Lesson Plan: Parts of a Bone
Day 3
Grade Level: 3rd
Subject: Science
Topic: Parts of the Bone
Day 3
Subject: Science
Topic: Parts of the Bone
Day 3
NCSCOS
Competency Goal 4: The learner will conduct investigations and use appropriate technology to build an understanding of the form and function of the skeletal and muscle systems of the human body.
Objectives
4.01 Identify the skeleton as a system of the human body.
4.02 Describe several functions of bones:
Essential Standards
Life Science: Structures and Functions of Living Organisms 3.L.1.1
Understand human body systems and how they
are essential for life: protection, movement and support.
Instruction Objective:
Performance - The learner will name the parts of the bone.
Conditions - The learner will use clay to make a model of the bone labeling the parts correctly.
Criteria - 100% accuracy by the end of the lesson.
Objective Rationale: This lesson will help the students understand how the parts of our bodies work together to keep us healthy. They will understand the complexity of the skeletal system.
Objectives
4.01 Identify the skeleton as a system of the human body.
4.02 Describe several functions of bones:
- Support.
- Protection.
- Locomotion.
Essential Standards
Life Science: Structures and Functions of Living Organisms 3.L.1.1
Understand human body systems and how they
are essential for life: protection, movement and support.
Instruction Objective:
Performance - The learner will name the parts of the bone.
Conditions - The learner will use clay to make a model of the bone labeling the parts correctly.
Criteria - 100% accuracy by the end of the lesson.
Objective Rationale: This lesson will help the students understand how the parts of our bodies work together to keep us healthy. They will understand the complexity of the skeletal system.
Instructional Decisions
How much prior knowledge do my students need?
Students need to know that the skeletal system is an important system of the body and understand how it is essential for life by providing protection, helps with movement, and supports the entire body.
How much time do I need to teach the objective?
The introduction to the lesson and discussion should take about 15 mintues. The guided practice and independent practice should take 30 minutes. Closure will take 5 minutes. 50 minutes total.
How will students work during the lesson?
Teacher input will begin with whole group instruction. During guided and independent practice the students will work individually. For closure the students will participate in whole group discussion and review.
Students need to know that the skeletal system is an important system of the body and understand how it is essential for life by providing protection, helps with movement, and supports the entire body.
How much time do I need to teach the objective?
The introduction to the lesson and discussion should take about 15 mintues. The guided practice and independent practice should take 30 minutes. Closure will take 5 minutes. 50 minutes total.
How will students work during the lesson?
Teacher input will begin with whole group instruction. During guided and independent practice the students will work individually. For closure the students will participate in whole group discussion and review.
Content and Strategies
Focus/Review:
Teacher will engage the students' prior knowledge by asking the following questions:
What is the job of the skeletal system?
How many bones does the skeletal system have?
What is the smallest bone?
What is the strongest bone?
Remind the students about the KWL chart.
Objective:
Today, we are going to learn about the make up of bones. We will view an online article and read to find out about the layers of the bone.
Teacher Input:
The teacher will then project on the Active Board the online article What are Bones Made Of? http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607
She will read the article to the students stopping and discussing the information presented. The students will come to the Active Board and access the animated diagram of a bone by clicking on the name of each bone part and reading the explanation of that bone part to the rest of the class. The teacher will then have a blank diagram of a bone on the flipchart. Students will come to the Active Board and label the parts by moving the label with the interactive pen. Explain to the students that they will be given clay to construct a model of the bone. Give each child a paper plate on which to build their model, and 4 different colors of clay or play dough.
Guided Practice:
Using clay the students will create a model of the bone referring to the diagram from the online article.
Independent Practice:
Have students complete the worksheet: Parts of a Bone
Closure:
Have students participate in the class discussion. Review the parts of the bones and the information learned about each part. Have students add to the class KWL chart.
Assessement:
Formative assessments will be done during all class discussions and questioning. The teacher will assess students as they come to the Active Board and perform the labeling activity during the Teacher Input section of the lesson.
Collect worksheets. Students should complete the worksheet with 100% accuracy. After documenting the assessment, return the worksheet and provide any needed feedback to students.
Teacher will engage the students' prior knowledge by asking the following questions:
What is the job of the skeletal system?
How many bones does the skeletal system have?
What is the smallest bone?
What is the strongest bone?
Remind the students about the KWL chart.
Objective:
Today, we are going to learn about the make up of bones. We will view an online article and read to find out about the layers of the bone.
Teacher Input:
The teacher will then project on the Active Board the online article What are Bones Made Of? http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607
She will read the article to the students stopping and discussing the information presented. The students will come to the Active Board and access the animated diagram of a bone by clicking on the name of each bone part and reading the explanation of that bone part to the rest of the class. The teacher will then have a blank diagram of a bone on the flipchart. Students will come to the Active Board and label the parts by moving the label with the interactive pen. Explain to the students that they will be given clay to construct a model of the bone. Give each child a paper plate on which to build their model, and 4 different colors of clay or play dough.
Guided Practice:
Using clay the students will create a model of the bone referring to the diagram from the online article.
Independent Practice:
Have students complete the worksheet: Parts of a Bone
Closure:
Have students participate in the class discussion. Review the parts of the bones and the information learned about each part. Have students add to the class KWL chart.
Assessement:
Formative assessments will be done during all class discussions and questioning. The teacher will assess students as they come to the Active Board and perform the labeling activity during the Teacher Input section of the lesson.
Collect worksheets. Students should complete the worksheet with 100% accuracy. After documenting the assessment, return the worksheet and provide any needed feedback to students.
Things to Consider
Materials:
Computer, Active Board, Website, Parts of the Bone Flipchart, 4 colors of clay or play dough, Diagram: Parts of a Bone, Worksheet: Parts of A Bone , KWL chart
Computer, Active Board, Website, Parts of the Bone Flipchart, 4 colors of clay or play dough, Diagram: Parts of a Bone, Worksheet: Parts of A Bone , KWL chart
Plans for Individual Differences
Pair below level students with a partner to complete the guided practice. ELL students can be provided worksheets and information from the website in their native language. The website used in this lesson does have a link for the information to be read in Spanish. ADHD students can also work with a partner to keep them focused on the task. The kinesthetic student will be getting the hand-on experience they need by making the model. The visual learner will be provided the help they need through the projection of the article and diagram on the Active Board. The auditory learner will listen to the teacher read as well as other students.