Lesson Plan by Ryan Evans
Lesson: Skeletal System Age or Grade Intended: 7 th science Length: This lesson will take two 70 minute periods
Academic Standards: 7.7.2 – Use different models to represent the same thing, noting that the model’s type and com plexity depend on its purpose 7.7.3 – Describe how systems usually change until they reach equilibrium, and remain that way unless their surroundings change Performance Objectives: After group presentations the students will be able to summarize the important concepts of the function of the skeletal system with 100% accuracy (LD students can just list the functions of the skeletal system). The students will list the types of joints and how they work with 100% accu racy. The students will list common injuries to bones and ways to identify them with 100% ac curacy (LD students can just come up with injuries to the bones). The students will describe why bones are so strong and the importance of a proper diet in maintaining that strength with 100% accuracy. Advanced Preparation by Teacher: Supplies needed: rocks, turkey or chicken bones, a hand lens, human skeleton, 2 jars, vinegar, water, markers, and poster board. Objectives need to be prepared so students know what is ex pected of them while they do the group research and present the material to the class. Procedure: Introduction – I will start off the lesson by giving each student a rock, bone, and a hand lens. I will tell the students to examine both the rock and the bone by tapping both on their desk, look ing at it under the hand lens, and feeling the weight. They will record their observations and I will ask them why people would compare bones to rocks and have them come up with ways that rocks and bones are similar and dissimilar. Next I will put one bone in water and one bone in vinegar and ask the students which one will be stronger after soaking for a week. I will then ask them why they believe this is so (Gardner’s logical/mathematical, visual/spatial, Bloom’s appli cation). Step by Step Plan · On the board I will have 4 major objectives: the function of the skeletal system, types of joints and what type of movement they do, bone components – strength and growth, and injuries to bones – causes, identification, and treatment (visual/spatial).
· I will explain to the students that these are the objectives for this lesson (linguistic). · I will then divide the class into groups and give each group one of the objectives listed on the board. · The rest of the period the students will work in their groups preparing the information based upon the standards I give them (sheet included). · Each group will work together to find ways of presenting the material to the class. They can be creative as possible. Everyone must participate (LD students must still take part but can have a lesser role). (logical/mathematical, interpersonal, bodily kinesthetic, vis ual/spatial, linguistic, Bloom’s knowledge, comprehension, application, analysis). · The groups will present their information to the class the following day (interpersonal, visual/spatial, linguistic, bodily kinesthetic, logical/mathematical). · The presentations will be graded for completion based on the rubric attached. · Following the group presentations I will go over any missed material and tie all the in formation together (if LD students are still having trouble I can go over additional ques tions) Closure – I will again go over the section objectives listed on the board and ask if there are any questions with the material (this will give many students the opportunity to get things straight in their heads). Adaptations/Enrichment: This lesson allows for LD students to get a wide variety of instruction. Not only are they receiv ing spoken instructions, they have written instructions and specific objectives to follow in their groups. In their groups they will have many different ways to express what they know. They can write out their answers, speak their thoughts or make graphs or diagrams. Group members can also help explain the content in different perspectives. Self Reflection:
Objectives for group presentation Group 1 – Function of the skeletal system · What is a skeleton? Give some real life examples of “skeletons.” · What are the five functions of the skeletal system? Describe each and give two or three examples. · Use the words vertebrae, protection, minerals, movement, and flexible in your discussion. · Show the class where the following bones are and also tell their function (protection, support, or movement) in the body: femur, humerus, ribs, sternum, carpals, clavicle. Group 2 – Types of joints and movement · What is a joint? Name the two types of joints. · Discuss in more detail moveable joints. Why are they important? What are moveable joints held together by? Discuss the importance of ligaments and cartilage. · Name the 4 types of moveable joints, point out where they are on the body, and do an ac tivity that demonstrates this movement. Group 3 – Bone strength and growth · What is bone made of? Use compact bone, spongy bone, and marrow in your discussion. · What makes bone so strong? Give examples of other materials that bone can be com pared to. · Are bones alive? How do you know? Hint: do they grow and develop? Give examples of bone growth. · How can diet and exercise improve your bones? · What would happen if you did not take care of your bones? Give an example of a disease that affects your bones and explain why its bad. Group 4 – Bone injuries: causes, identification, and treatment · What are some common types of injuries to bones? Give examples and describe a situa tion in which these injuries could happen. Use fracture, dislocation, and sprain. · Describe two ways in which doctors identify injuries? · What are the advantages and disadvantages of using Xrays? · Why is an MRI better? · Name two ways of treating injuries to the skeletal system and what they are used for.
Grading Rubric for group presentations Group 1 – Function of the skeletal system Describe the skeleton Y N Give examples of other skeletons Y N Name the five functions of the skeletal system with examples Y N Used the words vertebrae, protection, minerals, movement, and flexible Y N Showed class where femur, humerus, ribs, sternum, carpals, clavicle were with function Y N
Group 2 – Types of joints and movement Described joint Gave the two types of joints Discussed the importance of moveable joints Said what moveable joints are held together by Discussed the importance of ligaments and cartilage Named the four types of moveable joints and pointed them out on body Did activity that demonstrated the movement of the four joints
Y N Y N Y N Y N Y N Y N Y N
Group 3 – Bone strength and growth Described what bones are made of Used compact bone, spongy bone, and marrow in discussion Described why bone is so strong Gave examples of other material that bone could be compared to Discussed if bones are alive and gave examples of bone growth Explained how diet and exercise improve bone strength Described effects of poor care of bones and gave a bone disease
Y N Y N Y N Y N Y N Y N Y N
Group 4 – Bone injuries: causes, identification, and treatment Listed common injuries to bones using fracture, dislocation, and sprain Gave examples of situations in which injures could happen Described two ways in which doctors identify injuries Explained the advantages and disadvantages of X rays Explained why an MRI is better Gave two ways of treating injuries to skeletal system and what they are used for
Y N Y N Y N Y N Y N Y N
