Elizabeth Lambert

ELED 3221-003
3/22/17

INDIRECT INSTRUCTION

Bones and Muscles

Elementary Science
_____________________________________________________________________________

Big Idea: Anatomy/ Physiology

Grade Level: 3rd Grade

Rationale:

The content of this lesson is important to teach students because

students need to know the parts of their body, as well as how each part
functions to allow us to live our everyday lives. Students should understand
that without our bones and muscles, we would not be able to do our favorite
things such as swimming, playing basketball, etc. Without muscles and
bones we would not be able to sustain life. Students also need to know this
content because it can better help them understand how their bodies work,
and the steps they should take to take care of it. This concept relates to
their lives because it is the basic foundation of our existence. Without
knowledge of the body and its systems, humans would not be able to cure
diseases, fix broken bones, and save lives; thus, the importance that
students realize the significance of taking care of their bodies.

NC Essential Standard(s):

3.L.1 : Understand human body systems and how they are essential for life:
protection, movement and support.

Next Generation Science Standard(s):

3-LS1- : Develop models to describe that organisms have unique and
1 diverse life cycles but all have in common birth, growth,
reproduction, and death.

Instructional Objective:
Independently, TSWBAT identify and label bones of the human skeletal
system, and explain the relationship between bones and muscle, bone size,
and bone location. Students will need to get 6 out of 8 questions correct on
exit ticket to show understanding.
Prerequisite knowledge and skills:

Students:

Students should be aware that our bodies are made up of different bones
and muscles. Students should know that different bones/muscles are created
differently in order to meet their unique function. Students should have
previous practice of collaborating with other students, and be able to
efficiently work on their own without constant help from the teacher.

Teacher:

The teacher needs to know the definition of bones/muscles and be able to

describe their purpose in our bodies. The teacher should know specific bones
and muscles, as well as be able to describe their location and function in the
body. Lastly, the teacher should be able to relate concepts taught to
students everyday lives.

Materials/Resources:
Science journals, Chromebooks, bones and cartilage worksheet, small
whiteboard & marker, reading handout with outline.

Source of your lesson: CT pre-planned lesson.

Estimated Time: 1 hour 30 minutes

Accommodation for Special Needs/different learning styles:

ESL:

ESLs will be paired with English/ multi-lingual students, and be encouraged

to use English as much as possible in each station. ESLs will have content
(worksheets and handout) given to them in their own language.

Students who are physically handicapped:

Students who have trouble/ cant walk will remain in one area. All other
students in group will come to area where this student is at so they do not
have difficulty getting around the classroom.
Safety considerations: How will you make sure students are safe in your
lesson?

1. All items such as book bags, coats, lunchboxes will need to be in

secure places and out of walking area to ensure that each student can
safely walk around the classroom to different stations.
2. Students will know ahead of time that even though the teacher is
working with small groups, each student should be working quietly
without any horseplay, running around, etc.
3. All students will know ahead of time that they are expected to stay in
the classroom only. This means no group work in the halls or outside.
Elizabeth lambert
ELED 3221-003
3/22/17
______________________________________________________________________________

Content and Strategies (Procedure)

Engage:
1.) To activate students prior knowledge, students will be asked a series
of questions shown from Google Slides. These questions will help
assess how much students know about bones and muscles so far.
2.) Each slide will have one multiple choice question. Students will be
asked to write down A, B, C, or D/ true false on their individual white
boards.
3.) Facilitated discussion will occur after every question.

Possible questions:
What are bones?
What are muscles?
Are their different types of bones?
Are their different types of muscles?
How many bones does the human body have?
What is cartilage?
Why do we need bones?
Why do we need muscles?

Possible answers:

The hard part of our bodies that help us keep our shape
Tissue connected to our bones
Yes. We have some small bones, some large bones, and they all look
different.
No. All muscles are the same.
200, 120, etc.
Something in the inside of our bones.
To help us walk and do other activities.
To support our bones

4.) Facilitated discussion should address how students came up with their
answers, as well as pose questions to further higher-level thinking
skills.
Explore:
5.) Students will then be put into groups of 5 and assigned to a starting
station. Station one will have a short video clip for students to watch
about bones and muscles, as well as an outline to fill out while
watching. Station two will have a reading packet that students will take
turns reading together. After reading is done, students will work
together to create a poster to present to the class choosing one of the
following topics from the reading: The importance of eating healthy,
why we should exercise, or why it is important that we get enough
sleep. Lastly, group three will be working with the teacher. Students
will need to bring their Science journals and pencils. In this group,
students will write down three bones in their Science journal and one
interesting fact about each. Students will then use their Chromebooks
to play a game labeling different bones of the body. Each station
should be about 10 minutes.
6.) While working with small group the teacher should be facilitating
discussion with students about bones.

Possible Questions:
So, looking at the human skeleton, which bone do you think is the
biggest? Why do you think it needs to be so big?
Why do you think the ribs might be around the heart? What about the
skull around the brain?
Why do you think some of the bones are more compact than others?
Why do you think some of the bones are more spongy?
Why do you think we have joints in between certain bones?

Possible answers:
The femur. Because it carries the most weight
Because the ribs protect the heart from getting damaged, and the
skull protects the brain.
Because the bones that are more compact carry more weight/ are
bigger bones.
Because the smaller bones dont have to be as hard.
To help us move are bones and muscles in different directions.

Explanation:

7.) Each group will present their poster to the classroom. Students should
cover: The topic they chose, facts from reading, and the importance of
 their subject in relation to keeping their bodies healthy. Again, teacher
should facilitate classroom discussion.

Possible questions:

I see that you wrote down that nutrition is important in order to

have healthy bones. Was there a specific nutrient you found that
are bones need? How does it help our bones? What type of foods
can we get that nutrient from?
What does exercise do for our muscles? Can too much exercise
ever be a bad thing? Why or why not? Is there a recommended
amount of exercise we should get each day?
What happens during sleep that restores our body? Does
everyone need the same amount of sleep?

Possible answers:
Yes. Vitamin D. Its important because it helps our bones
absorb minerals better, which helps them stay strong. If
our bones are strong they wont break as easy. Dairy
products like milk and cheese, fish and beef all have a lot
of Vitamin D.
Exercise helps our muscles by tearing them. When they
regrow they grow back stronger. If you exercise too much
your muscles never get a chance to heal, which can cause
damage and a build up of lactic acid. Yes. Children and
adults should get about an hour or exercise everyday.
When we sleep our body gets a chance to heal and repair
all of the damage that was done during the day. Without
sleep, our bodies dont get a change to heal themselves as
good as they usually would. We found that children need
more sleep than adults because we are still growing. Adults
need 7 to 9, so children need around 8 to 10 hours.

8.) Teacher should build on explanations by explaining/using proper

vocabulary such as: Vitamins, minerals, build, repair, osteocytes,
compact bone, spongy bone, blood cells, etc.

Elaborate: What opportunities will there be for students to apply newly

learned ideas, concepts, and skills? (Another activity is ideal)

9.) Students will then go back to previous groups and trace one partner
onto huge paper provided. Students will then be asked to choose at
 least five bones from the list of bones on the board and place them
(draw and label) on to the correct areas of their traced person. Bone
list: Skull, ribs, femur, pelvis, tibia, fibula, humerus, patella, etc.
10.) While students are working, the teacher should walk around
asking questions about bone placement, purpose of bones picked, etc.

Evaluate:

Summative: Students will answer exit ticket with the following questions:
1.) Why do we have bones?
2.) List three bones of the human skeleton.
3.) Why do we have muscles?
4.) How does exercise help our muscles?
5.) How does vitamin D help our bones?
6.) Why are some bones around certain organs?
7.) Why are some bones more compact than others?
8.) Which bone is bigger: Femur or Ulna?

Formative: Questions asked throughout lesson will show students growth

from beginning to end, as well as any misconceptions that need to be
reviewed. Human trace will also be looked over to see correct labeling of
bones.

Closure:

Before leaving the classroom, students will share about their biggest
surprises they learned during the lesson. Students will be asked about any
misconceptions that they have, and will be challenged to go home and get
physical activity in for the next week straight. Students can bring in a signed
log of recorded exercises after one week to receive one homework pass.