DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION
ELEMENTARY 3rd SEMESTERLESSON PLAN TEMPLATE
(1/25/13)
Teacher Candidate __Jill Brickey____ Grade Level _3rd_Title _Our Skeletal System__
CONTEXTUAL FACTORS(classroom factors)
Contextual Factors:
24 students in the class.
11 girls and 13 boys.
Two students have an IEP.
Trey-Autism Armani-ADHD
There are four ELL students.
Aaliyah-WIDA level 5
Eric-WIDA level 5
Adeline-WIDA level 2
Behavioral:
Beau sometimes has a hard time paying attention. Kinson also has
a hard time staying focused during the lesson and while working.
Higher level learner:
Rachel
Jacob
Kayleigh
Classroom environment: The classroom has 5 tables that seat 4-5 students. iPads are available for each student. There is a
SMART board.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Health Standard 3 Objective 1 b. Describe the Skeletal System SIOP 1, 3
Content Walk-Away:
I will be able to describe the skeletal system function and identify 3 major bones. SIOP 1
Language Walk-Away:
I will be able to define the skeletal system and define function in sentence form and draw/describe 3 major bones. SIOP 2
Vocabulary:
Skeletal System, function, organism and organ.
TEACHER BACKGROUND INFORMATION:
The human skeleton contains around 206 bones. Human babies start with about 270 and these bones fuse
together so that by adulthood the bones are larger. The skeletal system’s function is to provide a frame to shape
humans and for muscles and organs to be supported. The bones are also designed to protect vital organs. Bones
are complex organs.
Male and female skeletons are different. The bones vary in size, number and diameter. The hand and fingers
have 26 bones. The foot is made up of 27 bones.
Steele, G. D. & Bramblett, C.A. (1988). The Anatomy and biology of the human skeleton. Texas: Texas
A&M University Press.
Inner Body http://www.innerbody.com/image/skelfov.html
Forensic Anthropology http://www-personal.une.edu.au/~pbrown3/skeleton.pdf
ASSESSMENT EVIDENCE(What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Observations, questions, listening to conversations, and participation.
Content Walk-Away Evidence (Summative):
Definition of Skeletal System 3 major bones drawn and described. See Post test
Language Walk-Away Evidence (Summative):
Oral explanation of bones and written definition of Skeletal System.
(Booklet and Post test)
Approx.
Time
5
Modifications/Accomodations(ELL, IEP, GATE, etc.)
ELL: Visuals of vocabulary
and of the skeletal system.
IEP: Grouping to support
their learning. Checking in
on them.
GATE:
I will give Rachel, Jacob
and Kayleigh more in depth
questions. When they finish
early, I will ask them if they
would like to complete the
label game.
ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Show class picture and picture frame. SIOP 4 Class, what is this? Point to frame. Call on someone to answer.
Picture frame. What does this frame do for the picture? Place picture on frame. Call on someone to answer:
Holds the picture up. What happens to the picture if I take the frame away? The picture falls down.
This picture frame is like our skeletons. The picture frame does the same thing to the picture that our
skeletons do for us. Remember how we learned that our bodies have different systems? SIOP 8 You learned
about our digestive system and how it works in our bodies. Now we are going to learn about our skeletal
system. Pull up power point.
Show diagram of skeleton. This is our skeletal system. Underneath everybody’s skin is a skeleton. There are
about 206 bones in our skeletal system. Each bone is shaped different and our bones come in different sizes.
This is because each bone is made for a specific reason. For example, our big and thickest bones, our arms
and legs, are made to carry the most weight. Our smaller bones are made to move easily. One of our hardest
bones is made for protection. This bone is our skull. Do you know of anyone who has broken a bone? How
did it happen? What did the doctor do to help heal the bone? Did you know that our bones can heal
themselves? Casts and splints help our bones heal by keeping the bone in place and not moving while the
bone grows back together. SIOP 7, 18
Formative assessment:
Learning Goal
Skeletons are human frames.
Success Criteria
Students will describe some ways
bones are useful to humans.
Assessment Strategy
Questions and observation of
students.
Modification/accommodations: (ELL, IEP, GATE, etc.)
Frame analogy for the ELL and IEP students.
Focus Lesson (“I do it”)
Let’s look at our vocabulary words. Skeletal system is a hard structure that provides the frame for our
bodies. If we didn’t have a skeleton, our skin, muscles, and organs would be a big pile on the floor. Function
is our next vocabulary word. Function is an activity or purpose natural to or intended for a person or thing.
Another word that we will be using in this lesson is organ, but first we must define organism. An organism
is an individual animal, plant, or single-celled life form. Humans are organism. I’m an organism, your pet
is an organism, your brother or sister is an organism. You are an organism. Inside us we have organs. An
organ is a part of an organism that is typically self-contained and has a specific vital function. My heart,
brain, and liver are organs. SIOP 9
Let’s explore the skeleton. Some skeletons are called exoskeletons. These are skeletons that are on the outside
of organisms. Rachel, (Jacob and anyone raising their hand also) can you think of an organism that has an
exoskeleton?
Answers may include: crabs, lobsters, scorpions, spiders, ticks, mites, daddy longlegs, segmented worms, crayfish,
centipedes, millipedes, crickets, grasshoppers, silverfish, dragonflies, mayflies, damselflies, cockroaches, walking sticks,
10
mantises, cicadas, flies, beetles, moths, butterflies, ants, bees, wasps, and termites.
We have endoskeletons. These are skeletons that are on the inside of an organism. Some of our bones are
made to carry a lot of weight, others are to protect important organs, our bones hold our organs and
muscles in place and they all make a frame to give us our shape.
At the top we have our skull. Everyone feel your head? Do you feel how hard it is? Our skull is a bone that is
very important. Our skull protects our brain. Our brain controls everything in our body. If it got hurt, we
could lose our ability to control an area or areas of our body.
Another major bone is our rib cage. Our rib cage protects many of our important organs. It protects our
heart and lungs from getting hurt.
The Sternum is this flat bone that connects our rib cage in our chest.
Our largest bones are in our legs and arms. We have the Humerus bone that connects our shoulder to our
elbow. We also have bones called Femurs that connect our hip to our knee. These bones are designed to
carry heavy weights like our bodies and for lifting heavy objects.
Our spine protects our spinal cord. We’ll learn more about the spinal cord when we explore our nervous
system, but basically our spinal cord is a big part of the area that controls our activity. Our spine also
allows for a lot of muscles. If you look at the spine you can see that it’s made up of a bunch of little bones
with a cushion in between them. The cushions are called discs. Our spine provides the ability to move
around in a lot of different ways as well as giving us the support to carry the weight of our body.
This is our bony pelvis. Our bony pelvis is actually 8 different bones fused together. They are the Sacrum,
Ilium, Ischium, Pubic bone, Pubic Symphysis, Acetabulum, Obturator foramen, and Coccyx. Our bony pelvis
is designed to help support our weight when we sit or stand. It also protects some important organs in that
area.
Our smaller bones are designed to help us move more in those areas such as our hands and feet. SIOP 10
Formative Assessment:
Learning Goal
Bones have different functions.
Success Criteria
I will be able to describe the
function of the skull, rib cage,
Humerus, Femur, Spine, and
Pelvis bone.
Assessment Strategy
Watch for understanding.
Modification/accommodations:
I will motion the area of my body for the bone I am talking about so that the ELL students understand. I will
ask Rachel a more in depth question.
10
Guided Instruction (“We do it”)
Now we are going to put together our own skeletons. Before we begin, let’s play a little game. Everybody
stand up. I’m going to say the name of a bone and you are going to point to the area of your body where the
bone is. SIOP 11 I say Femur, Humerus, Rib Cage, Skull, Spine, Pelvic bone and Sternum. Now Everyone sit
down. Everyone think of a bone we have talked about. Now please turn to a partner. When you have a
partner, raise your hand. I make sure everyone has a partner. Now tell your body the name of the bone you
thought of and have them point where that bone is in their body. SIOP 6, 16, 25 Great job! Now we are
going to label a skeleton as a class. SIOP 16, 17, 19, 25 Six students will be called in as well as Rachel,
Kayleigh and Jacob.
Formative Assessment:
Learning Goal
Know where in the body the
major bones are.
Success Criteria
I will be able to indicate the area
of my body for the following
bones: skull, rib cage, Humerus,
Femur, Spine, and Pelvis bone.
Assessment Strategy
Observing the actions during the
game. Listening for participation
in the sharing portion.
Modification/accommodations:
I will have Trey, Armani, and Kinson in separate groups so that they do not distract each other.
5
Collaborative/Cooperative (“You do it together”)
Now we are going to make another page to be added to our Human Systems booklet. This page represents
our skeletal system. We will be gluing Q-tips to the person for his/her skeleton. While we are doing that I
will be coming around to ask you questions about our lesson. SIOP 22, 29
Formative Assessment:
Learning Goal
Be able to describe orally the
function of the human skeletal
system.
Success Criteria
I will be able to say what the
function of our skeleton is and
identify 3 major bones.
Assessment Strategy
Listen for answers to my
questions.
Modification/accommodations:
Ask Rachel, Kayleigh, and Jacob if they can name any other bones while working on this activity.
5
Independent (“You do it alone”)
Class, remember that test we took before the lesson? Now we are going to retake the test. Remember, we
have talked about 6 different bones. You only need to write about 3 of those 6 bones. SIOP 30
Summative Assessment:
The Pre/Post test.
Modification/accommodations: Trey, Adeline, Kinson and Armani will have the test read to them.
1
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Now we know about our skeletal systems. Our skeletal system has the functions of protecting us, giving us a
frame so we aren’t on a pile on the floor, and helping to support our muscles. Skeletons are important to
many organisms to help protect our organs. SIOP 27, 28
SIOP Indicators(Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Ipad
Picture and picture frame.
36 minutes for the lesson.
REFLECTION AFTER LESSON
How can I use the assessmentdata to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
The students were engaged throughout the lesson. They seemed excited to learn. I taught the vocabulary words with
examples, pictures, and eliciting examples from the class, yet the students didn’t learn what ‘function’ meant. The students
learned the names of most of the bones with ease, yet ‘sternum’ was a challenge. Perhaps 5-7 students retained the name
sternum. The students learned well what the skeletal system is and knew 5 of the 6 major bones I taught.