edTPA Indirect Instruction Lesson Plan Template

Muscle Functions
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Central Focus/Big Idea: Human anatomy; bodily functions
Subject of this lesson: Muscles
Grade Level: Grade 3
NC Essential Standard(s):
3.L.1.1 Compare the different functions of the skeletal and muscular system.
Next Generation Science Standard(s):
MS-LS1-3 Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells.
21st Century Skills:
Critical Thinking & Problem Solving- By the end of 4th grade, students must provide concrete
examples of science in a way of thinking that involves both systematic and creative processes
Collaboration- By the end of 4th grade, students are able to work with others, either in large or
small groups
Academic Language Demand
Language Function: Students will be responsible for analyzing the movement of the arm
they create, as well as the muscles that are responsible for the movement.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: muscles, expand, contract, bicep, tricep

Instructional Objective: After the lesson, students will be able to explain the importance of
muscles and their relation to the skeletal system. Students should be able to use correct
vocabulary to describe what happens when muscles expand and contract. During the evaluation
phase of the lesson, students will complete a paper assessment where they must answer at least 8
out of 10 questions correctly to demonstrate mastery. To finish up, there will be a group
discussion and student worksheets and quizzes will be collected after to check for understanding.
Prior Knowledge (student): Students should know that the body is made up of bones (skeletal
system) and the three functions bones have (support, movement, and protection). Students should
also have a basic understanding that the body has muscles.

Content Knowledge (teacher): The teacher should have a clear understanding of the function of
the muscular system and the correct terminology.
Accommodations for special needs/different learning styles: Students with learning
disabilities will work with a partner to ensure they are completing the correct action. ELLs will
have the assessment presented to them with diagrams to clarify tricky terminology.
Materials and Technology requirements:
-

SmartBoard
Video: http://kidshealth.org/kid/htbw/MSmovie.html
Arm Model Instructions
2 rulers (per group)
Metal paper clip (1 per group)
50 cm of string (1 per group)
Scissors
Clear tape
Brass fastener
Arm Model Observation sheet (1 per student)
Muscles quiz (1 per student)

Total Estimated Time: 45-60 minutes

Source of lesson: Cooperating teacher, Muscles and Bones; Activities Guide for Teachers by
national Space Biomedical Research Institute,
Safety considerations: Students are not to run or touch each other while completing activities.
Students should not throw any of the materials.

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: Watch the video: http://kidshealth.org/kid/htbw/MSmovie.html
As the video is playing have students write down interesting facts from the video. After the video
has finished, facilitate a discussion by asking these questions: what are the 3 types of muscles?
How many muscles are in the body? What is each type of muscle responsible for doing? Did you
hear anything that surprised you? Did you learn anything else from the video?
Explore:
Announce to students that they will be working in groups of 4 (table groups) to analyze the
functions of our muscles.
-

Have 2 students come collect the materials (2 rules, string, brass fastener, paper clip, tape, and
scissors) and the 1 other student collect the recording sheets.

In groups, students will work together to create a human arm and analyze its movement. They
will need to identify what happens to the muscle(s) when the arm is straightened and bent.
Students will be responsible for using correct terminology (bicep, triceps, expand, contract). This
will be done by pulling on the strings connected to the ruler and observing what occurs.
To build the arm: students will need to place the rulers on top of each other so the 1st holes (hole
on either end) are aligned. Then, students will place the brass fastener through the hole and open
the clasp so the rulers are connected. Students will then take the paper clip and bend the inner
piece outward so the paper clip has an s shape. The piece of string will then be tied to one end
of the paper clip while the other end is hooked into the 3rd hole (other end of the brass fastener)
of a ruler. The untied end of the string will then be put through the 2nd hole of the other ruler.
Leave teacher-made arm at the front of the class as a reference.
Guiding questions:
-

What do you think is happening to the muscles when you straighten/bend your arm?
What muscle do you think is responsible for this action? What muscle is paired with this muscle?
What is that action called?
Can you feel that happening in your own arm?

Have students record their findings on the Arm Model Observation sheet.
Explanation: Understanding how our muscles work is very important! Our muscles work
together with our bones to keep us standing up straight and move around. Lets take a look at the
arms you made today. Take out teacher-made arm.

Guiding questions:
-

What observations did you make when you pulled on the strings?
What is happening to your muscles when you straighten your arm?
What is happening to your muscles when you bend your arm?
Which muscle is responsible for which action? Bearable

The more we know about our bones and muscles, the better we can take care of them and stay
healthy
Elaborate: Working in the same groups, students will analyze their leg(s). Have students work
together to decide what happens to the muscles when you bend and straighten your leg. They will
also need to decide which muscles are responsible for which action (they do not need to know
specific names- just location). Have students record their findings on the back of the Arm
Model Observation sheet.
Guiding questions:
-

How is your leg similar to your arm?

What is happening to your muscles when you bend your leg?
What is happening to your muscles when you straighten your leg?
Do you think more than one muscle is responsible for this movement? If yes, how many?

Hand out Muscles and have the students complete the quiz.
Evaluate: Bring class together and have a group discussion about their findings of the human
leg. Collect quizzes and Arm Model Observation sheet for records.
Answer for quiz:
1. B
2. D
3. B
4. A
5. A
6. C
7. A
8. B
9. A
10. A
Formative assessment: questions asked throughout the lesson, quiz, and the observation sheet
Question for summative assessment (exit ticket): what is one thing you learned about muscles
today?
To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________

Muscles
1. The three major types of muscles in the body are:
a. Smooth muscle, sports muscle, and skeletal muscle
b. Smooth muscle, cardiac muscle, and skeletal muscle
c. Smooth muscle, running muscle, and face muscle
d. Smooth muscle, flexible muscle, and strength muscle
2. The muscle that pumps blood throughout your body is:
a. Skeletal muscle
b. Smooth muscle
c. Valentine muscle
d. Cardiac muscle
3. Which muscle helps you straighten your arm?
a. Smooth muscle
b. Tricep muscle
c. Quadriceps
d. Tendons
4. What do muscles do?
a. Help the body move and control movement
b. Make you tired
c. Go shopping
d. Make the body unable to move
5. What connects bones and muscles together?
a. Tendons
b. Ligaments
c. Glue
d. Cartilage

6. Skeletal muscles work with bones to give your body:

a. Strength
b. The ability to move
c. Strength and the ability to move

d. None of the above

7. Which muscles are found on the front of your thighs?
a. Quadriceps
b. Biceps
c. Pectorals
d. Deltoids
8. When you make a muscle in your arm, you are contracting your:
a. Pectorals
b. Biceps
c. Deltoids
d. Rectus abdominus
9. Muscles work in:
a. Pairs
b. Fours
c. Outer space
d. By themselves
10. What is happening to your tricep when you extend your arm?
a. Contracting
b. Expanding
c. Shrinking
d. Swimming

Arm Model Observations

Draw a diagram of your arm

Observations:
What happened when you pulled on the string?

What is happening to the muscle when you pull the string?

What is happening to the muscle when you straighten out the string?