Science Lesson Plan

Part 1: Learning Goals

Name(s): Lindsay Pombier

Lesson Title: Bones in the Human Body

Curriculum Materials Used: FOSS Investigation 1: Bones
Grade Level: 5th Grade
Driving Question: Why do human bodies need so many bones?
Ideal Response: Human bodies have over 200 bones. Bones are important to
humans as they provide three crucial functions. Some bones provide protection
such as the rib cage. Some bones offer support like the vertebrae in our spine.
Other bones aid in movement such as our hips.
Connections to Standards
NGSS Performance Expectation: (include code and performance expectation -
you only need one)
4-LS1-1: Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproductions
Disciplinary Core Idea: (Rhttp://www.nextgenscience.org/elated to performance
expectation)
LS1.A: Structure and Functions: Plants and animals have both internal and external
structures that serve various functions in growth, survival, behavior, and
reproduction.
Cross-Cutting Concept: (Everyone will use Patterns. You may add one more)
1. Patterns
2. Systems and System Models: a system can be described in terms of its
components and their interactions
Practices (Choose no more than 2 to concentrate on for your lesson).
1. Engaging in Argument from Evidence: Engaging in argument from evidence
in 3-5 builds on K-2 experiences and progresses to critiquing the scientific
explanations or solutions proposed by peers by citing relevant evidence
about the natural and designed world(s).
a. Construct an argument with evidence, data, and/or a model.
Arizona State Standard: (include strand, concept, and PO)
Grade 5, Strand 4 (Life Science), Concept 1 (Structure and Function in Living
Systems), PO1: Identify the functions and parts of the skeletal system:
● Protection - rib cage, cranium
 ● Support - vertebrae
● Movement - pelvis, femur, hip
Learning Goals
KNOWINGS: This is what students must know in order to meet the standard. Think
of this as the knowledge part of learning objectives. Include up to 3.
Students will know that:
1. There are over 200 bones in the human body
2. Bones provide three functions: support (i.e. vertebrae), movement (i.e. hip),
and protection (i.e. rib cage)

DOINGS: This is what students will be able to do with what they know. Note, this is
more than just what they do in the lesson. It is about how they will be able to use
the knowledge. Think of this as the behavior part of learning objectives. Include up
to 3.
Students will be able to:
1. explain the three functions of bones in the human body
2. give examples for bones that provide each of the three functions

Language Goals
Language goals for speaking, reading, writing in science. Each language goal should
include: How students will use language, the content, and a support.
1. Students will talk about how many bones are in the human body and what
those bones do during a whole-class science talk (language buddies may also
be used).
2. Students will record observations of how many bones they count in
particular sections of the human body such as the legs using tables on a
provided worksheet.
3. Students will write explanations about the three functions of bones using
sentence starters on their worksheet.
Considerations for English Language Learners (see table in science notebook)
1. Sentence starters/frames will be provided for students.
2. Students will be shown pictures to aid their understanding of bones in the
human body.
3. Language buddies may be used for discussions.

EPE Table
Experiences (with Patterns Explanations (ideal
phenomena) answer; explains how
and why)
 Out-of-school Each body section has a
Human bodies have over
experience/opening different amount of
200 bones. Bones are
discussion/science talk: bones.
important to humans as
● Students discuss
they provide three crucial
how they use There are many different
functions. Some bones
bones during their size and shapes of bones
provide protection such
morning routines. in the body.
as the rib cage. Some
● How many bones
bones offer support like
do we have in our Different bones have
the vertebrae in our
body? different functions in our
spine. Other bones aid in
bodies.
movement such as our
During lesson:
hips.
Experiences counting the
bones of assigned body
part in small groups
● Legs
● Arms
● Toroso
● Head
Experiences picking two
examples of bones in
their assigned section of
the body -> deciding
what those bones do
(possible example: bones
in our neck help hold up
our head)
Inquiry
Application

Summative Assessment
What activity will you use to determine if students have met your learning goals?
In order to assess students grasp of the learning goals, we will have students
create a chart in order to demonstrate their understanding of bones. Students will
have to provide examples for each sections of the chart. They will also have to list
why they believe the example is accurate.

Function Example Reason

Movement
 Protection

Support

Rubric: What will you look for in student performance that tells you if they met the
learning goals? Be sure to have at least one indicator for each knowing and doing.
● Students should have at least one example bone.
● Student’s reasoning should demonstrate critical thinking and be in complete
sentences. They should have an explanation for why that bone functions in a
specific way.

Reflection & Contributions –

a. What did you learn about learning goals from working on this assignment?
Learning goals are an important aspect of all lesson plans. The learning goals direct
the rest of lesson by outlining what students should know and what students should
be able to do. The goals thus guide instruction throughout the lesson as both the
students and the teacher know what is expected of them by the end of the learning
period. Learning goals also help guide assessment. The assessment is directly
linked to the learning goals as it should evaluate what students have actually
learned and gained from participating in the lesson. Hopefully, the assessment
demonstrates that students have achieved the learning goals.
b. How did your partner contribute to your learning while working on this
assignment? (co-planners only)
It is very beneficial to have the ability to co-plan a lesson as each instructor brings
different thoughts and ideas to the planning process. We were able to discuss and
talk through the best way to teach the material and maximize the students’
learning. It can be very beneficial to get other teachers’ opinions on a lesson in
order to improve it and provide the best learning experience possible for students.
_________________________________________________________________
Part III: Lesson Plan Activity Sequence
Time Needed: 35-45 minutes
Lesson Overview
This is an opening lesson to a unit on the human body in fifth grade. Our lesson
focuses on the bones and their functions in the human body. The lesson will begin
in a whole-group setting with science talk/discussion. Teacher will pose two
questions to the entire class: how did you use bones during your morning routine
today; how many bones do you think we have in total? Then, the teacher will split
students into four groups. Alicia will use existing student table groups. Lindsay will
number the students off one to four. Each group will be assigned a body section:
arms, legs, torso, head. As small groups, they will count the bones within their
body section, and they will explore how they use those bones. Next, we will come
back to whole-class for the remainder of the lesson. We will first share out data that
each group collected. Then, we will construct an explanation to our driving question
as a whole group.
Materials/Supplies
● Worksheet - one per student
● Powerpoint presentation - projected onto the smartboard at the front of the
class
Preparation
The teacher will split students into four groups. Alicia will use existing student
table groups. Lindsay will number the students off one to four. Teachers will have
worksheets already printed out for the correct number of students in each class.
Alicia’s class has helpers who pass out papers. Lindsay will place papers on each
tables resource caddy. There will be a previously-made PowerPoint with the
discussion questions, driving question, skeleton diagram, and the parts of the
worksheet as we move through the lesson. This PowerPoint will be opened and
pulled up prior to the beginning of the lesson. At the conclusion of the lesson, the
teacher will collect the worksheets and take pictures of them. We will then return
their work to the students either later that same day or the next time we see
them.
Safety
Since there are limited materials, safety is not a major concern. Teachers will
remind students to only explore their own bodies when counting bones.
Lesson

I-AIM Stage: Title: Opening discussion I-AIM Functions: Establish a

Question question or problem; Elicit
students’ initial ideas
Step-by-step directions for teaching. Include what students do and
what the teacher says/does. Include how you will engage student talk.
1. Students are in their assigned seats, and the teacher introduces the
science lesson.
2. Teacher introduces first discussion question: How many bones do you
think we have in the human body?
3. Students will share their ideas in a science talk format. Students will be
allowed to talk freely without raising their hands. However, the teacher
will intervene to prompt the under-participators to speak.
4. Teacher introduces second discussion question: How did you use bones
to get ready for school this morning?
5. Students will share their ideas in a science talk format. Students will be
allowed to talk freely without raising their hands. However, the teacher
will intervene to prompt the under-participators to speak.
6. Teacher will distribute worksheets, and pull up the powerpoint.
7. Students will write out the given driving question.
8. Teacher will split the class into four groups.

Formative Assessment (consult your science notebook for the table on

purpose of formative assessments in each stage of I-AIM).
Science talk - Teacher will listen to students’ ideas and arguments. We hope to
identify students’ prior knowledge as well as their different funds of knowledge
during this discussion. We also hope to identify student ideas at the beginning
of the lesson in relation to how many bones one has and how those bones help
us complete daily activities. This will help us see student growth in their
learning at the end of the lesson.
Teachers will walk around the class ensuring that every student writes down the
driving question on their worksheets.

I-AIM Stage: Title: Small group I-AIM Functions: Explore

Explore & explorations phenomena for patterns
Investigate
Step-by-step directions for teaching. Include what students do and
what the teacher says/does. Include how you will engage student talk.
1. Assign each group a section of the body: arms, legs, torso, head.
2. Encourage students to use their own bodies to feel and count the total
bones in their section.
3. Encourage groups to come to a general consensus for the number of
bones in that body.
4. After the group finds a total number, they raise their hand to call over
the teacher.
5. Teacher asks students to find two examples for how they use the bones
within their section (example: fingers help me grab something). Students
will discuss as a small group.
6. Teacher ensures that she meets with each group to explain the next step
and hear their ideas.

Formative Assessment (consult your science notebook for the table on

purpose of formative assessments in each stage of I-AIM).
Writing/filling out student worksheet - they should have their body section table
completed

I-AIM Stage: Title: Whole Group I-AIM Functions: Students

Explain Sharing explain patterns; Introduce
scientific ideas

Step-by-step directions for teaching. Include what students do and

what the teacher says/does. Include how you will engage student talk.
1. Students return to their original seats.
2. One student from each group will share their data from their body
section table.
3. Teacher compiles data on board, and students complete remaining
sections on their worksheet.
4. After everyone has each table filled in, students will now discuss with the
other students at their table what they notice about the data. Teacher
may prompt this discussion with the following questions: Where does the
body seem to have the most bones? Which sections of the body have the
least number of bones? What does this tell us about the size and shape
 of bones in that particular area? How does this information impact what
bones do in our body (i.e why do we need smaller bones in our fingers)?
A few students share their ideas with the whole class.
5. Teacher has students flip their worksheet over and reads the chart. This
chart will have the three functions of bones: movement, protection, and
support.
6. Teacher will lead a whole class discussion in order to complete this chart.
7. Teacher will begin by discussing movement with the class: what is
movement/what are some examples of how our bodies can move, what
bones do you think help us complete those movements/can you give me
some examples you noticed while counting you own bones and discussing
with your small groups. Teacher will also prompt students to think about
the patterns we found in our data. How does bone size/shape lend itself
to a particular function? (i.e. large bones in our legs help us walk).
8. Teacher will repeat step 7 for the other two functions (protection and
movement). As students share their answers and ideas to the discussion
question, the teacher will fill out the chart on the board. Students will
also fill out their own chart on their worksheet.

Formative Assessment (consult your science notebook for the table on

purpose of formative assessments in each stage of I-AIM).
Each group actually shares their data and ideas - one student from each of the
four groups should share their group’s data from their particular body section;
students should participate in both small group and large group discussions by
talking about the patterns they notice/the functions of bones (teacher will walk
throughout classroom during small group discussions)
Teacher will walk throughout classroom to ensure students: are writing on their
worksheet and filling out the tables with the data that their classmates share
with the class; they are writing examples and explanations of the three
functions in their own words (or drawing pictures if this enhances their
individual learning)

I-AIM Stage: Title: Whole class I-AIM Functions: Reflect on

constructs explanation changes in ideas
Reflect
Step-by-step directions for teaching. Include what students do and
what the teacher says/does. Include how you will engage student talk.
1. Teacher ensure that the charts are filled out on their worksheets. The
only blank section should be the explanation.
2. Teacher returns to driving question and reads it to students again.
3. Whole class works together to construct an answer to the driving
question: Why do human bodies need so many bones?
4. Teacher may prompt students with questions: How many bones did we
find in our bodies? What were the functions of our bones?
5. As teacher writes the explanation on board, students also write it on their
worksheets.

Formative Assessment (consult your science notebook for the table on

purpose of formative assessments in each stage of I-AIM).
Teacher collects student worksheets and ensures that entire worksheet is
completed - the teacher should read explanation responses to ensure that
students are reaching the knowings and doings (i.e. students should write that
there are over 200 bones in the human body; there are three functions:
protection, movement, and support; provide examples for each function)

Accommodations
Extension Activities:
● Groups that finish explorations early may choose a different body section to
explore during the remaining group work time
Strategies for ELLs:
● Can draw pictures for examples
● Language buddies during discussions and group work
● Students can refer to teacher modeling/example (i.e. teacher also writes
explanation on board)
Student Science Toolkits
● Student Ideas:
○ Students may know that they have lots of bones in their body
■ We want to build on this idea to find that there are over 200
bones in their bodies
○ Students may know that bones do different things to help their body
complete everyday activities
 ■ We want to build on this idea by explaining the three functions
of human bodies and finding examples of bones that conduct
each function
● Students’ Funds of Knowledge:
○ Students use their bodies, and more specifically their bones, in
everyday activities such as walking to school, writing in school, etc.
○ Students may also use their bones in extracurricular activities such as
playing sports, playing instruments, etc.
○ Students may have learned about bones through popular culture -
reading books, watching tv shows, etc.
Lesson Artifacts
Worksheet for students (front and back side):
Bibliography/Sources
FOSS Investigation 1: Bones