The Skeletal system



Teacher: Blair StoneSubject area / course / grade level: Science, 3rd gradeDuration of Lesson: 1 hourLesson 1 – Intro to the Human Skeletal SystemMaterials:Butcher paperSharpies/MarkersSkeletal System literatureReplica of Human SkeletonLesson objective(s):Competency Goal 4Objective 4.01 Identify the skeleton as a system of the human body. Essential Question: What is the skeletal system?LEP Objective: Students will be able to Build a broad understanding while piquing their interest of all that the Human Skeletal System entails. ENGAGEMENT (Different types of literature on this topic will be set out on each set of desks in the classroom. These varied types of literature will offer students another way of looking at all of this new information. It will also allow them to see the Human Skeletal System in a new light – making references to real life applications will help them make connections to what they know and give a purpose behind their learning. They will also be able to remember the information more accurately if they can find as many of these connections as possible. ) Students will rotate through each station of literature. They will take the time to read the varied literature and take in the fundamental concepts. The sole purpose is to get the students excited about what they are learning, which will hopefully lead to a very inquisitive group of children throughout the whole unit. Once students return to their seats, they will be handed an “entry slip” into this lesson. This entry slip will consist of spaces for 5 things they have learned from reading this literature on the Human Skeletal System or questions they have after looking through the literature. EXPLORATIONActivity 1Two students will be chosen to lie down on butcher paper and two different students will be chosen to trace their friends on the butcher paper with a Sharpie. One outline will be used to draw what the students THINK they know about the Human Skeletal System. The class will first make a list of what they think the Human Skeletal System includes/consists of.Once this list is drawn up, students will be chosen one at a time to come up to our replica of ourselves to draw these key items on our first person. EXPLANATIONActivity 1Students will be shown a replica of the Human Skeleton. Each student will be given a Science Notebook for this Unit. The class will work together to create a KWL Chart on this topic in their Science Notebooks. ELABORATIONActivity 2Students will be paired up with their EEKK (Elbow Elbow Knee Knee) partners in the classroom then will head to the gym to wait for further instructions. Each pair of students will hold one jump rope. Students will trade off jumping rope while their partner observes the different types of motions involved in jumping rope, how the body moved, etc. )The class will come back together and have a discussion about this experiment. I will facilitate discussion to lead towards the realization that our bones and muscles work together to allow us to do things like jump rope. We will define: skeleton, muscle, and bone and write their definitions in our Science Notebooks. EVALUATIONStudents will write a paragraph in their Science Notebooks explaining the connection between our jump rope activity and the Human Skeletal System. (In order to receive full credit, their new vocabulary terms must be included, correctly, in this description.) DIVERSITY OF LEARNING ENVIRONMENT This lesson keeps all types of diverse learners in mind. There are aspects that accommodate more to the kinesthetic learner and the males in the classroom considering they struggle more with keeping their attention over a long period of time. By utilizing these hands-on experiments, those struggling to grasp the information will hopefully get another view on the topic. This will help those visual learners by seeing the figure of the human body cut out on butcher paper, which will get added to throughout this unit. ADAPTATIONS/MODIFICATIONS While working in the gym, it will be difficult to keep students on task. As a result and as a preventative measure as well, I will be walking around the gym facilitating discussion with the pairs of students. Modifications for Specific Students – Students 1,2,6,8,12,17, 20For my medicated students as well as those with behavioral issues, this lesson could be quite the feat to overcome. There are many circumstances that could not end well if students that cannot focus, sit still or keep to themselves do not follow instructions. In order to take precautions in this area, I will have these students work together. Once we reach the gymnasium, I will utilize proximity to keep an eye on all of these students to ensure that they are staying on task and that they are not disrupting another child’s learning experience. Teacher: Blair StoneSubject area / course / grade level: Science, 3rd gradeDuration of Lesson: 1 hourLesson 2 – Bones Bones Bones Materials:The Magic School Bus: Inside the Human Body (by Joanna Cole)Examples of X-RaysCollection of bones Lesson objective(s):Competency Goal 4Objective 4.01 Identify the skeleton as a system of the human body. Essential Question: How many bones make up the human skeleton?LEP Objective: Students will be able to Identify the number of bones that the human body consists of. ENGAGEMENT I will refer back to the lesson the previous day on how bones and muscles help us make all of the motions and movements our bodies make. Ask students if they can make an estimate as to how many bones are in the human body. (They will have the opportunity to glance at our replica of the human skeleton and make a prediction.) EXPLORATIONActivity 1The five sets of desks in the classroom will be split up into 5 groups. Each group will be handed a diagram of a specific part of our skeleton. IT will be their job to be “scientists” and count the number of bones in each corresponding section of the skeleton they have been given. Each group will share their findings with the class. Then the class will come back together and make a chart that will consist of parts of our skeleton and numbers that make up each part our skeleton. EXPLANATIONActivity 1Students will be shown examples of X-Rays. (They will observe the bones present in the X-Rays and have to determine what part of the body it is.) ELABORATIONActivity 2Each group of desks will be given four bones to observe and take notes on. Students will write down all of their observations in their Science Notebooks. (This activity will lead into the following lesson on the types of bones and what contents a bone includes.)Additionally, students will learn the major bones in the human body – ie. Skull, ribs, jaw, collarbone, etc.I will also read The Magic School Bus: Inside the Human Body to the class. EVALUATIONStudents should be able to determine what main sections of the human skeleton are and how many bones each section includes. DIVERSITY OF LEARNING ENVIRONMENT This lesson will cater to the inquisitive side in each and every student, all types of learners. After counting all of the bones in the four main sections of the skeleton and experimenting and observing different types of bones, students should be eager to learn more about this system. ADAPTATIONS/MODIFICATIONS For those students that are not comfortable exploring the collection of bones they have been given, students can spend this time looking through the literature from the previous lesson. Modifications for Students – 1.2.7.16 Students who are not on grade level may find it difficult to make the connection between the collection of bones and our bones. Allowing students to experiment, observe, and actually touch what they are learning about involves students participating in an inquisitive thought process, comparing and contrasting what they know about two objects. If students are not able to go through these thought processes, students are not getting the full concept out of the lesson as it has been planned. In order to help these students along, I will make my own group consisting of these students in the back of the room and facilitate discussion so that I know they are on the same level and are getting the same concepts out of this activity as their classmates. Teacher: Blair StoneSubject area / course / grade level: Science, 3rd gradeDuration of Lesson: 1 hourLesson 3 – Types of Bones (scripted)Materials:Bill Nye the Science Guy Bones ClipDiagram of the Human Skeleton The Body Book by Donald M. SilverTwo toilet paper rolls (per group)Heavy books ( per group)Diagram of the inside of a bone ( per group)Lesson objective(s):Competency Goal 4Objective 4.02 Describe several functions of bones: support, protection, and locomotion.Essential Question: What are the different types of bones?LEP Objective: Students will be able to Determine the differences in the types of bones.ENGAGEMENT In order to incorporate 21st Century Skills into these lessons, I will be utilizing technology to teach my students about new information or to reinforce what has already been taught. Going along with this theme, I will be showing students the Bill Nye The Science Guy Bones Clip to my students to engage them in what we will be learning about bones in this lesson. As a review from the previous lesson, we will also review the names of the major bones in the human skeleton and the number of bones in each one of the four main parts of the human skeleton as well. “Today we will be discussing bone strength and different types of bones. To start off, we will be watching a clip of the Bill Nye The Science Guy on Bones. ( show movie clip) Yesterday, we began to name the major bones in our bodies. (Pointing to diagram in front of class on SMART Board) Who can name this bone for me? A: Jaw bone, collar bone, etc. Now, who can name the four major sections of our skeleton? A: Arm, Leg, Skull, and Torso How many bones total are found in the torso? How many bones are there in the human body total? A: 206 bones.Now that we have learned the names of the majority of our bones and how many bones our body consists of, it is time to learn about what our bones are made up of. EXPLORATIONActivity 1 Students will be learning about hard bones and soft bones. Students will learn about hard bones by conducting an experiment with toilet paper rolls and heavy books. Each group will be handed a toilet paper roll and a couple heavy books. Students will first make a prediction as to what will happen to the toilet paper roll when a heavy book is placed on top. Then students will conduct the experiment, record the data, and the class will come back together to participate in discussion about their findings. (The toilet paper roll should have no problem supporting the heavy book.)“Today we will be conducting an experiment to learn about the strength of our bones. Each group of you will be given two toilet paper rolls and a set of heavy books. First, take the toilet paper roll and place it so it is standing on its end. Next, we will be placing one of the heavy books on top of our toilet paper roll. Do you think the toilet paper roll will be able to hold the weight of the heavy book? (The class will take a vote and I will write a tally on the board.) Everyone should make a prediction. I will give you all five minutes to work through this experiment. Be sure to record your data in your Science Notebooks. We will come back together to discuss what you found once we’ve finished with the experiments. (students conduct experiment)So, what is the general consensus? Who can raise your hand and tell me what you found out about our toilet paper roll and the heavy books? Did the roll hold the heavy books or not? A: Yes, the rolls held the books. EXPLANATIONActivity 1I will introduce Vocabulary (For Hard and Soft Bones ie. – hollow, calcium, cells, tissue, cartilage, marrow, minerals) This vocabulary will be recorded in their Science Notebooks for future reference. “ Now just like these toilet paper rolls, our bones are hollow. Who knows what the word “hollow,” means? A: Not solid. Just like we saw with our experiment, just because our bones are hollow doesn’t mean they aren’t strong. In our experiment, the toilet paper roll was strong enough to hold our heavy books. In real life, our bones are strong enough to hold a lot of heavy objects as well. We know that our toilet paper rolls are made out of cardboard. Does anyone know what our bones are made out of?A: Hard, white things. Our bones are made out of a mix of hard matter and living cells. The hard part is made out of things we call calcium and phosphorus. Inside of our bones are made out of a soft tissue called marrow. There is also a different type of tissue called cartilage that covers the end of some bones. This allows bones not to grind against one another and wear away. Once our bones grow, they become strong and can protect our body. In what ways can we keep our bones strong?A: Eating a healthy diet, working out regularly, and making smart decisions for our individual lifestyles. ( I will read a section of The Body Book by Donald M. Silver to the class.) ELABORATIONActivity 2Students will conduct the same experiment but adding an extra book to the toilet paper roll. (The roll should still hold the weight of the two books.) Students will make a prediction, once again, as to whether or not the roll will hold two books. Students will then see how many books they can stack on the toilet paper roll before it bends or breaks. The class will then have a discussion as to why we need to keep our bones strong. “Now that we have learned what our bones are made up of and that they are strong, let’s test the limits and see just how strong our bones are by participating in the same experiment we just did – with a few exceptions. Let’s all make a prediction to see just how many books our toilet paper rolls can hold at once. I will give you ten minutes to conduct these experiments and record your data in your Science Notebooks. See how many heavy books you can put on top of your toilet paper roll before it bends or breaks. (Experiments conducted)One person from each group raise your hand to share your results with the class. (A: Results)Who can raise their hand and tell me why it is important for our bones to be strong? A: We’re all very active, and make many movements all throughout the day. We wouldn’t be able to make them without healthy bones and muscles. Today, we have learned that it is very important for us to keep our bones healthy and strong so we can live our lives to the best of our abilities.”EVALUATIONStudents will fill out a T – chart to identify the differing factors between healthy and unhealthy bones. DIVERSITY OF LEARNING ENVIRONMENT This lesson will cater to all types of learners. The hands on experiment will allow students to make a connection to the roles and characteristics of our bones. Using this experiment as an explanation will help the students to understand this concept better. ADAPTATIONS/MODIFICATIONS For my students who struggle with spelling, I will make sure to model the writing of all of the new vocabulary in front of the whole class and offer more one on one time to ensure that they are spelling and grasping these concepts as they should be. Modifications for Students – 1,2,7,8,12,17, 20These specific students struggle with putting things down on paper. In order to help them keep up with the rest of the class, I can utilize IE time at the beginning of our instructional day to write on whiteboards what it is that these students need to copy down in their Science Notebooks. It is very important to model exactly what needs to be written down, word for word for these students. Teacher: Blair StoneSubject area / course / grade level: Science, 3rd gradeDuration of Lesson: 1 hourLesson 4 – Unhealthy BonesMaterials:EggVinegarTupperwareScience Notebooks Edible Skeleton ResourcesLesson objective(s):Competency Goal 4Objective 4.02 Describe several functions of bones: support, protection, and locomotion. Essential Question: What do unhealthy bones look like and how can we prevent them?LEP Objective: Students will be able to Describe what an unhealthy bone looks like as well as how we can do our best to keep our bones healthy. ENGAGEMENT I will conduct an experiment (leaving an egg soaked in vinegar) for the class. I will ask students what they think will happen to the egg once we leave it in the cup for ten to fifteen minutes. Once the egg has been left in the vinegar for fifteen minutes, I will take it out and show it to the class. (The egg will be stripped of all minerals, looking different.) I will then proceed to explain to the class this is what happens with our bones when we do not take care of them.EXPLORATIONActivity 1 I will present the class with an interactive PowerPoint. This PowerPoint will present students with two situations. Students will have to work together to decide what would be the best decision to make to keep their bones healthy and strong. EXPLANATIONActivity 1I will introduce new vocabulary to the students (minerals – cause bones to be strong. When minerals are no longer present, bones become soft and movable.)ELABORATIONActivity 2Now that we have learned all about bones in the body, the class will participate in making their own edible skeleton. Each student will be given an outline of the human body. We will work together to figure out what materials to make the different bones based on the information we have learned from the previous lessons. EVALUATIONStudents will complete a quiz based on the vocabulary they have learned up to this point. DIVERSITY OF LEARNING ENVIRONMENT This lesson will allow both the students and myself to see what concepts need to reintroduced or readdressed. ADAPTATIONS/MODIFICATIONS I will have to make sure that all of the foods that we use to make our edible skeletons do not include foods that any of my students are allergic to. Additionally, for those students that struggle with reading, and receive read alouds, I will read their quizzes to them in order for them to have a fair attempt at their quiz, just like their classmates. Student Modifications – 8, 20These students get read alouds for any type of written assessment. They have modified assessments, not modified assignments. Working with these children and making sure that they are caught up with their classmates requires collaboration with EC Specialists. If there is not enough time in our instructional day to read this quiz aloud to these two students, it will be left up to the EC Specialists to conclude the modified assessment. Teacher: Blair StoneSubject area / course / grade level: Science, 3rd gradeDuration of Lesson: 1 hourMaterials:SMART BoardScience NotebooksComputersLesson 5 – The Functions of Our BonesLesson objective(s):Competency Goal 4Objective 4.03 Describe the functions of different types of joints: hinge, ball-and-socket, and gliding. Essential Question: What are the different types of joints and what do they do?LEP Objective: Students will be able to Describe what a joint is and identify different types of joints. ENGAGEMENT Ask students to stand up and push their chairs in. Next, ask students to bend their bones in different places (elbows, wrists, etc.) Explain to students that our joints are what allow us to move. Then tell students that there are different types of joints. (hinge, ball-and-socket, and gliding) Also, I will explain the difference in movable and immovable joints by asking students to try to move their skull. EXPLORATIONActivity 1I will walk students around the campus of the school and show them examples of all of the different types of joints. Hinge joints a door hinge, elbows, bending your fingers at the knuckle, kneesBall-and socket joints hips, spoon and lollipopGliding joints wrists, ankles, and spineEXPLANATIONActivity 1I will introduce new vocabulary to the students (joints, immovable joints, movable joints, gliding joints, ball-and-socket joints, hinge joints)ELABORATIONActivity 2I will have notecards for each group of desks in the classroom. Each group of ten cards will have a picture of a different type of joint. The students will have to work together to decide which type of joint each picture is representing. EVALUATIONStudents will be given a diagram of the human skeleton. They will have to color code the skeleton joints with red (for hinge joints) green (for ball and socket joints) and blue (for gliding joints)DIVERSITY OF LEARNING ENVIRONMENT The campus tour during this lesson will depend solely on what all is going on at school this day. If need be, I can find examples in the classroom to show students examples of different types of joints. ADAPTATIONS/MODIFICATIONS For those students that struggle working together, I will make a couple extra sets of cards so that these students can work independently. Student Modifications – 1,2,6,9,11,12,13,17, 20There are some students (mentioned above) that do not work well with other classmates ( or in many of these cases, with one another). In order to make this lesson work, I will have to rework the pairings so that one student will tone the other down, and make sure that the pairings will benefit and feed off of one another. For those students (6 and 20) that cannot work with others at all, I will have to make extras of everything so that they can still complete the assignment individually. ................
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