KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN

Teacher Candidate:

Taylor Schlemmer Date:

Cooperating Teacher: Dr. Varano

Group Size: 24 students

4/14/16

Coop. Initials

Allotted Time: 1 hour

Grade Level 2nd

Subject or Topic: Skeletal System: Broken Bones

STANDARD:
10.4: Physical Activity
A. Understand that fitness is made up of several components, e.g.
muscular strength and endurance, flexibility, cardio-vascular and body
composition.
I.

Objectives:
A. The second grade students will create model casts by using
their prior and new knowledge to create model casts.

II.

Instructional Material:
Smart board
PowerPoint
Chart paper (1 piece)
Markers
Kids Health video
Inquiry sheet
Streamers (1 roll per group, 6 rolls)
Tape (1 roll per group, 6 total)

III.

Subject Content:
A. Prerequisite Skills
1. Basic understanding that an X-ray is a picture of the
inside of the body.
2. Basic understanding a break occurs on a bone.
B. Key Vocabulary
1. Fracture: a complete or partial break in a bone
C. Big Idea
1. A break of a bone can be severe or mild.

2. A break of a bone can be healed with the use of a cast

and limited use of the limb.
D. Content
1. Severity of bone breaks
2. Healing broken bones
IV.

Implementation:
A. Introduction
1. Ask students if anyone every broke a bone.
2. Allow students to explain how it felt to break a bone.
B. Development
1. Hand out the KWL worksheet.
2. Ask the students to complete the worksheet, writing
different ideas about breaking bones in the first two
columns.
3. Explain K is What we know, and W is What we want
to know.
4. The students should not fill out the L column.
5. Give 10 minutes for students to fill out the first two
columns about broken bones.
6. Students should write at least 2 things on each column
about what they know and what they want to learn
about breaking or healing bones.
7. Starting with one student, have each group give one
example from either column.
8. Students should put this worksheet aside until the end
of the lesson.
9. On the Smart board show X-ray of broken bones.
10. Show severe breaks and milder breaks on a PowerPoint.
(see attached)
11. Discuss the break with the students.
12. Ask students what a bone break is.
13. Explain to the students what a break is by continuing
the PowerPoint. (see attached)
14. Show the video from Kids Health on broken bones.
15. Ask students how broken bones can be fixed.
16. Teacher should write the students ideas on a large piece
of chart paper.
17. Show PowerPoint of pictures of examples of ways to heal
broken bones. (see attached)
18. Explain the use of casts, crutches and wheelchairs.
19. Explain that different casts are used for different breaks
and different body parts.
20. Group students into 6 groups of 4 students.

21. Hand out the inquiry worksheet and supplies. (see

attached)
22. Have students move to different parts of the classroom.
23. Students should first hypothesis what they think makes
the best cast.
24. Students will work in their groups to use streamers to
create pretend casts.
25. Students will work for 15 minutes to create arm casts to
keep the elbow immovable.
26. Students will write an explanation of why they created
their cast that way. Also they will draw a picture and
label the parts of the body as well as any noted
information.
27. After this time, ask students to clean up and return to
their seats.
28. Students will then discuss what a cast does from their
small investigation.
C. Closure
1. Students will finish their KWL guide by filling in the L
section, which is What we learned.
2. Collect the KWL sheet as an exit slip.
D. Accommodation
1. Ben, a student with autism, will work with his usual
class buddy. He will have access to the PowerPoint on
his own computer to allow himself to focus.
2. Joelle, a student with slight visual problems, will perform
well because this allows her to be creative and handson. She will have print outs of the slides from the
PowerPoint.
E. Evaluation
1. Formative:
The inquiry sheet will be collected and assessed on how
the students explain their creation of the model casts.
1- Inquiry sheet was completed with incorrect
explanation.
2- Inquiry sheet is half completed and/or some
explanation is incorrect.
3- The inquiry sheet is completed with full
explanation.
2. There is no summative assessment for this lesson.

V.

Reflective Response:
A. Report on Students Performance in Term of Objectives

Remediation
B. Personal Reflection
1. Did students enjoy creating paper casts?

2. Was the KWL chart effective of learning?

3. How could this lesson be improved?

VI.
Resources:
https://www.youtube.com/watch?v=l87E_rCLnnc