Name: Kanah McDannell

Class: ELED 3221

Date: 04/07/15
edTPA Indirect Instruction Lesson Plan Template
Discovering the Skeletal System
_____________________________________________________________________________
Central Focus/Big Idea: Skeletal System
Subject of this lesson: the main bones in the skeletal system
Grade Level: 3rd
NC Essential Standard(s): 3.L.1.1 Compare the different functions of the skeletal and muscular
system.
Next Generation Science Standard(s):
4-LS1-1. Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and
reproduction.
21st Century Skills: Collaboration-OUTCOME: Students work collaboratively with others, both
in small and large groups, in their science classroom. Information Literacy: OUTCOME:
Students are able to locate reliable scientific information in reputable print and electronic
resources.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: Skeletal System, Femur, Pelvis, Cranium, Ulna-Radius, Humerus,

Collarbone
Instructional Objective: Students will label different bone in the human skeletal system.
Students will examine different daily objectives; they will put the pieces of the skeleton
together correctly to make an entire skeleton. Students will label the Femur, Pelvis,
Cranium, Ulna-Radius, Humerus, and Collarbone.

Prior Knowledge (student): Students should know about the major organs in the heart, lungs,
liver, and skin and what they do for the body.
Content Knowledge (teacher): The teacher should know how to pronounce all of the names of
the bones and know where they are in the body.
Femur thigh bone
Pelvis - hip bone
Cranium skull
Ulna-Radius lower arm bones
Humerus upper arm bone
Collarbone and Shoulder Bone
Rib Cage
Spin-Backbone
Accommodations for special needs: ELL students will have access to a skeleton labeled in their
native language to help them see the bones labeled in both languages.
Materials and Technology requirements:
Bones PowerPoint
3 copies of the human skeleton sets
Students agendas
Skeleton labeled in Spanish
Total Estimated Time: 2 class periods
Source of lesson: Mrs. McFadden (CT)
Safety considerations: Each groups will have a designated are to work to ensure that everyone
has enough room to work without being pushed, being crowded, or getting fingers stepped on.

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: Ask students:
We already know that we have many different organs in our body what else do we have?
(Answer: blood, veins, bones)
Who can guess how many bones we have in our bodies? (Answers: 300, 250, 100, 500)
What would happen if we didnt have any bones? ( Answers: be a puddle, just be skin and
organs)
Explore: Students will be placed in groups of 3 and given the following objects:
Skeleton set
Markers
Glue
One students agenda
Skeletal Label Worksheet
Once each group has all the materials I will ask the class to stand up next to their chairs. I will
post key words on the board then ask the following questions:
Who can point to their femur?
What about your pelvis?
What is another name for the cranium?
Can you touch your cranium?
Who can point to their rib cage?
What about your spin?
The students will then work in groups to put together to put together the skeleton set and label
the 8 bones on the key word slide. The students can also use the agenda to name any other extra
bones they would like if they finish the required ones.
Required Bones Include:
Femur
Pelvis
Skull
Ulna-radius
Humerus
Collarbone/ Shoulder bone
Rib Cage
Spin

Explanation:
Sharing Results:
We will hang each groups label skeleton on the white board. Each group will stand next to their
skeleton to help present the bones they have labeled. I will ask who can find the .. (each of the
bones)? The students will take turns pointing to the bone. The groups can compare where they
have labeled each bone to see if any of the groups have answers that differ. For each bone I will
ask Is that bone on the left side of on the right side of the body on in the middle?(Allow the
students to share) For each bone I will ask What is something that this bone helps you do?
(Allow students to share)
Once we have went through all of the required bones I will pick random bones that are labeled
on the diagram in their agendas. Some of the groups will have the bones and others wont. When
one group has a bone that the others dont have they will share where those bones are located on
the skeleton. For each of these bones I will pose the same questions:
Is that bone on the left side of on the right side of the body on in the middle?
What is something that this bone helps you do?
At the ends students will share any other bones that they have listed on their skeletons and
answer the questions.
Elaborate:
Students will play a game of Skeletal Simon Says.
The following bones will appear in the game:
Cranium- Skull
Maxilla- Upper Jaw
Mandible- Lower Jaw
Spin- Backbone
Rib Cage
Collarbone
Shoulder bone
Femur- thigh bone
Pelvis- hip bone
Ulna-Radius- Lower arm bone
Humerus- Upper Arm Bone
I will say simon says touch your..(name a bone) Or I will just say Touch your(name a
bone)
The student will touch the bone if I say simon says, if they move any other time they are out of
the game.

Evaluate:

Formative Assessment: For the first assessment students will receive a skeleton work sheet.
There will be line provided for them to label certain bones. This will allow me to see who
remembers where the bone is within the skeleton.
Summative Assessment:
The second assessment will take place at the end of the week covering all of the science topics in
that week including the skeletal system. This test will contain 20 questions.
Above 85% Mastery
85%-70%- Partial Mastery
Below 70%- non- Mastery
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Was unable to get to the assessment part of this lesson..
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________

(Not exact worksheet closest copy I could find to the CTs copy)