Hannah Fore

ELED 3221-002

Indirect Instruction Lesson Plan Template

The Importance of Skin

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Central Focus/Big Idea: Structures and Functions of Living Organisms

Subject of this lesson: The importance of skin

Grade Level: Third grade

NC Essential Standard(s):
3.L.1 Understand human body systems and how they are essential for life: protection, movement and
support.
3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy

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. [Clarification Statement:
Examples of structures could include thorns, stems, roots, colored petals, heart, stomach,
lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic
structures within plant and animal systems.]

21st Century Skills:

Creativity and Innovation: Students provide concrete examples of science as a way of thinking that
involves both systematic and creative processes that anyone can apply as they ask questions, solve
problems, invent things, and develop ideas about the world around them.

I chose this skill because throughout the lesson, students are gaining knowledge on creativity and
innovation through experimenting through using a glove to represent the importance of skin and pepper to
represent the effect of germs. Therefore, through this exploration they will reinforce their creativity and
innovation skills.

Communication: Students prepare and interpret a variety of methods for demonstrating understanding and
explaining the results of investigations including charts and graphs, diagrams and illustrations,
photographic images, and informational and procedural text.

I chose this skill because throughout the lesson, the students are communicating with one another and the
teacher about the importance of skin and its many roles. Therefore, through collaborating with one
another through Think Pair Share students will reinforce their communication skills.

Academic Language Demand

Language Function:
I chose analyze, describe, and explain because by the end of the lesson students should be able to
describe the importance of skin, explain the roles and functions of skin, and analyze the effect germs
have on skin and why having skin is critical.
Analyze Argue Categorize Compare/contrast Describe Explain
Interpret Predict Question Retell Summarize

Scientific Vocabulary:
Students will learn these key scientific terms through this lesson: skin, germs, protects, and
healthy.

Instructional Objective:
Students will understand the importance of skin and analyze the impact of germs. Independently students
will demonstrate the knowledge they learned regarding skins significance by writing down problems they
may face if they did not have skin, one way to keep skin healthy, and one important job that skin has.
Students must earn 2 out of 3 points.

Prior Knowledge (student):

Students should understand what skin is, have some background knowledge about the roles that skin has,
and know how to follow directions for the activity in Explore.

Content Knowledge (teacher):

The teacher needs to understand:
Skin (roles, importance, etc.)
Review the lab experiment/ activity in Explore
Review the video in Engage prior to the lesson

Accommodations for special needs (individual and/or small group):

Students with visual impairments may need to watch the video during Engage on a personal
Chromebook/ computer.
Students with hearing impairments ay need a transcript of the video during Engage
Students with response impairments may give responses in oral or written form, whichever best
accommodates their needs, throughout the lesson and when describing the three questions in
Elaborate.
For gifted students, the teacher will provide a must do and a may do so students who finish
early can work on another activity without becoming bored or challenged.
In terms of setting accommodations, the teacher will use sensory tools (ex. exercise band looped
around chair legs) for students who are fidgety to get their energy out without being distracting
to other students.
Timing accommodations: Throughout the lesson, the teacher can take frequent breaks for students
who require time accommodations.
For ELL students, the teacher can use a translator or dictionary.

Materials and Technology requirements:

Teacher materials: access to technology for video, PowerPoint presentation, glove, container (1
per table), pepper, scissors (1 per table)
Student materials: Pencil, composition book, sticky note

Total Estimated Time: 45 minutes- 1 hour

Source of lesson: https://www.ncmcs.org/cms/lib7/NC01001076/Centricity/Domain/35/3rd%20Grade
%20Skin%20Lesson.pdf

Safety considerations:
The teacher will ensure that students are safe throughout the lesson by instructing them to:
Always follow directions and never skip ahead throughout the activity.
Only place the glove on your hand.
Not to splash the water around on the table.

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:
To capture student interest and attention the teacher will:
Share a video with students about the importance of skin. http://easyscienceforkids.com/layers-
of-the-skin-video-for-kids/
After the video the teacher will ask the students: Why do you think skin is important?, Who
can tell me one important job that skin has?, and Does anybody have any fun facts about skin
that they would like to share?
The teacher will then ask the students How do you think your skin protects you and keeps you
healthy? then they will instruct the students to participate in a think pair share where they will
turn and talk to their elbow partners about the question.

Students will: respond to the questions posed by the teacher, closely observe the vide on skin, and
interact with one another while discussing the importance of skin.

Explore:
The teacher will model the activity for the students and provide them with clear directions
and expectations.
Activity:
o The teacher will put on a glove and explain that the glove represents their skin and
that the pepper in the activity represents germs.
o Each student will put one glove on their hand and stick their hand in a small
container full of water and pepper. The students will take their hands out of the
container and make observations about what happened. The teacher will ask: What
did you notice when you took your hand out?
o The students will then take the glove off and dry their hands.
o The teacher will instruct students to make a small slit in one of the fingers.
o The students will repeat the experiment
The teacher will ask: What did you notice when you took your hand out this
time? Did anything change? Why?
Explanation:
To facilitate students conceptual development and help students connect explanations back to their
experience the teacher will:
The teacher will ask the class: How did the glove represent skin? How did the pepper represent
germs? What happened when we dipped our glove into the water first? What happened when we
tore our glove and dipped it into water?
The teacher will explain that: similar to the activity, the glove did not allow any pepper to get in.
Similarly, when we have healthy skin it does not allow germs to get inside. However, when our
skin gets cut or if we did not have skin germs would get inside like when our glove was cut. Skin
is very important because it protects us and helps us keep germs and infections out.
The teacher will then inform the class of the three important jobs of the skin which is to: protect
our bodies from germs, help keep our bodies at the right temperature, and allow us to have a
sense of touch.
Students will: listen attentively to the importance of skin, pay close attention to the roles of skin,
respond to questions posed by the teacher, and ask any questions that they might have.

Elaborate:
Opportunities for students to apply newly learned ideas, concepts, and skills are:
The teacher will pose a scenario to the students: Imagine waking up one day without your skin.
You may look very different and kind of scary, what are some problems that you may face? Also,
what is one way that we can care for our skin to keep it healthy?
The teacher will instruct them to write this down in their composition books.
Then the teacher will instruct the students to write down one important job that they learned
about skin on a sticky note and place it on the whiteboard.
Students will: Respond to the scenario and questions in their composition books and sticky note
while placing it on the whiteboard.

Evaluate:
To assess student progress toward the objective:
The teacher will instruct students to write down problems that they may face without skin and
one way to care for our skin to keep it healthy. In addition, the teacher will inform the students to
write down an important job that they learned about skin from the lesson on a sticky note and
place it on the whiteboard. Due to the fact that there are three components (problems, way to keep
skin healthy, important job) students will be given a point for each correctly explained component
for a possibility of three total points.
Formative: Checked through questions and observations.
Summative: Elaborate/extend, students must correctly explain each question and component of
skin. One point for each correct explanation. Three points total.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________