Name Ivy Cable

Class ELED 3221

Date 3/26/15
edTPA Indirect Instruction Lesson Plan Template
The Human Body
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Big Idea:
Understand human body systems and how they are essential for life: protection, movement and
support. Students play a game to match body parts to make up skeletal system, complete a
worksheet, and come together for a discussion.
Grade Level:
3rd
NC Essential Standard(s):
3.L.1.1 Compare the different functions of the skeletal and muscular system.
3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.
Next Generation Science Standard(s):
Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells. [Clarification
Statement: Emphasis is on the conceptual understanding that cells form
tissues and tissues form organs specialized for particular body functions.
Examples could include the interaction of subsystems within a system and
the normal functioning of those systems.] [Assessment Boundary:
Assessment does not include the mechanism of one body system
independent of others. Assessment is limited to the circulatory, excretory,
digestive, respiratory, muscular, and nervous systems.]
Four Strands of Science Learning:

Most related to Strand,1 which involves:

This is because the students are learning about the human body and specifically its skeletal
system to show that the framework for our body is our skeleton and without it we wouldnt be
able function.
21st Century Skills:

Students work collaboratively with others, both in small and large groups, in their science
classroom.
Students are able to locate reliable scientific information in reputable print and electronic
resources.

Academic Language Demand

Language Function: students will focus on the following during all of their activities.
Analyze

Argue

Categorize

Interpret

Predict

Question

Scientific Vocabulary:
o Fibula
o Spine
o Tibia
o Pelvis
o Femur
o Radius
o Ulna
o Humerus
o Ribs
o Clavical
o Skull

Instructional Objective:

Compare/contras
t
Retell

Describe
Summarize

Explain

Performance- Students will be able to make personal connections place the bones where they
are supposed to be while feeling their own bones and seeing their classmates body, which will
expand their knowledge of the skeletal system. This can be included in: writing, reading, and
speech.
Conditions- Students will participate in a large group discussion, break into groups for a bone
relay, then an independent worksheet activity, and lastly, the students will gather into a large
group for sharing.
Criteria- Degree of accuracy: time limit (15-20 minutes) complete all 4 points on the worksheet.
Prior Knowledge (student):
Have background knowledge of what the different bones are (rough idea) and able to point out
where they are in the human body.
Content Knowledge (teacher):
The teacher must have researched all the information necessary to provide the best explanation
for any students question. The content must be thorough and organized so it is easy to
understand.
Connections to Students Lives:
Students will be able to connect where the bones are in their body.
Accommodations for Students with Special Needs:
Lower Level: time extension, allow misspellings, have students sit at front for discussion, close
scaffolding for worksheet (possibly one on one help).
Materials and Technology Requirements:

Human body piece together relay (pictured separately/ pieces placed in two separate duffle bags)
Worksheet Bones Provide Great Support: http://www.greatschools.org/worksheetsactivities/6143-bones-provide-great-support.gs
Active board
Computer

Total Estimated Time:

45 minutes to 1 hour
Source of Inspiration for the Lesson:
Kinesiology Class at UNC
Safety Considerations:
Desks will be moved out of the way so the students have enough time to do the relay. If this does
not work, the students will be taken outside to do it in the bus lot (while buses are gone)

Content and Strategies (Procedure)

Engage: First my students will be numbered off into two teams where they will have a pile of
rubber bones in a stack in front of them. The students must take turns going down to the pile and
grabbing one bone at a time and bringing it back to their group. This will continue until they
have all their pieces. The students must now work together to put the bones where they are
supposed to go to make up the human body. We will look over the answer key (pictured
separately) and see if they were right or wrong. (will try a second round if time allows)
Explore: After the students have done the relay, they will return to their desks where they will
have a worksheet (listed below) that they must draw four arrows and label the parts listed in the
instructions at the top of the sheet. (will go over the answers after completed)
http://www.greatschools.org/worksheets-activities/6143-bones-provide-great-support.gs
Explain: Students will talk with a partner and share what he/she put for what bone.
Elaborate: We will come together as a class and go over the 4 bones, where they go, how they
are spelled, and why it goes here (its purpose)
Evaluate: The students will hand in their worksheets (which will be graded). I will conclude
with questions to see what the students have learned and it will show me if the students did their
work and if they are participating.

To be completed after the lesson is taught (if applicable)

Assessment Results of All Objectives/Skills:
Reflection on Lesson: