A Humerus Leg of the Journey: Microlesson #2

I. RATIONALE:

This is a science standard for 5th grade and it is an area of study that I am particularily interested in.

II. OVERVIEW

Grade Level: 5th

Subject(s): Science

Topic of Study: Anatomy- The Skeletal System

Time Allotment: 4 weeks, 2 days a week, one hour each day. (can add more time if needed)

Standards: (Include Common Core and/or Subject Area (if needed))

Concept 1: Structure and Function in Living Systems

Understand the relationships between structures and functions of organisms.

PO 1. Identify the functions and parts of the skeletal system:

• protection – rib cage, cranium

• support – vertebrae

• movement – pelvis, femur, hip

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment)

• Student will be able to identify the names of the basic bones of the Skeletal System with 90% accuracy.
• Student will be able to explain the main functions of the bones and an example of that function with 100% accuracy.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Not much, just a general understanding that their bodies contain bones and that those contribute to the structure and function of their bodies. How will prior knowledge and experience be assessed? I have the students complete a pre-assessment on Kidspiration that requires them to match the name of a bone to the picture of it relative to the skeleton. This will tell me how much they already know in relation to the names. As a class we will complete a quiz which tests their knowledge on the functions and other aspects of the skeletal system. How will you use this information in the planning process? This information will reveal to me how much time I should spend on different aspects of this lesson and what they already know. Why should the content of this lesson be taught at this grade level? I think that learning about their bodies and how they function could lead to students taking better care of their bodies which is an important aspect to get across early on. How do the objectives that you have for the lesson align with the standards? The standards discuss teaching students not only the names of the bones, but also talking about the functions. Both of my objectives align with students learning the names as well as the functions. When will the lesson be taught in the course of the school year? Why? I would probably teach this unit early on in the year. Ideally I would probably start with the skeletal system and then continue on with the other body systems throughout the rest of the year. I would start with this because the content is a bit easier than the other systems.

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III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

Introduction:

• “Who can say the name for one of the bones in the body?”
• Allow students to say and point to various bones.
• “The body is made up of many bones, which create the “Skeletal System”. We are going to spend the next couple weeks learning about the Skeletal System.”
• ALTERNATE INTRODUCTION: (Do this lesson around Halloween time and talk about how skeletons are made to be scary, but we are going to learn the “truth” about the skeleton system.
• Have students complete the Kidspiration pre-assessment activity.
• This activity has a skeleton with lines pointing to certain bones with blanks.
• There is a word bank that students can click and drag the certain words to fill in the blanks.
• I will ask them to try their best to match the words to the bones.
• After they complete the pre assessment they will put their name on the product. File-Export-PICT (Skeletal System NAME) Then email it to me.

Lesson: ( I will have the students complete multiple activities over the weeks to memorize the skeletal system.)

• I will directly teach students about the functions of the bones and their names.
• This website has a good quiz about the functions of bones. We would do it as a class and review some of the ideals that I want the students to understand. http://www.softschools.com/quizzes/science/skeletal_system/quiz854.html
• How many bones does the body contain?
• What are some of the functions of bones?
• The idea that each bone has a specific function.
• http://hes.ucfsd.org/gclaypo/skelweb/skel03.html
• This offers a lot of good information to go over with the students, as well as a labeled skeleton to go over bone names with them.
• If possible I would like to have a skeleton model in the class as well as I do my direct teaching portion.

• Have students make flashcards that they can use to study when they have extra time.
• Use index cards, glue pictures of skeletons on both sides. Write the name of a bone on the “asking” side, then color that bone (or draw an arrow to it) on the “answer” side.
• Have students play the Bones of the Body game:
• http://www.purposegames.com/game/bones-of-the-body-quiz
• This game has students click on the lines that correlate with the certain name of the bone that is revealed.
• Have students play the “Assemble the Skeleton” Game.
• http://www.abcya.com/skeletal_system.htm
• This game has students assemble the skeleton by clicking and dragging the various bones into the body structure.
• Have students create their own life-sized skeleton.
• http://www.exploringnature.org/db/detail.php?dbID=24&detID=687
• Trace the students’ bodies and then have them draw their own bones to complete their skeleton.
• Play Skeletal System Jeopardy.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

Most of these activities are done through technology. There are websites that have computer games, a jeopardy powerpoint, and a kidspiration activity.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay: Student with disabilities would have the list of bones that they are to know shortened down by a lot. If they are even more low functioning, I would just have them do the simplified, common names, such as arm, leg, chest, head.
• Gifted: I would have students who are gifted learn more about the parts that make up the bone. (ex. spongy bone, compact bone, cartilage, red bone marrow, periosteum, yellow bone marrow) They can learn about how bones are created and how they heal.
• ELL: I would tell them the name of the bone in their native language, as well as English. Depending on how advanced in English they are, will depend on how I expect them to perform. If they are very low in their English abilities they would be able to just learn the simplified, common names, such as arm, leg, chest, head.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? Anatomy is a subject that requires quite a bit of memorization and there is no real way around it. That is why I included a variety of different activities so that studying and memorizing can be engaging. How do the instructional methods align with what you know about best practices (think about your methods classes)? Keeping students engaged is crucial to ensuring that they are truly learning. Engaging does not always mean “fun”, it just means that students are participating fully and to the best of their abilities. How are you engaging students in creative and higher order thinking? I am not only asking my students to memorize the bones, but also consider their function and what they contribute to the body. This is a form of higher level thinking because they must make observations and come to a conclusion based on those careful observations. I am having my students think more abstractly.

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IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

Final Project:

• I will have my students produce a final project in which they are able to creatively create their own skeleton model, including labels for all the bones that we learned about and a description of 5 of the functions of the bones.
• I will provide some materials at school, but they are able to bring in their own materials if they want to.
• Some ideas for materials: clay, recyclables, cardstock, paint, pipe cleaners, ect.

Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

	0 pt.	1pt.	2pts.	3pts.	4pts
Bones displayed on the model.	Less than 57% (12/21) of the bones are shown and are generally similar looking to the real bone.	At least 57% (12/21) of the bones are shown and are generally similar looking to the real bone.	At least 71% (15/21) of the bones are shown and are generally similar looking to the real bone.	At least 85% (18/21) of the bones are shown and are generally similar looking to the real bone.	All bones are shown and are generally similar looking to the real bone.
Bones labeled	Less than 57% (12/21) of the bones are labeled correctly.	At least 57% (12/21) of the bones are labeled correctly.	At least 71% (15/21) of the bones are labeled correctly.	At least 85% (18/21) of the bones are labeled correctly.	All bones are labeled correctly.
Functions of the bones are labeled.	Less than 57%(12/21) of the functions are labeled correctly.	At least 57% (12/21) of the functions are labeled correctly.	At least 71% (15/21) of the functions are labeled correctly.	At least 85% (18/21) of the functions are labeled correctly.	All functions are labeled correctly.
Overall appearance.	Project is not neat, organized, and readable.				Project is neat, organized, and readable.

*should include: phalanges (foot), metatarsals, tarsals, fibula, tibia, patella, femur, pelvic girdle, vertebrae, phalanges (hand), metacarpals, carpals, radius, ulna, humerus, rib cage, clavicle, scapula, sternum, mandible, skull

• Final assessment: Students would have a pencil and paper test, in which they are to label the bone sections by memory. No word bank would be provided.
• This test will be scored by 2 points per answer. (1 pt. for the correct name, 1 pt. for the correct spelling.

Reflection: Planning Assessment (InTask Standard # 6): How does the assessment align with the standards and objectives of this lesson? My assessment has students label and describe the functions of bones which are the exact objectives of my whole unit. How does the assessment demonstrate that the students have been successful in learning the content? The pencil/paper test will show whether or not the students have memorized the names and understand how the shapes of the bones play into their function. How does the assessment demonstrate student engagement in higher order thinking? The project in which students are asked to creatively create a skeletal system has students use abstract thinking to create a model out of different items. This also has students label the functions of the bones, through thinking about how the move/don’t move and for what purpose they exist in the body. How does the assessment demonstrate that individual student needs were met? Adjustments are made on the assessment for students who are English Language Learners or have Cognitive delays, such as  a word bank or it can be given verbally.

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IIV. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

• blank skeleton worksheet
• Quiz about the functions of the bones: http://www.softschools.com/quizzes/science/skeletal_system/quiz854.html
• A skeleton with the common and scientific names for the bones: http://hes.ucfsd.org/gclaypo/skelweb/skel03.html
• Game that presents the name of the bone and students must click the line that correlates with the correct bone: http://www.purposegames.com/game/bones-of-the-body-quiz
• Students must assemble the skeleton by clicking and dragging the bones into the correct places: http://www.abcya.com/skeletal_system.htm
• Butcher paper (life sized skeleton)
• Markers
• Jeopardy powerpoint for skeletal system.
• Index cards
• small pictures of bones
• Kidspiration pretest
• Materials for creating their final project: clay, recyclables, cardstock, paint, pipe cleaners, markers, crayons, paper, glue, ect.

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Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? Students are learning the content through a variety of methods, games, activities, and lessons. I also have a couple projects that have students use their creativity to create models of the skeletal system in new ways. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? Most of the activities in this unit are centered around the computer and use of digital games and activities to help students stay engaged while memorizing the names of the bones and learning about the functions. Their pre-assessment had them use Kidspiration which is another computer program that is conducive for student learning. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? As students work through this I will constantly be modeling correct digital behavior and how to safely use the internet. I will always be talking with them of how to be safe online and how I expect them to always behave. This is a good way to insert internet safety instruction in a lesson that isn’t specifically about that. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. I will always begin my time in the computer lab with a talk about being safe and ethical on the internet and how to do this well. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. There will always be a consideration to what my students with disabilities or English Language learners need to be successful in my classroom, including the idea of using technology in the classroom. I will always push my students to do what I know they are capable of. However, I will also provide appropriate supports and help in what they need. This could be anywhere from a program that reads things aloud to them, to a student helper. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. I will never tolerate bullying or the irresponsible use of technology in my classroom. This will always be a discussion and important aspect in my classroom. This will translate to the computers as well as social interactions. In this lesson there is not much use of technology in a more social sense so I am not too worried about this aspect. However, there will always be at least a short discussion of the rules and guidelines to being safe and kind global digital citizens. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. I’ll be honest, I did not do this well or really at all in this lesson. I need to be more globally or culturally minded when creating my lessons. An idea for this, if I were to do it over again, would be to research how skeletons are viewed in other cultures. For example; in America we view skeletons as something scary and to be feared. Pre-assessment Example 1 Pre-assessment Example 2