Developmental Lesson Plan

Teacher Candidate: Abigail Hurd Date: 10/12/17

Group Size: 20 Students Allotted Time: 30 min each for 2 days Grade Level: 3rd

Subject or Topic: Skeletal and Muscular Systems

Common Core/PA Standard(s): Standard - 10.1.3.B

Identify and know the location and function of the major body organs and systems.

Learning Targets/Objectives:
1. The students will be able to identify the bones on a skeleton by watching a video and
completing a group activity.
2. The students will be able to recite the function of bones by engaging in a class discussion.

Assessment Approaches: Evidence:

1. The students will label a large-scale
skeleton.
2. Students will complete an exit slip labeling
and explaining the importance of five bones of
their choosing.
1. The teacher will take anecdotal notes as the
student works through the skeleton activity.
2. The teacher will grade the exit slip.

.
Assessment Scale: Use for exit slip
1 point will be given per bone labeled and per correct function/importance (10 points total).

8-10: Advanced
5-7: Proficient
2-4: Basic
0-1: Below Basic
Subject Matter/Content:
Prerequisites:
Knowledge that the body is made up of bones.
Knowledge of vocabulary words: bones and skeleton.

Key Vocabulary:
Cranium- your skull
- Function: It protects your brain
Mandible- jawbone
- Function: for grasping and manipulating food
- Fact: largest and strongest bone of face
Scapula- also known as the shoulder blade. It is a flat, triangular shaped bone on the back of
your shoulder
- Function: It connects the humerus with the clavicle
Clavicle- (*not in video) collarbone
-Function: to connect the scapula to the sternum
Ribcage- the bony frame formed by the ribs around the chest
-Function: protects heart and lungs
Sternum (*not in video) bone that hold your ribs in place
- Function: to hold rubs in place
Humerus- Upper arm bone
-Function: serves as a connector for use of the arm, elbow, wrist, and hand.
Radius- One of the lower arm bones
-Function: To connect your upper arm to your wrist/hand.
Ulna- One of the lower arm bones
-Function: To connect your upper arm to your wrist/hand.
Carpals- The eight small bones that make up the wrist
-Function: To allow the wrist to retain shape
Metacarpals: Long bones within the hand that are connected to the wrist and finger bones
-Function: They are the bones that make of the hand, serve as an anchor point for the fingers
Phalanges: The finger and toe bones
-Function: They are the structure for the fingers and toes.
Femur- The thigh bone. It is the longest, heaviest, and strongest bone. The upper leg bone.
-Function: Supports all of the bodys weight
Patella- Also know as the knee cap. It is the thick triangular bone that covers surface of knee
joint.
-Function: To cover the knee joint
Fibula- One of the two lower leg bones
-Function: Provide attachment for muscles
Tibia- Also known as the shin. It is the larger bone in lower leg
-Function: Supports body weight
Tarsals- Bones that make up your ankle
-Function: They are a strong weight-bearing platform.
Metatarsals- Bones that make up your foot
-Function: They work to provide movement in the foot and they shape the arch of the foot.
Vertebrae- (*not in video) 26 bones running down the middle of your back
-Function: It is to transmit body weight in walking and standing.
Pelvis- (*not in video) hip bones
-Function: It is to protect the organs used for digesting and for reproduction (making babies).

Content/Facts:
Inquiry
How does our body keep its shape?
- The skeleton supports the shape of our body.
What would happen if we did not have bones?
- We wouldn't be able to move properly
- Muscles would have no function
- We would be a pile of skin and organs on the floor
- Our organs would not be properly protected.
What do you think our bones allow us to do?
- Function/move properly
- Frame out body
- Protect our insides (organs)
- allow out muscles to have something to attach to
Introduction/Activating/Launch Strategies:
The teacher will have an example of the activity hanging on the board (large white paper
with outline of person. Bones are drawn on and labeled)
The teacher will pose the question: What do you think would happen to our body if we took
out all of our bones?
Tell the students to hold on to their thoughts for a minute and explain the lesson for the day
Today we will be discussing bones and the skeletal system. In a minute we will break into
groups and discuss the question I just asked, along with a few others. We will then watch a
short video about the skeletal system and lastly we will create this *signal to poster. In
groups we will work together to trace our classmate and draw their own skeleton! Now lets
get into our groups for discussion.
Development/Teaching Approaches
Day One
Part One
The teacher will work through the following background questions with the students
- How does our body keep its shape?
- What would happen if we did not have bones?
- What do you think our bones allow us to do?
Part Two
The teacher will pass out the skeleton notes page (see attached)
The teacher will tell the students to follow along with the video and fill out the front of the
handout.
The teacher will play the youtube video, https://www.youtube.com/watch?
v=ywDOiNEdJVc, stopping the video throughout to provide students enough time to write
and for the teacher to write the words on the board (to provide appropriate spelling)
The teacher will go through the front of the handout with the class, making sure the students
have the correct information- follow the key vocabulary and skeleton notes page key (see
attached)
The teacher will add/tell the students of the clavicle, sternum, pelvis and vertebrae because
they were not in the video. Show the location and give the definition- found on the key
attached and the key vocabulary above
The teacher will then have the students flip the page over to the functions side
The teacher will go through the functions as a class discussion with a supporting power
point.
The teacher will prompt the question (Ex. Who thinks they know what the function of the
cranium is). The teacher will pass/throw a blow up beach ball to the students that has their
hand up.
The teacher will then press for slide in the powerpoint that has the function for the specific
bone in question.

Day Two
Part Three
The teacher will explain the activity: In groups of four we will be completing an activity where we
trace one group member on a large white piece of paper. We will trace the student who has the nearest
birthday. After you trace them, as a group you will draw and label the bones on a skeleton. *point to
the example
The teacher will then assign each group to a piece of paper that will already be set up around the
room.
The teacher will provide the students with markers to trace and complete the activity
The students are allowed to use their skeleton handout to complete activity
Part Four
The teacher will have the students return to their seats
The teacher will tell them to put their notes away
The teacher will tell the students to get out a piece of notebook paper to complete a Give Me Five
Give Me Five- trace hand on paper. For each finger, the students will write one bone and the function
of the bone, without using their notes.
Closure/Summarizing Strategies:
Hang up all of the groups posters
Ask the students, as a whole class, which bone is their favorite and why?
Wrap up the lesson by introducing tomorrows lesson: Joints
Tomorrow we will continue to look at the skeleton, we will look at the joints and their
functions.

Accommodations/Differentiation:
For a student with ED, I would allow them to complete their own large-scale skeleton or I
would pre-assign group members based off of prior knowledge on who the student works well.

Materials/Resources:
Youtube Video
Skeleton Notes Handout
Handout Key
Powerpoint
Beach Ball

Activity
5-6 Large pieces of paper depending n number of groups (bulletin board size)
Markers

[Peekaboo Kidz]. (2015, July 1). Bones | The Dr. Binocs Show | Learn Videos For Kids [Video
File]. Retrieved from https://www.youtube.com/watch?v=ywDOiNEdJVc

Pruitt, B. E., et al. Prentice Hall Health. Boston, Mass. : Pearson/Prentice Hall, c2007., 2007.
EBSCOhost, search.ebcohost.com/login.aspx?

Wealth, D. J., & Glisan, E. M. (2005). Know your body : skeletal and muscular systems. San
Antonio, TX : PCI Educational Publishing, 2005.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

1. Is there anything I could change with my pacing?

2. How could I facilitate transitions to and from the activity?
3. Could I teach the vocabulary a different way?
4. Could I reinforce vocabulary knowledge with a game the next day?
5. Did I provide enough information to support the student independently?

Personal Reflection Questions

Additional reflection/thoughts