Developmental Lesson Plan

Teacher Candidate: Nicole Schmidt, Jeremy Hileman, Leah Talley Date: 4/5/18

Group Size: 20 students Allotted Time 35 min. Grade Level 3rd grade

Subject or Topic: Spine

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:
1. The students will be able to identify parts of the spine by watching a video and completing
an inquiry activity.
2. The students will be able to tell me parts of the spine by engaging in a class discussion.

Assessment Approaches: Evidence:

1. The students will label parts of the spine on 1.The teacher will be taking notes while
the smartboard. students are doing the inquiry to see what
2. The students will complete an inquiry sheet they understand.
and hand it in. 2.The teacher will use the inquiry to see their
…. understanding of the topic.
…
Assessment Scale:
Use the inquiry sheet to see what the students understood from the lesson.
Basic: Can identify 1 part of the spine they made.
Proficient: Can identify 2-3 parts of the spine they made.
Advanced: Can identify all 4 parts of the spine they made.

Subject Matter/Content:
Prerequisites:
Key Vocabulary:
Cervical Vertebrae:
Are the seven cylindrical bones, or vertebral bodies (C1-C7), that provide support and
structure for the cervical spine.
Thoracic Vertebrae:
Each of the twelve bones of the backbone to which the ribs are attached.
Lumbar Vertebrae:
The five vertebrae situated between the thoracic vertebrae and the sacral vertebrae in the spinal
column.
Sacrum:
A triangular bone in the lower back formed from fused vertebrae and situated between the two
hipbones of the pelvis.
Spinal Cord:
The cylindrical bundle of nerve fibers and associated tissue that is enclosed in the spine and
connects nearly all parts of the body to the brain, with which it forms the central nervous
system.
Vertebrae:
Each of the series of small bones forming the backbone, having several projections for
articulation and muscle attachment, and a hole through which the spinal cord passes.
Intervertebral Disc:
A layer of cartilage separating adjacent vertebrae in the spine.
Nerve Cluster:
The major column of nerve tissue that is connected to the brain and lies within the
vertebral canal and from which the spinal nerves emerge. Thirty-one pairs of spinal
nerves originate in the spinal cord: 8 cervical, 12 thoracic, 5 lumbar, 5 sacral, and 1 coccygeal.

Content/Facts:
What is the purpose of our spine?
-Main pathway for information connecting the brain and the nervous system.
How is the spinal cord protected?
-By the bony spinal column made up of bone called vertebrae.

Introduction/Activating/Launch Strategies:
 The teacher will have the PowerPoint on the board and ask the students to feel their
back and tell her what they feel.
 The teacher will ask the students what they feel and if they know what it is in their
back.
 Teacher will go to the slide with “Spine” written on the slide with a picture of a human
spine.
 Tell the students to turn and talk to each other about what they know about your spine.
 Teacher will ask the students to raise their hands and tell her about what they think
they know about our spine.
 “Today we will be talking about our spine. In a minute, you will watch a video that
tells us some information about our spine. We will then go over a sheet with a picture
of our spine and the major bones that make up it. We will then go over a PowerPoint
that tells you more information about our spine. You will have a sheet to fill out while
going through the PowerPoint. Then you will break into groups and make your own
spine out of candy and a pipe cleaner. You will have a sheet labeling the candy spine
you make to the parts of our actual spine.”

Development/Teaching Approaches
Part One
 The teacher will ask the students to feel their back and talk to their partners about what
they feel.
  The teacher will then ask them thumbs up or thumbs down if they are ready to tell her
what they feel.
 The teacher will ask the students what they feel in their back and what they think it is.
 The teacher will then turn to the next slide of the PowerPoint that says “Spine” and tell
them that it is your spine and today we will be learning more about our spine.
Part Two
 The teacher will turn to slide three of the PowerPoint and tell them that they are going
to watch a video about the spine and to pay close attention because there will be
questions after the video.
 The teacher will play the video and the students will watch.
 After the video is over the teacher will turn to slide 4 on the PowerPoint and go over a
sheet with the classroom as a whole.
 The teacher will show them the spine and the 5 things that need to be labeled. She will
go over the first one that is already labeled and the 4 that are left the students will come
up and write what part of the spine it is based off the word bank.
Part Three
 The teacher will then pass out a handout that follow the slides. The handout will have a
picture of what is on the slide and the students have to write what the picture is and a
short definition based on the slide.
o Slide 5: About the Spinal Cord
- The spinal cord is the main pathway for information connecting the brain
and the nervous system.
- The human spinal cord is protected by the bony spinal column. The spinal
column is made up of bones called vertebrae.
o Slide 6: Cervical Vertebrae
-The seven bones that provide support and structure for the top of the spine.
o Slide 7: Thoracic Vertebrae
-Each of the twelve bones of the backbone to which the ribs are attached.
o Slide 8: Lumbar Vertebrae
-The five vertebrae under the Thoracic Vertebrae.
o Slide 9: Sacrum
-A triangular bone in the lower back formed from fused vertebrae and between
the two hipbones of the pelvis.
o Slide 10: Intervertebral Disc
-A layer of cartilage separating vertebrae in the spine. Acts as a cushion
between the vertebrae.
o Slide 11: Nerve Cluster
-Nerve tissue that comes out of the spinal cord and connect to the brain. 31
pairs of spinal nerves.
Part Four:
 The teacher will finish the PowerPoint and ask the students if they have any questions
about the spine.
 The teacher say to the students now it’s time to make your own spine!
 The teacher will turn to slide 12 and show them what they are making.
 The teacher will handout a tray with the pipe cleaners, hard lifesaver, gummy life
savers, twizzlers, and crayons.
  She will then hand out a sheet for them to fill out that has what they need to label when
they draw the spine that they make.
 The teacher will explain to them that you are making a smaller version of a spine and
not having 24 vertebrae candies.
 The teacher will walk around and go to the tables for any questions when during the
inquiry.

Closure/Summarizing Strategies:
 The teacher will collect all the student’s inquiry sheet.
 The teacher will ask the students what they learned about the spine and the inquiry they
did.
 The teacher will wrap up the lesson by telling the class that tomorrow we be
investigating broken bones in someone’s body.

Accommodations/Differentiation:
For a student with ASD I would give them a sheet already filled out when going through the
PowerPoint and have them work with a partner when doing the inquiry.

Materials/Resources:
1.Smart Board
2.Computer
3.PowerPoint
4.YouTube Video
https://www.youtube.com/watch?v=V4MLWJDL_a8
5.Tray
6.Hard Life Savers
7.Gummy Life Savers
8.Twizzlers
9.Pipe Cleaners
10.Crayons
11.Inquiry Worksheet

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts