LESSON PLAN FORMAT

Name: Kyrie Purdy

Date: 1/15/15
I. LESSON FOUNDATION
Lesson Title: Bones, bones, bones!
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors: Identify structures and functions of the muscular and skeletal

systems of the human body [3.LS.6]

Essential Question(s): Why are bones important? Where is the ribcage located (skull,
humerus, etc.)? What is the purpose of the skull (ribcage, humerus, etc.)? What do the
different parts of our skeleton do?
Instructional Objective(s): When presented with a skeletal model, the students will be
able to identify and locate basic bones (skull, arms, legs, ribs, etc.) with 80% accuracy.
Formative Assessment: The teacher will formatively assess students during the
implementation of the Simon Skeleton Says game using a checklist with every
students name on it, they will get a check mark every time they touch the wrong bone.
The teacher will note which bone it is in the additional notes section of the checklist.
Summative Assessment: The students will be tested at the end of the human body unit
with a blank skeleton worksheet in which they will have to provide the scientific names of
the basic bones (skull, femur, flanges, humerus, ribcage, etc.). Students will also have a
short answer response on the back in which they will need to provide two words to
describe the purpose of bones and explain their reasoning of why they chose those
words.
II. LESSON BODY
INTRODUCTION: Read Chapter Two of Your Skin and Bones by Megan Duhamel. While
reading, use an interactive reading strategy and ask students to feel their own bones,
skull, ribcage, etc.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter - Ask students to turn and talk
with a partner: Why do we need bones? Call on students to share their ideas.
Show students a picture of the skeleton on page 11 under the document camera. Identify
the bones with their scientific names and their common names (skull, spine, rib,
humerus, femur, etc.) together as a class.

*Guided Practice Ask the students to stand up and play a Simon Skeleton Says with
the students. The teacher will say Simon Skeleton says touch your femur, etc. As
students touch the wrong bones the teacher will redirect them and correct the
misconceptions.
*Independent Practice Put the students in small groups of 4 or 5. Allow the students to
play Simon Skeleton game with their peers and give each group a stack of index cards
that have every vocabulary word or bone that they must identify. As students play the
game the teacher will visit each group and make observations to formatively assess and
make more notes on the checklist if it is needed.
CLOSURE: Pull up a picture of a blank skeleton on the smart board and identify and
locate all of the bones that we learned about together as a class. Label as students
identify and locate the bones. Hold a discussion with students about where each basic
bone that we have been talking about is located. Explain that next time we will be
making our own skeleton models and talking about the special purposes and functions of
our bones.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of pictures of
bones, Simon Skeleton game designed to benefit kinesthetic learners through the use of
movement, index cards will benefit visual/auditory learners upon viewing and reading
them. Word bank will be provided for blank diagram of skeleton on summative test at
end of human body unit. For advanced learners that finish the game early, there will be a
pile of books just about bones that they may look through and read if they like.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be given index cards during individual practice that will
have the picture of the body part where the bone is located. During the test, he will be
given the first letter and the last letter of the bone already written for him on his test and
he will be provided with a word bank.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Checklist, index cards, Your
Skin and Bones by Megan Duhamel, document camera/projector, and (at the end of the
human body unit) human body skeleton and purposes test.

Student

Identify skull, sternum, clavicle, rib cage,

spine, humerus, pelvis, femur, tibia, fibula,
radius, and ulna correctly

Additional Notes

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: 1/20/15 & 1/22/15
I. LESSON FOUNDATION
Lesson Title: Mr. Bones
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors: Identify structures and functions of the muscular and skeletal

systems of the human body [3.LS.6]

Essential Question(s): Why are bones important? Why do we need a skeleton? Where is
the ribcage located (skull, humerus, etc.)?
Instructional Objective(s): When presented with a skeletal model, the students will be
able to identify basic bones (skull, arms, legs, ribs, etc.) with 80% accuracy.
Formative Assessment: The completed model skeleton that is properly labeled will be
checked for accuracy with a checklist.
Summative Assessment: The students will be tested at the end of the human body unit
with a blank skeleton worksheet in which they will have to provide the scientific names of
the basic bones (skull, femur, flanges, humerus, ribcage, etc.). Students will also have a
short answer response on the back in which they will need to provide two words to
describe the purpose of bones and explain their reasoning of why they chose those
words.
II. LESSON BODY
INTRODUCTION: Review where all of the bones are from the previous lesson by playing
Simon Skeleton Says with the whole class.
Explain to students that we are going to make a model skeleton today and we will need
to label each bone to help us remember which ones are which.
Show students an example of a finished skeletal model and explain that their skeleton
will look like this, but they will also have to label it with the name labels provided for
them. (Some high achievers may not get the labels, but may label the bones themselves
by writing.)
Give students a pack of bones and brass fasteners. The bags will be individually packed
and cut to save time for instruction in the lesson rather than cutting.
TEACHING PROCEDURES:
Must include:

*Description of Method(s) Used to Present Subject Matter - Ask students to think about
what bone would be the best one to start with when building their model (skull). Start
with skull and build onto it on the document camera to model for students how to start
building their model.
After starting with the skull dont label it yet, and encourage students to wait to label
them until they put their model together completely and it is finished. Allow the students
to work with their elbow partner to turn and talk about what bone they think they should
put on next.
*Guided Practice Ask the students what bone they think we should assemble next/what
they discussed with their elbow partner and allow them to share their thinking. The
ribcage should come next that way we have something to build our humerus and pelvis
on later. Allow students to work together in groups at their table groups to help one
another and finish their skeletal models together. As students work they should be in rich
discussion about bones and where they are located. The students should be working in
cooperative groups to practice locating where the bones go in their skeletal system. The
teacher will be walking around the room facilitating discussions and taking anecdotal
notes on the checklist.
*Independent Practice When students finish building their model, they will receive a
bag of labels for their skeleton. The students must attach the proper labels to the proper
bones on their own. High achievers will not get labels, but will have to write (teacher
may assist with spelling). Low achievers will get a label sheet with pictures to help them
recognize the location. When students finish, they will turn in their fully labeled model.
CLOSURE: Play Simon Skeleton Says again. Remind students how important it is that
we are aware of where our bones are inside of us! When playing the game change it up,
the teacher will point to a bone and the students must whisper their answers all at the
same time of what bone the teacher is touching. This way they review the lesson of
where their bones are located and the teacher can quickly formatively assess and hear
which students are answering incorrectly.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of pictures of
bones, labels, pictures with labels, Simon Skeleton game designed to benefit kinesthetic
learners through the use of movement, building a model will benefit kinesthetic learners.
Some students will be labels, high achievers will not.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student, label his bones independently, he will be allowed to have a
label sheet with a corresponding picture for each bone to scaffold and help that student
label where the bone is located. During the test, he will be given the first letter of the
bone already written for him on his test and he will be provided with a word bank.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Checklist, plastic bags,
brass fasteners, MR.BONES sheets A&B, labels for the bones, labels with pictures
document, document camera/projector, and (at the end of the human body unit) human
body skeleton and purposes test.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: 1/29 & 2/1
I. LESSON FOUNDATION
Lesson Title: Bones and their purposes
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors: Identify structures and functions of the muscular and skeletal

systems of the human body [3.LS.6]

Essential Question(s): Why are bones important? Why do we need a skeleton? Where is
the ribcage located (skull, humerus, etc.)? What is the purpose of our bones? What is the
purpose of the skull (ribcage, humerus, etc.)? What do the different parts of our skeleton
do? How does our ___ bone protect, support us? How does our skull protect our brain?
What would happen if we did not have some bones to support or allow us to move and
protect?
Instructional Objective(s): When presented with a skeletal model, the students will be
able to describe the purpose or function of basic bones with 80% accuracy.
Formative Assessment: The students will complete a matching activity in which they will
match certain bones to their functions.
Summative Assessment: The students will be tested at the end of the human body unit
with a blank skeleton worksheet in which they will have to provide the scientific names of
the basic bones (skull, femur, flanges, humerus, ribcage, etc.). Students will also have a
short answer response on the back in which they will need to provide two words to
describe the purpose of bones and explain their reasoning of why they chose those
words.
II. LESSON BODY
INTRODUCTION: Ask students to write a prediction using this prompt: Why do you think
that we need bones? What is the purpose of having bones in our bodies?
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Read to students Bones by Steve Jenkins and discuss the bones and their three main
purposes and together as a class hold a quick discussion with students about the three
main purposes of bones: support, protection, and movement. Write the three main

purposes of bones on the board. Provide some examples of support, protection, and
movement. What would happen if we had no arm bones? No skull?
*Guided Practice Break the students up into 6 groups and give each student a graphic
organizer. They must fill in the three purposes in their graphic organizer and together
they must come up with 2 examples for each purpose. Support (ex: our leg bones allow
us to stand up) Protection: (ex: our skull protects our brains from getting damage when
we hit our heads.) They must fill out their own graphic organizer, but they must do it
collaboratively as a group.
*Independent practice The students will complete a matching activity in which they will
match certain bones to their functions.
CLOSURE: Have each group share one example of protection, support, or movement that
they came up with during their guided practice when they came up with examples or
situations in which our bones function in these ways. Write the students examples up on
chart paper as a class reminder of the purpose of our bones.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of pictures of
bones, and group discussions. ELL students will be grouped together for language. Word
bank will be provided for blank diagram of skeleton on summative test at end of human
body unit.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will work with other ELL students in his group. He will get a
graphic organizer in which there are some examples already provided. During the test,
he will be given the first letter of the bone already written for him on his test and he will
be provided with a word bank.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Checklist, graphic
organizers, chart paper, document camera/projector, and (at the end of the human body
unit) human body skeleton and purposes test.

Bone Functions
Name: ______________
Draw a line to match the bone to the function it serves

Skull
Support
Phalanges
(Fingers)

Protecti
on

Moveme
nt

LESSON PLAN FORMAT

Sternum
Tibia
Humerus
Ribcage

Name: Kyrie Purdy

Date: 2/3/15 & 2/5/15
I. LESSON FOUNDATION
Lesson Title: Owl Pellet Observation
Grade Level(s): 3

Time Allotted: 30 minutes (per day)

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors: Identify structures and functions of the muscular and skeletal

systems of the human body [3.LS.6]

Essential Question(s): Why are bones important? How are bones of different animals
alike? How are bones of different animals different? How are animals bones similar to
human bones? How are animal bones different from human bones? Can we tell the
function of a bone by its structure?
Instructional Objective(s): When presented with animal bone structures, the students will
be able to describe the similarities and differences between animal and human bone
structures with 80% accuracy.
Formative Assessment: The students will describe the similarities and differences
between animal and human bone structures on their Owl-Pellet Observation Sheet.
Summative Assessment: The students will be tested at the end of the human body unit
with a blank skeleton worksheet in which they will have to provide the scientific names of
the basic bones (skull, femur, flanges, humerus, ribcage, etc.). Students will also have a
short answer response on the back in which they will need to provide two words to
describe the purpose of bones and explain their reasoning of why they chose those
words.
II. LESSON BODY
INTRODUCTION: Read Barn Owls to the students and explain that today we will be
investing bones of a small animal found in an owl pellet. Explain that owls eat small
rodents but are not able to digest the fur and bones. The owl then regurgitates or coughs
up a pellet containing the bones.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Break the class up into pairs. Hold up an owl pellet and describe the procedure.
Unwrap the foil and remove the pellet.
Observe the whole pellet. Notice the shape, color, texture, and mass (or weight) of
the pellet. Write your observations on the Owl Pellet Observation Sheet.
Gently separate the pellet into halves. Put each piece on a paper plate so each
student in the pair has one to work with.

 Separate the bones from the fur and other material using your toothpicks.
Distribute the materials to students. Have one student from each table group get the
materials from the materials station and bring back the owl pellets, paper plates,
toothpicks, and Owl Pellet Observation Sheets
Begin the pellet observation by allowing students to start recording the observations in
part 1 of the observation sheet. Monitor students as they separate the bones from the
fur.
Have students continue to write their observations in part 2 of the owl pellet observation
sheet. Discard fur and other materials after the bones have been separated. Students
should be noting the size, shape, and number of bones.
*Guided Practice Have students share the bones that they are able to identify. Ask
students how are these animal bones similar to human bones? How are these animal
bones different from human bones? Allow students to share.
*Independent practice The students will record their final answers in part 3 of the owl
pellet observation sheet. The students will draw a bone that is similar (to human bones)
and identify it by name, they will do the same thing for a difference observed in bones
(to human bones). They will also answer the two other questions at the bottom on their
own: What animal skeleton did you find in your pellet? And What bones helped you
decide it was that animal?
CLOSURE: Create a T-chart to list the similarities and differences between human bones
and rodent bones. Give each pair of students two sticky notes. One pater should write a
similarity and one partner should write a difference. (Students may say they are similar
in number and shape but differ in size or possible function).
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of pictures of
bones, and group discussions. ELL students will be grouped together for language. Word
bank will be provided for blank diagram of skeleton on summative test at end of human
body unit.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will work with other ELL students in his group. During the
test, he will be given the first letter of the bone already written for him on his test and he
will be provided with a word bank.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Owl pellet observation
sheet, chart paper, owl pellets, toothpicks, paper plates, sticky notes and (at the end of
the human body unit) human body skeleton and purposes test.

WHOLE GROUP LESSON PLAN

Name: Kyrie Purdy
Date: Friday 2/5/15
I. LESSON FOUNDATION
Lesson Title: Skeletal system assessment
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors:

Identify structures and functions of the muscular and skeletal systems of the
human body [3.LS.6]

Essential Question(s): Why are bones important? What is the function of our bones?
Where is _____ located?
Instructional Objective(s): When presented with a skeletal model, the students will be
able to describe the purpose or function of basic bones with 80% accuracy.
When presented with a skeletal model, the students will be able to identify basic bones
with 80% accuracy.
Summative Assessment: Skeletal system assessment
II. LESSON BODY
TEACHING PROCEDURES:
Must include:
*Independent practice The students will take their skeletal system assessment. They
will be provided with a blank skeleton in which they will have to name four bones. They
may choose any four that they like. They will also have a matching portion of their
assessment in which they will have to match the purpose with the bone. (attached)
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of teacher
assistance, and the ELL students will receive tests that have the first letter of three basic
bones that they will identify instead of four.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Skeletal system
assessment.

Bone Functions
Name: ______________
Draw a line to match the bone to the function it serves

Skull
Support
Phalanges
Protecti
on

Moveme
nt

Tibia/Fibula
Ribcage
Femur