DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION
ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE
(1/25/13)
Teacher Candidate: Mikayla Mackert Grade Level: 3 Title: Body Systems/Skeletal System
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
22 Students
12 Boys
10 Girls
Karter IEP for Behavior, Speech
Jonas Health Plan, ADHD
Nivia Speech
Callie Speech
Boston High Level Learner
Matthew High Level Learner
Bethany WIDA level 4, Low Level Learner
Kayden Low Level Learner
Donovan Low Level Learner
Daphne Low Level Learner
MaKenna Low Level Learner
Ronn Low Level Learner
Shaniah Low Level Learner
Behavior Concerns: Hayzn, Brandon and Jonah cannot sit next to each other or work in a group together. They
cannot stay on task when they are together. Karter has frequent outburst of emotions, especially when feeing
confused or frustrated. Jonas will often be distracted and off task. The class in general, has a hard time focusing
and listening. Constant reminders must be given.
Classroom environment: Students desks are arranged in tables of 3-4. Low level learners are placed towards the
front of the room. There is a SmartBoard at the front of the room, frequently used for lessons. There is a carpet
space at the front of the room used for whole group lessons if students are having a hard time focusing. There is
a carpet space at the back of the room with a small white board used for whole group instruction.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Human
Development and Relationships Standard III: Students will
understand and respect self and others related to human development and relationships.
Objective I: Summarize the functions of the skeletal and muscular systems. A. Name the
major body systems and their functions. B. Describe the skeletal and muscular systems.
(SIOP 3)
I will read and write about the skeletal system, and how it works. I will
identify and label the major bones of my skeleton. (SIOP 1)
Content Walk-Away:
Language Walk-Away: I
will read and write about the skeletal system, and how it works. I will
identify and label the major bones of my skeleton. . (SIOP 2)
Vocabulary: Skeleton,
marrow, joints, x-ray (SIOP 9)
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson): Students
will answer questions, and discuss with others appropriately throughout the lesson.
ELL (Bethany) - Vocab
cards with visuals are
Content Walk-Away Evidence (Summative): Students will read, and correctly write the provided.
IEP (Karter) He may
answers to questions in their My Body booklet about the functions of their skeleton.
They will appropriately label the major bones of the skeletal system.
want to work on his own
in another room. Terry
Language Walk-Away Evidence (Summative): Students will read, and correctly write
will assist him, and help
the answers to questions in their My Body booklet about the functions of their
to monitor his behavior.
skeleton. They will appropriately label the major bones of the skeletal system.
She may also help with
writing if necessary.
High Level Learners
will be challenged to
label more bones other
than just the major
bones. They may
memorize them, and
pass them off. (SIOP 4,
5, 20)
Approx
.
Time
ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Boys and girls, we are going to continue our unit about our bodies. We are going to learn all about our
skeleton today. Feel your arms. Do you feel your bones? Your skeleton is made up of hundreds of bones.
Before we learn about our skeleton, lets learn more about bones. (Watch BrainPop Jr. Video about bones).
Now that we know a little more about bones, lets learn some vocabulary words. (Teach vocab using
PowerPoint created). These are some words we are going to see in our reading today when we read about our
skeleton. (SIOP 6, 7, 8, 9, 10, 11, 18, 21, 27, 28)
Formative assessment:
Learning Goal
Students learn new vocabulary,
and prepare for lesson.
Success Criteria
Students have an understanding
of the meaning of vocabulary
words.
Assessment Strategy
Students are actively engaged in
the vocabulary review.
Modification/accommodations: visuals are provided to teach new vocabulary words. Video clip used to
teach about bones. (ELL, IEP, GATE, etc.)
Focus Lesson (I do it)
Lets look at our learning goal for this lesson. (Read objective, and post it on board). Today we are going to
learn all about our skeleton, and what it does for our bodies. We are also going to learn the names of some
major bones in our bodies. Im going to read the information to you out loud from our My Body booklets.
Then, with a partner, you will reread the information and answer the questions in your booklet. (Read page
3a out loud to students). (SIOP 4, 6, 7, 8, 12, 21, 23, 24, 28)
Formative Assessment:
Learning Goal
Students are listening, and
following along as I read the
information out loud.
Success Criteria
Students are actively listening
and following along as I read out
loud. They are preparing to
answer questions with a partner.
Assessment Strategy
Students are actively engaged,
and following along in their
booklets as I read out loud.
Modification/accommodations: I will read out loud to assist LLL, IEP, and ELL students.
Guided Instruction (We do it)
Now that we have read through the information, lets look at the questions we need to answer. Will someone
volunteer to read question 1? (Wait time). We need to find out if we have more bones when we are babies, or
when we are adults. Will someone volunteer to read question 2? (Wait time). Alright, we need to find out how
many layers our bones have. Will someone volunteer to read question 3? (Wait time). On question 3, you
need to write down another joint besides your elbow. Will someone read the last question? (Wait time). For
question 4, you get to write what you think your body would look like without a skeleton. (SIOP 4, 6, 10, 11,
12, 13, 14, 16, 18, 21, 23, 24, 25, 26)
Formative Assessment:
Learning Goal
Students understand what
questions need to be answered.
Success Criteria
Students are reading the
questions, and understand what
is being asked.
Assessment Strategy
Students participate, and are
actively listening.
Modification/accommodations: Terry will work with Karter to help him stay focused, and to reduce
frustration.
Collaborative/Cooperative (You do it together)
Now, I want you to work with a partner to answer questions 1 through 4. I will assign your partners. You may
need to look back at the information in order to answer the questions. (SIOP 4, 5, 6, 13, 21, 23, 24, 25)
Formative Assessment:
Learning Goal
Students will complete questions
1 through 4 in their My Body
booklet, on pages 3, about the
skeleton.
Success Criteria
Each question will be answered
correctly.
Assessment Strategy
Students will complete questions
1 through 4 in their My Body
booklet, on pages 3, about the
skeleton.
Modification/accommodations: Partners will work together, and will be assigned according to reading
levels. Terry may assist Karter with writing if necessary.
Focus Lesson (I do it)
Now that we have read about the skeleton, and what it does for our bodies, lets come to the back carpet and
look at this big book all about our bodies. Im going to read to you about the major bones in our bodies. (Read
to the class about the bones of the body).
Independent (You do it alone)
Now, it is your turn to show me what you know. In your booklets, there is a place for you to cut out the names
of the major bones, and paste them in the correct spot on the skeleton on page 3. I want you to cut and paste
them where they go. When you are finished, I would like to check you off. For those of you who want an extra
challenge, I will give you more names of bones that you can cut and paste. I will also challenge some of you to
memorize the bones, and where they go. If you are not sure, you may use books in the classroom to help you.
(SIOP 6, 12, 13, 15, 16, 17, 20, 21, 23, 24, 25)
Summative Assessment: Students correctly complete all questions given about the skeleton. They will also
correctly label the major bones of the skeletal system. (SIOP 29, 30)
Modification/accommodations: Terry may assist Karter with writing if necessary.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Now that we have read all about our skeleton, and answered some questions, I want you to turn to a partner
next to you, and tell them what you learned that was interesting. (Students share with each other). Now lets
look back at our learning goal. (Read objective). We accomplished our learning goal for the day, and we will
continue talking about our bodies for the rest of the week. (SIOP 27, 28)
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have booklets printed, and ready.
Have extra challenge bones ready.
Needs to be completed in approximately 40 mins.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
