Grade level: 3rd Grade

Date/Time: 10/8/15
9:10 A.M.
Duration of the lesson: 35 minutes
Illinois Learning Standard:

4-LS1-2. (Grades 3-5)

Use a model to describe that animals receive different types of information
through their senses and process the information in their brain.

Lesson Objective: To familiarize students with rudimentary terms related to the brain and
its functions
I can correctly fill in the word that is defined on my worksheet.
I can correctly determine the part of the brain Ms. Lehman is using in her example
scenarios.
Materials:

My Fantastic Elastic Brain book

Parts of the brain worksheet
Pencils
Cartoon representations of the five parts of the brain (labeled)
Clipboards (if worksheet completed at the carpet)
Stickers

Procedures:
Introduction and motivation
I will begin this lesson by starting a class discussion through questioning what my
students may already know about the brain and its functions.
Next, I will introduce the book My fantastic Elastic Brain and encourage discussion of
what the class believes elastic to mean.
I will pass out the worksheet and build their anticipation by saying they have to leave it
backside up until we get to the best part of the book, which will help us complete the
sheet.
Before I begin reading, I will mention that I think the brain is amazing and that my
favorite part of the brain is the hippocampus. I will then tell my students that they should
pay extra close attention to what I am reading, so that they can raise their hands when
they hear me say (and define) my favorite part of the brain.
Finally, as I read about the parts of the brain, I will provide my students with scenarios,
relevant to them, about when they may use that specific function of the brain.

 Investigation
Begin class discussion on prior knowledge of the brain and its parts
Introduce the story My Fantastic Elastic Brain and define elastic
Pass out the worksheet which goes along with the book and instruct students to keep it
faced down until instructed otherwise
Read the story until the point in which the parts of the brain diagram is shown
Instruct students to flip over their worksheets
Point to parts of the brain on the diagram within the book and define each one
Go back and define again, this time writing the words on the white board, so students can
fill in their diagrams (worksheet)
Provide examples of each part of the brains function
Finish reading the book
Instruct children to use their completed worksheets for the activity portion of the lesson
Put a scenario for each function of the brain in a cup (5) for the students to draw from
Have a student draw a scenario from the cup and read it aloud
Instruct the students to walk to the cartoon illustration of the part of the brain they believe
coincides with that given scenario
Once each student has reached the image they believe to be correct, read aloud the correct
answer and checkmark the worksheets of those students who were correct.
Repeat the last two steps until all scenarios have been read
Have students form a line with their worksheets, collect their work in exchange for a
sticker.
Closer
I will tell my students that they did a wonderful job with the activity and follow up with a
quick recap of the five areas of the brain, on which the lesson is focused upon.
Evaluation:
To evaluate my students level of comprehension, in terms of this lesson, I will collect
their worksheets an analyze the two pieces of data it will provide:
Whether or not they were able to correctly place the parts of the brain in the blank
next to its corresponding definition
Counting the check marks signifying their ability to correctly identify the part of
the brain that is responsible for a given scenario
Accommodations:
a) Gearing up:
For those who show mastery of the parts of the brain and its function, I
will have them create their own scenarios that correlate with a given part
of the brain and its function.

b) Gearing down:
For those who may be struggling with the concept I will re-read the
scenario prompts and allow them to work with a peer in both the
worksheet and the activity.
c) ELLs:
For those who are ELL students, I will allow for them to partner with a
non-ELL student in effort to successfully complete the worksheet. I will
also provide their ELL teachers with the materials that will be used for this
lesson, a week prior to its implementation, so they might introduce the
vocabulary to the students in such a way that will promote comprehension
when working with the said vocab during the lessons corresponding
activity.