Name: Jessica Kosco

Class: ELED 3221

Date: 10/27/17

Indirect Instruction Lesson Plan Template

Lets Make a Connection

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Central Focus/Big Idea: Muscular-Skeletal connections such as ligaments, tendons, and

cartilage. I would teach this standard in multiple lessons by focusing on the different aspects of
both the muscular and skeletal system. This lesson would build up by going over the basics of
both the skeletal and muscular system, then how each system works with the body, and the
specific parts of each of the systems.

Subject of this lesson: How ligaments, tendons, and cartilage work with the skeletal and
muscular systems to help them move.

Grade Level: Third Grade

NC Essential Standard(s): 3 L 1.1- Compare the different functions of the skeletal and
muscular system.

21st Century Skills: One skill includes communication because students will be communicating
with others about their findings on how ligaments, tendons, and cartilage work with the skeletal
and muscular system. The second skill includes critical thinking and problem solving because
students will be given an experiment have to work through it using their critical skills to
understand the concept of how tendons, cartilage, and ligaments work with the body.

Academic Language Demand

Language Function:

Students will explain how ligaments, tendons, and cartilage work within the body and both the
muscular and skeletal system. Students will explore this connection in the body and explain the
importance and purpose of this connection.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

Scientific Vocabulary: ligament, tendon, cartilage, and friction.

Instructional Objective: Students are expected to understand the connection between ligaments,
cartilage, and tendons and the muscular and skeletal system. Students will also understand the
definitions of ligaments, cartilage, and tendons. Students will show their understanding by
participating in class discussion and completing a worksheet individually as an assessment.
Students must complete the worksheet with 80% accuracy 4/5 questions correct (the first
question counts for 2 points one for each blank, the other three questions count for 1 point).

Prior Knowledge (student): The students already need to know some information on the skeletal
and muscular system and how they work within the body. Students need to have an idea of what
friction is and what it does.

Content Knowledge (teacher): The teacher needs to have background knowledge on what
cartilage, tendons, and ligaments are and how they impact the skeletal and muscular systems.
The teacher should know that friction can cause damage to bones and be able to explain that
concept in depth to students.

Accommodations for special needs (individual and/or small group): Students with special
needs will be given more support and help throughout the lesson and while working on the
worksheet. Students will work in partners in order to encourage assistance in learning.

Materials and Technology requirements: Teacher needs petroleum jelly and copies of
worksheet for each student. Students need pencils.

Total Estimated Time: The lesson should take 30-45 minutes to complete.

Source of lesson: https://3o83ip44005z3mk17t31679f-wpengine.netdna-ssl.com/wp-

content/uploads/2016/11/Muscles-and-Bones-Framework-and-Movement.pdf
Lesson 3

Safety considerations: I will make sure students will stay safe during this lesson by making sure
they use the materials properly, especially the petroleum jelly.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: Students attention will be captured by beginning the lesson with a video. This video
will be a review for students on what muscles and bones are and their purpose. After showing the
video ask these questions: Does your muscles need a skeleton or bones to hold on to? Does your
skeleton need muscles to move?

https://www.youtube.com/watch?v=vRuh9aBwUdM

Explore: Students will experiment with petroleum jelly and pencils to see the connection
between bones and cartilage. Students will be in groups of two, one student will dip their pencil
in the jelly and one will not. Both students will then rub their pencil erasers vigorously on the top
of the desk and see what happens to their eraser. The eraser without the jelly will start to wear
down, and the eraser with jelly will not and will be protected. Students will discuss why the
pencil with jelly was protected and how that relates to cartilage. The teacher should walk around
to each group and ask questions such as What do you notice about the eraser with jelly? What
do you notice about the eraser without jelly? How come the eraser with jelly is protected? How
could this relate to your bones in your body? What could be the jelly in your body?

Explanation: Teacher uses the power point presentation for students to understand the
definitions and examples of the words ligaments, tendons, and cartilage. Teacher will then lead a
class discussion on what happened during their experiments and how cartilage relates to the
experiment. Students will explain what they observed and how they think this experiment relates
to the body and to their bones. Students will share in a whole class setting with their partner. The
teacher will make sure students connect their findings back to their vocabulary words like
friction and cartilage.
Questions to ask: What did you notice about each pencil eraser in the experiment? How can we
relate this to our body and our bones?

Elaborate: Students will be able to apply newly learned concepts by completing their worksheet
and using the vocabulary words that are covered throughout the lesson. Students must correctly
use their vocabulary words in the worksheet to show understanding of the lesson. Another
activity could be for students to write down explaining what cartilage, ligaments, and tendons are
and what they do for the body.
Questions to ask: What have you learned from the experiment to help you understand cartilage
in the body and how it works? How could you explain what cartilage, ligaments, and tendons do
for the body?
Evaluate: Students will be assessed based on 80% accuracy 4/5 questions (the first three
matching question counts for 1 point each, the other two questions count for 1 point each) of the
worksheet provided at the end of the lesson, completed individually. Students must use the
correct vocabulary on their worksheet in order to show understanding of lesson.

Formative Assessment: The students understand the experiment and are able to answer the
teachers questions while the teacher facilitates the room and goes to each group. The evidence
that will be collected is their explanation of the experiment with the whole class, once the
experiment is complete.

Summative Assessment: The worksheet provided at the end of the lesson. Students are expected
to complete the assessment with 80% accuracy 4/5 questions correct (the first three matching
question counts for 1 point each, the other two questions count for 1 point each).

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills: Out of 18 students 7 students did not meet the
objective and 11 students met the objective. Out of those 7 students that didnt meet the
objective, 2 students received 1/5 points for the assessment, 4 students received 2/5 points for the
assessment, and 1 student received 3/5 points on the assessment. Out of those 11 students that
did meet the objective, 4 students received 4/5 points for the assessment, and 7 students received
5/5 points for the assessment.

Reflection on lesson: I think that the students really enjoyed the pencil experiment. They were
able to observe what was happening with each pencil and were able to describe their
observations. The students understood the difference between tendons and ligaments during the
lesson, but some still struggled to remember this difference during the assessment. I could have
discussed the purpose of the pencil experiment more in depth and how it related to the body
specifically.

CT signature/confirmation: _________________________________ Date: ________________

Summary of Lesson

The science lesson was on how ligaments, tendons, and cartilage work with the skeletal

and muscular systems to help them move. I started the science lesson with a video to capture the

students attention. The video was about the purpose of bones and muscles in the body. The

video explains in detail how the body depends on the structure of the bones and the muscles.

After the video was shown, I asked students questions such as Does your muscles need a

skeleton or bones to hold on to? Does your skeleton need muscles to move?

Then I presented the power point for students to learn more in detail about cartilage,

ligaments, and tendons. The power point presented the definition, diagram, and examples in or

on the body of cartilage, ligaments, and tendons. I encouraged students to explore these

examples on their body such as the cartilage in their ears or nose, the ligaments on the back of

their knees, and the Achilles tendon located at the back of the ankle.

Then the student conducted a simple experiment in partners. The students were given a

plate with two pencils and a spoonful of petroleum jelly. One student dipped their eraser in the

petroleum jelly while the other did not. The student without petroleum jelly on their eraser then

rubbed their eraser on the plate at a vigorous speed. Then the student with petroleum jelly on

their eraser did the same in a different section of the plate. Once students did this, I asked them

to place their pencils down. I asked them questions such as What happened to the eraser without

petroleum jelly on it? What happened to the eraser with petroleum jelly on it? What was the

purpose of the petroleum jelly? What was the petroleum jelly doing for the eraser? How could

this relate to your bones in your body? What could be the jelly in your body?
 After a short discussion about the simple experiment, the students were given an

assessment to complete individually. The assessment consisted of definitions of tendons,

cartilage, and ligaments and two questions on how the experiment relates to the body.
Reflection of Lesson

Students learned about how ligaments, tendons, and cartilage work with the skeletal and

muscular systems to help them move. Students were able to further understand the purpose of

cartilage with the simple experiment that they participated in. The students found out that the

purpose of cartilage is to protect both bone and muscle, just like the petroleum jelly protecting

the eraser from breaking down. The experiment went as planned, and students really seemed to

understand how cartilage works in the body.

Students partnered together worked well because I grouped each group myself. I made

sure to pair the lower students with the higher students and to avoid any behavioral problems

with two particular students working together. There werent any problems when the student

were participating in the experiment. However I had to capture their attention when I needed to

bring the whole class back together, which is expected.

Students connected this experience to their daily lives by actively feeling on their body

where their ligaments, tendons, or cartilage is. For instance students were excited to feel and

describe the cartilage they felt on their nose or ears, the ligaments they felt on the back of their

knees or elbows, and the Achilles tendon they felt on the back of the ankle.

Overall, students understood the connection between the simple experiment and how

cartilage protects our bones and muscles from breaking down. Students understood the

definitions of tendons, ligaments, and cartilage presented in the diagram on the power point.