LESSON PLAN FORMAT

Name: Kyrie Purdy

Date: 1/15/15
I. LESSON FOUNDATION
Lesson Title: Bones, bones, bones!
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors: Identify structures and functions of the muscular and

skeletal systems of the human body [3.LS.6]

Essential Question(s): Why are bones important? Where is the ribcage
located (skull, humerus, etc.)? What is the purpose of the skull (ribcage,
humerus, etc.)? What do the different parts of our skeleton do?
Instructional Objective(s): When presented with a skeletal model, the
students will be able to identify and locate basic bones (skull, arms, legs,
ribs, etc.) with 80% accuracy.
Formative Assessment: The teacher will formatively assess students during
the implementation of the Simon Skeleton Says game using a checklist
with every students name on it, they will get a check mark every time they
touch the wrong bone. The teacher will note which bone it is in the additional
notes section of the checklist.
Summative Assessment: The students will be tested at the end of the human
body unit with a blank skeleton worksheet in which they will have to provide
the scientific names of the basic bones (skull, femur, flanges, humerus,
ribcage, etc.). Students will also have a short answer response on the back in
which they will need to provide two words to describe the purpose of bones
and explain their reasoning of why they chose those words.
II. LESSON BODY
INTRODUCTION: Read Chapter Two of Your Skin and Bones by Megan
Duhamel. While reading, use an interactive reading strategy and ask
students to feel their own bones, skull, ribcage, etc.
TEACHING PROCEDURES:

Must include:
*Description of Method(s) Used to Present Subject Matter - Ask students to
turn and talk with a partner: Why do we need bones? Call on students to
share their ideas.
Show students a picture of the skeleton on page 11 under the document
camera. Identify the bones with their scientific names and their common
names (skull, spine, rib, humerus, femur, etc.) together as a class.
*Guided Practice Ask the students to stand up and play a Simon Skeleton
Says with the students. The teacher will say Simon Skeleton says touch your
femur, etc. As students touch the wrong bones the teacher will redirect them
and correct the misconceptions.
*Independent Practice Put the students in small groups of 4 or 5. Allow the
students to play Simon Skeleton game with their peers and give each
group a stack of index cards that have every vocabulary word or bone that
they must identify. As students play the game the teacher will visit each
group and make observations to formatively assess and make more notes on
the checklist if it is needed.
CLOSURE: Pull up a picture of a blank skeleton on the smart board and
identify and locate all of the bones that we learned about together as a class.
Label as students identify and locate the bones. Hold a discussion with
students about where each basic bone that we have been talking about is
located. Explain that next time we will be making our own skeleton models
and talking about the special purposes and functions of our bones.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
pictures of bones, Simon Skeleton game designed to benefit kinesthetic
learners through the use of movement, index cards will benefit
visual/auditory learners upon viewing and reading them. Word bank will be
provided for blank diagram of skeleton on summative test at end of human
body unit. For advanced learners that finish the game early, there will be a
pile of books just about bones that they may look through and read if they
like.
Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be given index cards during
individual practice that will have the picture of the body part where the bone
is located. During the test, he will be given the first letter and the last letter
of the bone already written for him on his test and he will be provided with a
word bank.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Checklist, index
cards, Your Skin and Bones by Megan Duhamel, document camera/projector,
and (at the end of the human body unit) human body skeleton and purposes
test.

Student

Identify skull, sternum, clavicle, rib cage,

spine, humerus, pelvis, femur, tibia, fibula,
radius, and ulna correctly

Additional Notes