Name Abby Marsh

Class Eled 3221-02

Date 11/5/15
IMB Lesson Plan
What am I made of?
Elementary Science
_____________________________________________________________________________
Central Focus/Big Idea: Life science
Subject of this lesson: The body, its systems and how they work.
Grade Level: 3rd grade.
NC Essential Standard: 3.L.1
Understand human body systems and how they are essential for life: protection, movement and
support
Next Generation Science Standard(s):
4-LS1-1. Construct an argument that plants and animals have internal and external structures
that function to support survival, growth, behavior, and reproduction.
21st Century Skills:
Information Literacy: for 4th grade - Students are able to locate reliable scientific information in
reputable print and electronic resources
Collaboration: For 4th grade - Students work collaboratively with others, both in small and large
groups, in their science classroom
Communication: For 4th grade - Students understand that models are simplified representations of
real objects and processes, and that models serve as a means to communicate ideas and
knowledge about how things work.
Academic Language Demand
Compare and Contrast & Describe: Children will be able to compare and contrast the skeletal
system from that of the muscular system as well as compare what they do.
Explain and Retell: Students will be able to explain the basis of the skeletal system and its parts
and well as basic information about muscles. Students will be able to retell that they have learned
through the video about the skin as well as the story and song that goes along with the skeletal
system.

Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary:
-Skeletal System
-Muscular System
-Bones
-Muscle

Instructional Objective: Students will be able to learn the differences and similarities from
Prior Knowledge (student): Students should know basic facts about bone and muscles as well as
why we should protect our skin.
Content Knowledge (teacher): Teachers should know basic bones in the skeletal system and
some muscles that can correspond. Should be able to understand why we need both system.
Teacher should know why we need our skin as well as ways to protect it.
Accommodations for special needs (individual and/or small group): Children with disabilities
would be able to sit closer to see the board. I would circulate frequently to keep an eye out on
any issues they may be having. For ELL students, I would have names on cards in English as
well as their native language.
Materials and Technology requirements:
- The Bionics Video on the Skeletal System- https://www.youtube.com/watch?v=ywDOiNEdJVc
- Harry Potter Video- https://www.youtube.com/watch?v=DkenTkJ9AkM
-Video on Muscles Start at 2;25 https://www.youtube.com/watch?v=f_F5UwtdPOc
-Video projection to show video
-Paper and Markers for Vinn Diagram for each group (so about 10)
-Video Skin Human Body Parts
https://www.youtube.com/watch?v=v7m0NiLzZTA
Total Estimated Time: 2 Class periods
Source of lesson: The videos are all off of YouTube and associated with kid friendly education
sites within youtube. All worksheets were hand made with information from the videos. Skin
Worksheet can be found on Pinterest and is from Teacherspayteachers.com
Safety considerations:
There were no real issue for safety in this lesson.

Content and Strategies (Procedure)

Engage:
The teacher would start by asking the student things they know about the
body and about our bones and muscles
Teacher will begin by
After the video is done, As the students the following questions.
-

What did we learn in this video? ( Students: The bones, where they are, how they work)
Now can someone tell me on of the names of the bones and where they go? (Students: The Tibia
is in the leg)

Here is where I will get the students thinking. I will ask them?
-

What do you think would happen if we didnt have any bones? (we would be jelly, we wouldnt
be protected)

I will then proceed to show the students the clip from Harry Potter.
Harry Potter Video- https://www.youtube.com/watch?v=DkenTkJ9AkM
I will then ask them:
-

Can you guys tell me what happened to Harrys arm? (It was like jelly, very flexible)
DO you think that is what our bodies would look like without bones? (yes)
Now do we all see what we need these bones, if so, tell me why? (Harry couldnt move his arm
without his bones, he wouldnt be able to stand up or do anything without out bones)

Muscular System:
I will talk about the other part of the systems we have, the muscular system.
-What do our muscles do? (Help us move, pick up things)
-Do you think our muscle or skeletal muscle more important or are they both important? (Both)
-What do you think we are going to learn about our muscles in this video? (How they work, what
they are)
Students will watch video, Start at 2.25 https://www.youtube.com/watch?v=f_F5UwtdPOc
-

What did we learn specifically about our muscles? ( we have smooth muscles)
How do our muscles know how to move (messages from our brain)
How can we build really strong muscles? (working out, eating right)

Now we will transition to the Venn Diagram

Explore:
Muscles and Bone Venn diagram

Beginning
The students will be given a piece of paper and asked to do this with the person next to them.
They will be reminded on how to do make one as well as the correct places in which things
should go. Students will put in each of the each of the semi circles similarities and difference
they have learned from the videos about skeletal and muscular system. They will also add on the
back a sentence about each system about something they have learned that day
Closing
-What did some of you put in your circles?
-What are some similarities and Differences?
Explanation:
After the closing I will fill out a Venn diagram on the smart board and they will help me fill it
out. I will probably allow 3 or 4 responses for each circle. I will then ask the students to share
some of their sentences with the class.
Questions:
How were we able to finish this diagram? (By our videos)

Elaborate:
How it all works together with our skin?
Start off by talking about Skin and what we think it does. Ask questions to get childrens
understanding.
-

What do you think our skin does? (Protects our insides)

What is under our skin? (Bones and Muscles)
Why do we need skin? (To live)

Students will then be shown Skin Human Body Parts the video on the projector.
Ask students Follow Up questions
-

What did you learn now that you did not know about your skin? (the different layers, Etc)
What things does our skin do to cool us down? ( We sweat from our glands)
Why do we need our skin? (To protect our insides)
What can we do to take care of our skin? (wear sunscreen)

Now students will be split in partners and be given the worksheet. Teacher will begin with telling
the students that we cannot see our bones and our muscle but we can see what they do through
our skin sometimes. On the worksheet there will be certain activities and observations the
students will need to do such as felling their arm or looking at each others hands or scalps. They
will need to mark in each category whether they think that is a bone or a muscle.

After students have finished with each question, as a class, we will name off what correct answer
is and discuss possible arguments on the topic of whether it is a muscle or a bone.
After students are done with their worksheet they we will come together to discuss as a class
why they feel that is the correct answer.
What are the difference that we see in each others answers and why?
How are our bones, Muscle and skin working together?

Evaluate:
Summative.
This evaluation will be just 5 questions on the page below that I will show to the class or hand
out, asking them what they have learned from the day and evaluating what they have learned by
what they have put.
Formative
I will be constantly going about the classroom and asking informative questions to get their gears
going. I will usually ask the questions that I have above in each aspect. I will ask them questions
like, why do you think that is? What do you think would happen if we did have this? Etc. Overall
the completion and question and answer section will be able to tell me what they have learned in
each part of the 5es.
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________
Second part of LP: 31/33

Name____________________

Date________________

What am I made of?

1) What would our bodies look like without

bones?
A)
It would be perfectly fine
B)
It would be like jelly
C)
It would be super stif
2) How many bones our in our body right
now?
A) 300
B) 200
C) 206

3) How many muscles do we have?

A)
Less than 20
B)
Less then 200
C)
Over 600
How do our muscles and our bones work
together?
A)
By keeping us all together
B)
They dont work together

4) What does out skin protect?

a)
Bones

b)
Muscles
c)Both
5) Which system is most important?
A)
Skeletal
B)
Muscular
C)
Skin
D)
All