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Grade 3 Skeletal System Lesson Plan GRADE/CLASS: 3rd Grade Day : 1 of a multi-day unit UNIT TOPIC

: Skeletal System (This lesson is part of a unit on the skeletal system of the human body. The muscular system will be discussed in a separate unit.) Desired learning outcome(s): Students will understand the skeletal system is the system of the human body that is made up of bone. Essential question(s) from learning objective(s): What is the skeletal system? Common Core/NC Essential Standard(s): 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support. 3.L.1.1 Compare the different functions of the skeletal and muscular system. Learner prior knowledge/learner background experiences: Students will know that the human body has distinct structures and features. They will understand that the human body is a living organism and under the basic idea of how animals and humans move. Materials and resources needed: Butcher Paper Markers Life size replica of skeleton Books for table research (including “The Skeleton Inside You” by Philip Balestrino, “Bones” by Seymour Simon, “Bones” by Steve Jenkins, “The Magic School Bus: Missing Bones” by Joana Cole, “Scholastic Reader Level 2: Skeletons,” and others.) Paper Pens/pencils Exit tickets Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for content, product, and process.  Introductory strategies

Engage: Prior to starting the science lesson, I will place the bone that I have under the sleeve of my shirt. (I will wear a long-sleeved shirt on this day.) I will tell the students that I have something fun “up my sleeve” for science this week. I will give them a few minutes to guess that they think it could be. After they guess, I will proceed to pull the bone. I will allow a few seconds for their reactions. I will then tell them that this week we are going to learn all about our bones and the skeletal system.  Main instructional strategies Explore: To introduce this lesson, I will use a form of the K-W-L chart. I will have the students come to the carpet. I will introduce the vocabulary: skeletal system and bones. We will lay the two pieces of butcher paper on the floor next to the carpet. I will pick two students to come lie down on the butcher paper. I will have two other students come and trace the outline of the students lying down onto the butcher paper. All students will return to the carpet. I will write “What We Think We Know” on the top of one of the pieces of butcher paper and “What It’s Really Like” on the other. I will then ask the students to think about what they already know about the skeletal system. I will allow the children to go draw what they think they know about the skeletal system onto the “What We Think We Know” page. I will allow this to go on until all the children who want a turn have had one. Explain: The students will then go back to their seats (desks will be arranged in groups of four). Each group will be assigned a different portion of the body to research. Assignments will include head, chest, abdomen (hip area), arms, legs. (The hands and feet can be used as separate groups if needed.) We will discuss the vocabulary for this and talk about where these parts are on the body. There will be various books about the skeletal system on each set of four desks. The books will be of various levels. The children will be allowed to read the books and discuss with their table groups about what they have read. Elaborate: After the students have had time to research their area of the body, they will decide what they need to teach the rest of the class. We will come back to the carpet. One group at a time will be allowed to talk about their area and what parts of the skeletal system are found there. One child from each group will be asked to draw their groups skeletal parts onto the “What It’s Really Like” butcher paper. We will then discuss the differences in the two drawings.

Following this discussion, I will pull out the life-size replica of the skeletal system. We will then discuss how accurate our drawings are to the actual skeleton. I will tell the children that for the remainder of the week, we are going to find out what the skeletal system does for the human body and what would happen if we did not have one.  Concluding strategies Evaluate: To conclude this lesson, I will ask the children to go back to their seats and pull out their science journals. I will ask them to write and draw about what they think we will discover during our next few lessons about the purposes of the skeletal system. Assessment (utilize a blend of traditional and performance assessments): To assess the understanding of this lesson, I will pass out exit tickets. The students will be asked to write something new they learned about the skeletal system. I will use the exit tickets as a formative assessment for the lesson and decide whether we need a little more review of what the skeletal system is. Successful answers will demonstrate that the students understand the skeletal system is made up of the bones in the human body. EC Accommodations/modifications to strategies or assessments: For students who may need accommodations, I will set up the groups so that these students can work with students who are at a higher level. The various levels of texts on the tables for research will help for students who may be struggling readers and for those at more advanced reading levels. For the students who may have trouble sitting still or focusing, I will offer some hands on materials or interactive books at tables as well if needed in order to keep their attention.