Class Warm-up (5 – 10 minutes) How will this help you check for understanding?Ensure prerequisite work is completed?Help learners’ transition to an in-class activity? Not re-teach the at-home activity? Will you be modeling anything?   I will check for understanding by asking the students questions about what they learned. The students can also ask me questions or tell me interesting facts they learned during their research. I will model on the front board a diagram of the brain which they learned at home.
In-Class Active Learning Experience (25 – 30 minutes) What kind of in-class activities will students be actively participating in? How does this work allow students to work cooperatively? How is technology being used? How will you check or facilitate learning throughout this experience?What instructions will need to be provided to students in class? What type of timeline is needed to better plan and manage the activity and keep students on task? How do these activities align to the learning objectives? The in class activity will include students in groups of 2-3 creating a diagram of the human brain, listing the function of each brain part. Working in groups allows the students to work cooperatively. Technology will be used by students using out of class resources on the computers to recall information previously learned at home. I will check for learning by walking around to each group asking them to show me what they have created so far. Instructions needed will be exactly what I expect on the posters (everything they learned in the at home video). A timeline needed would be checking up on the students every 5-10 minutes letting them know how much time they have left to complete the assignment. This aligns to the learning objectives because the students know the brain parts and are diagramming them.
Wrap-up (5 – 10 minutes) How will you conclude this activity? Check for understanding? Will there be a self-assessment? How will students share new knowledge with others? Will students continue their learning outside of class? How will you connect this lesson to your next lesson? I will conclude this activity by collecting the students completed diagrams. The check for understanding will come from how well they understood the brain and diagrammed it. Students will share this knowledge with others by allowing me to post their diagrams around my classroom. Students will continue their learning outside of class by applying different brain functions to their everyday lives. This will be connected to my next lesson by a lab further solidifying the parts of the brain the students learned.
Assessments (list your formative and summative assessments) How do these assessments align to your objectives and learning goals? The formative assessment will be grading the students completed diagrams. This aligns to objectives by ensuring they know and created a good diagram of the brain parts/functions.
Management of Behaviors How will you ensure all students participate in the out-of-class activity and come to class prepared? What will you do if some do not? How will you manage transitions? Group work? Technology use? How will you make sure students are using technology safely and equitably?   Students will participate in out of class activities by showing me their notes, and by asking one question on padlet. If some do not they will still have to diagram the brain and help with the activity they will just start learning with that. I will ensure students are using technology appropriately by walking around and checking on the students during the creation period.

https://padlet.com/bhreeves369/7k0t9wpvk1tp

This lesson has students learning the parts of the brain in an out of school environment. It is supposed to serve as a flipped classroom activity. Students will watch the video I created and take notes on this video. Students will then research the parts of the brain to find out more information. In total there are 18 things they should research on their own. Students can research facts or other important information related to each part of the brain. Each part includes function and location in the brain. Students will then each be required to ask a question on padlet to which I will respond. This should take the students no more than 30 minutes at home to do. Once this is finished students will come into class where I will ask to see their notes they should have taken. I will then begin the class asking students about what they learned. They can answer with facts or anything else they learned about a specific part of the brain. I will diagram their answers on the front board. Students can also ask any other questions they may have during this time. Next we will transition into the activity. I will give the students directions on what I expect. They will be creating their own diagrams of the human brain using their outside resources, poster paper, and coloring devices. Students will do this in groups of 2-3 (they can choose their groups). Once completed students will turn in their completed diagrams for a grade, and these will be posted around the classroom. To end the class I will ask students what is something interesting they learned or their favorite part of the brain. Takeaways will line up with my objectives, and students should apply what they learned to their everyday lives. Next class period will be a brain dissection lab tying back to what they previously learned about the brain, its parts, and functions.

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