Developmental Lesson Plan

Teacher Candidate: Abigail Hurd Date: 10/23/17

Group Size: 20 Allotted Time 35 Grade Level 3rd

Subject or Topic: Skeletal and Muscular System

Common Core/PA Standard(s): Standard - 10.1.3.B

Identify and know the location and function of the major body organs and systems.

Learning Targets/Objectives:
The students will be able to demonstrate understanding of all information learned throughout
the unit.

Assessment Approaches: Evidence:

1. The students will take part in a jeopardy 1. The teacher will take anecdotal notes to
game. monitor the students answers to the game
2. The student will take the summative questions.
assessment. 2. The teacher will grade the exam
.
Assessment Scale:
32-35: A
28- 31: B
25-27: C
21-24: D
0-20: F
Subject Matter/Content:
Prerequisites:
Key Vocabulary should be a learned prerequisite before the test

Key Vocabulary: (Select terms will be included in the review and/or exam)
Lesson One Vocabulary:
Cranium- your skull
- Function: It protects your brain
Mandible- jawbone
- Function: for grasping and manipulating food
- Fact: largest and strongest bone of face
Scapula- also known as the shoulder blade. It is a flat, triangular shaped bone on the back of your shoulder
- Function: It connects the humerus with the clavicle
Clavicle- (*not in video) collarbone
-Function: to connect the scapula to the sternum
Ribcage- the bony frame formed by the ribs around the chest
-Function: protects heart and lungs
Sternum (*not in video) bone that hold your ribs in place
- Function: to hold rubs in place
Humerus- Upper arm bone
-Function: serves as a connector for use of the arm, elbow, wrist, and hand.
Radius- One of the lower arm bones
-Function: To connect your upper arm to your wrist/hand.
Ulna- One of the lower arm bones
-Function: To connect your upper arm to your wrist/hand.
Carpals- The eight small bones that make up the wrist
-Function: To allow the wrist to retain shape
Metacarpals: Long bones within the hand that are connected to the wrist and finger bones
-Function: They are the bones that make of the hand, serve as an anchor point for the fingers
Phalanges: The finger and toe bones
-Function: They are the structure for the fingers and toes.
Femur- The thigh bone. It is the longest, heaviest, and strongest bone. The upper leg bone.
-Function: Supports all of the bodys weight
Patella- Also know as the knee cap. It is the thick triangular bone that covers surface of knee joint.
-Function: To cover the knee joint
Fibula- One of the two lower leg bones
-Function: Provide attachment for muscles
Tibia- Also known as the shin. It is the larger bone in lower leg
-Function: Supports body weight
Tarsals- Bones that make up your ankle
-Function: They are a strong weight-bearing platform.
Metatarsals- Bones that make up your foot
-Function: They work to provide movement in the foot and they shape the arch of the foot.
Vertebrae- (*not in video) 26 bones running down the middle of your back
-Function: It is to transmit body weight in walking and standing.
Pelvis- (*not in video) hip bones
-Function: It is to protect the organs used for digesting and for reproduction (making babies).
Lesson Two Vocabulary:
- Joint: A joint is any place where two or more bones meet
- Movable joints: allow bones to move
- Immoveable Joints: do not allow bones to move, stay still
- Ligaments: tissues that connects two bones together as a joint
- Ball-and-Socket Joint: One bone ends in ball shape that sits in the other bone which is the
shape of a socket
- Gliding Joint: allows bone to slip and and slide past each other
- Hinge Joint: Allows bone to move in one direction
- Pivot Joint: allows bones to move side to side

Lesson Three Vocabulary

Muscle: a bundle of tissues in a human or animal body that has the ability to contract. This
causes movement.
Smooth Muscle: Muscles found in blood vessels and internal organs.
- Involuntary muscles
Cardiac Muscle: Muscle found in your heart
- Involuntary muscles
Skeletal Muscle: muscles that move your body
- Voluntary muscles
Voluntary Muscle: a muscle that we can control, these muscles are what help us move.
Ex: Leg
Involuntary Muscle: muscles that move on their own.
Ex. heart and digestive system

Lesson Four Vocabulary

Joint Injuries
Sprain- an overstretched or torn ligament
Dislocation- the ends of the bones in a joint are forced out of their normal positions
Torn Cartilage- serious damage to the cartilage between the bones in a joint
Overuse Injuries- when an activity is performed too often or too seriously, joints become
irritated and inflamed
Muscle Injuries
Muscle Strain- a painful injury that may happen when muscles are overworked or stretched
too much or too quickly, also known as a pulled muscle. Extreme cases can lead to a tearing
of the muscle.
Tendonitis- overuse of tendons that leads to painful swelling
Content/Facts:
Follow key vocabulary
Introduction/Activating/Launch Strategies:
I will tell the students that we are going to be playing a game.
I will arrange students into four groups/teams.
I will explain that the game is jeopardy and whichever team wins will receive 3 extra credit
points.

Development/Teaching Approaches
- The teacher will verify that the students are in equal groups
- The teacher will play the jeopardy game with the students
playfactile.com/smsystemss
- After the game is complete I will leave five minutes open for last minute questions
- The teacher will pass out the exam for the students to take

Closure/Summarizing Strategies:
- The teacher will collect the exam
- The teacher will instruct the students to pull out a silent reading book, or to play a folder
game
Accommodations/Differentiation:

For a student with a visual impairment, I would provide an iPad for them to have the jeopardy
game at their disposal. The student can follow along on the iPad instead of the Smart Board or
other screen projector.
Materials/Resources:

Jeopardy Game
playfactile.com/smsystemss
Exam

Buckley, D. (2011). Interactive science. Boston, Mass. : Pearson, c2011.

Carin, A. A., Contant, T. L., & Bass, J. E. (2005). Methods for teaching science as inquiry.
Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, c2005.

Pruitt, B. E., et al. Prentice Hall Health. Boston, Mass. : Pearson/Prentice Hall, c2007., 2007.
EBSCOhost, search.ebcohost.com/login.aspx?

Wealth, D. J., & Glisan, E. M. (2005). Know your body : skeletal and muscular systems. San
Antonio, TX : PCI Educational Publishing, 2005.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

1. Is there anything I could add to the review game?

2. Were the questions helpful?
3. Do I need to change the number of students per group?

Personal Reflection Questions

Additional reflection/thoughts