LESSON PLAN FORMAT

Name: Kyrie Purdy

Date: 1/20/15 & 1/22/15
I. LESSON FOUNDATION
Lesson Title: Mr. 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? Why do we need a
skeleton? Where is the ribcage located (skull, humerus, etc.)?
Instructional Objective(s): When presented with a skeletal model, the
students will be able to identify basic bones (skull, arms, legs, ribs, etc.) with
80% accuracy.
Formative Assessment: The completed model skeleton that is properly
labeled will be checked for accuracy with a 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: Review where all of the bones are from the previous lesson
by playing Simon Skeleton Says with the whole class.
Explain to students that we are going to make a model skeleton today and
we will need to label each bone to help us remember which ones are which.
Show students an example of a finished skeletal model and explain that their
skeleton will look like this, but they will also have to label it with the name
labels provided for them. (Some high achievers may not get the labels, but
may label the bones themselves by writing.)

Give students a pack of bones and brass fasteners. The bags will be
individually packed and cut to save time for instruction in the lesson rather
than cutting.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter - Ask students to
think about what bone would be the best one to start with when building
their model (skull). Start with skull and build onto it on the document camera
to model for students how to start building their model.
After starting with the skull dont label it yet, and encourage students to wait
to label them until they put their model together completely and it is
finished. Allow the students to work with their elbow partner to turn and talk
about what bone they think they should put on next.
*Guided Practice Ask the students what bone they think we should
assemble next/what they discussed with their elbow partner and allow them
to share their thinking. The ribcage should come next that way we have
something to build our humerus and pelvis on later. Allow students to work
together in groups at their table groups to help one another and finish their
skeletal models together. As students work they should be in rich discussion
about bones and where they are located. The students should be working in
cooperative groups to practice locating where the bones go in their skeletal
system. The teacher will be walking around the room facilitating discussions
and taking anecdotal notes on the checklist.
*Independent Practice When students finish building their model, they will
receive a bag of labels for their skeleton. The students must attach the
proper labels to the proper bones on their own. High achievers will not get
labels, but will have to write (teacher may assist with spelling). Low
achievers will get a label sheet with pictures to help them recognize the
location. When students finish, they will turn in their fully labeled model.
CLOSURE: Play Simon Skeleton Says again. Remind students how
important it is that we are aware of where our bones are inside of us! When
playing the game change it up, the teacher will point to a bone and the
students must whisper their answers all at the same time of what bone the
teacher is touching. This way they review the lesson of where their bones are
located and the teacher can quickly formatively assess and hear which
students are answering incorrectly.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of
pictures of bones, labels, pictures with labels, Simon Skeleton game
designed to benefit kinesthetic learners through the use of movement,

building a model will benefit kinesthetic learners. Some students will be

labels, high achievers will not.
Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student, label his bones independently, he
will be allowed to have a label sheet with a corresponding picture for each
bone to scaffold and help that student label where the bone is located.
During the test, he will be given the first 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,
plastic bags, brass fasteners, MR.BONES sheets A&B, labels for the bones,
labels with pictures document, document camera/projector, and (at the end
of the human body unit) human body skeleton and purposes test.