Unit
Topic: Science
Grade: 5
Lesson Topic: Skeletal System
Lesson Objectives: The student will be able to identify bones on the skeletal system of a human body. The student will be able to identify the scientific names of the skeletal system.
Instructional Techniques: book work, worksheets, carousel brainstorming, online interaction, online assessment, partner work, whiteboard work
Instructional Materials: computers, whiteboard, online sites, books, worksheets
Websites - http://www.myschoolhouse.com/courses/O/1/82.asp
http://www.abcya.com/skeletal_system.htm
Worksheets - Bones: The Skeletal System
Label the Skeleton
Online Skeletal System
Print out of the final assessment grade
Books - Simon, Seymour. Bones: Our Skeletal System. New York: Morrow Junior, 1998. Print.
Houghton, Gillian. Bones: The Skeletal System. New York: PowerKids, 2007. Print.
Theoretical Perspective: Students need to know the skeletal system for personal use for their future. It is important to be able to identify the bones in the human body because in a situation where a person would get hurt, they can then tell their doctor what is hurt. Students will then have basic knowledge for how the body works. It is important for students to know what is inside their bodies.
Procedure:
A) Introductory Activity/Activator
1. Teacher stands at the front of the classroom at the whiteboard with a list of numbers 1 through 20 or as many students there are in the class, labeled “What do you know about the skeletal system?”
2. Students will think of ideas what they know about the skeletal system and raise their hands to name 15 facts or ideas they already know about the skeletal system including names of bones and locations of bones.
3. The teacher will call on one student at a time to present what their fact is about the skeletal system. The student will then come to the board and write their fact next to a number. Each student will have a chance to write a fact on the board.
4. To the right of the list of facts that students already know, there will be a list for students to then ask questions about the skeletal system and what they wish to know.
5. Students will ask questions and state what they want to know about the skeletal system. From this the teacher can come up with activities that will interest the students and will answer their questions.
B) Step-by-Step
1. Students will read in pairs the first 5 pages out of the book Bones: The Skeletal System by Gillian Houghton. Students still in the same pairs will then answer questions on a worksheet, Bones:The Skeletal System, that go along with the text.
2. Students will pass in worksheets to the teacher to get the next handout, Label the Skeleton, about the skeletal system that go along with the book Bones: Our Skeletal System by Seymour Simon to still work with the same partners as the previous worksheet.
3. Once completed with worksheets one and two that correspond with the texts handed out in class, students will receive a new worksheet with directions on how to proceed with the online work, which label a skeleton and construct a skeleton.
4. Students will follow directions on the worksheet for the online work, http://www.abcya.com/skeletal_system.htm , and complete the worksheet, Online Skeletal System, that goes along with the website.
5.Once students complete the online work and the worksheet that goes along with it, they pass it into the teacher. The teacher then has students come together as a class for the closing activity.
C) Closure
1. Students will go on the computer on the website (http://www.myschoolhouse.com/courses/O/1/82.asp) while the teacher observes and makes sure students are not looking at each others screens. Students will go on the link labeled for the final quiz. Students will work individually on this quiz.
2. Once students have finished the quiz they must submit the final grade and print their score sheet, write their name on it and write what their weakness and strength was while learning the skeletal system.
3. Students will then pass in the printed worksheet to the teacher.
D) Adaptations for Different Learners
1. Students with dyslexia will be able to match up words with pictures, therefore, they don’t have to work just with words which they have problems with.
2. Students who have ADHD and short attention spans are working in pairs during the worksheets. This partnership can help students with different levels of attention balance each other out and help each other focus on the work given.
3. English Language Learners (ELLs) will be working with partners which will have an ELL learner and an already english learner which will help them learn the material.
Evaluation:
The student will be able to identify bones on the skeletal system of a human body. The student will be able to identify the scientific names of the skeletal system. These two objectives will be met through the procedure of worksheets and book work about the skeletal system and the website to identify bones on the human skeleton. These objectives will be meet once the classwork of book work and worksheets and the website has been completed and the online final assessment has been completed and passed.
My concerns about teaching this lesson would be what would I do if the website was down. Also, I would be concerned if a student was absent the day of the lesson plan how would he/she make it up.
Grade: 5
Lesson Topic: Skeletal System
Lesson Objectives: The student will be able to identify bones on the skeletal system of a human body. The student will be able to identify the scientific names of the skeletal system.
Instructional Techniques: book work, worksheets, carousel brainstorming, online interaction, online assessment, partner work, whiteboard work
Instructional Materials: computers, whiteboard, online sites, books, worksheets
Websites - http://www.myschoolhouse.com/courses/O/1/82.asp
http://www.abcya.com/skeletal_system.htm
Worksheets - Bones: The Skeletal System
Label the Skeleton
Online Skeletal System
Print out of the final assessment grade
Books - Simon, Seymour. Bones: Our Skeletal System. New York: Morrow Junior, 1998. Print.
Houghton, Gillian. Bones: The Skeletal System. New York: PowerKids, 2007. Print.
Theoretical Perspective: Students need to know the skeletal system for personal use for their future. It is important to be able to identify the bones in the human body because in a situation where a person would get hurt, they can then tell their doctor what is hurt. Students will then have basic knowledge for how the body works. It is important for students to know what is inside their bodies.
Procedure:
A) Introductory Activity/Activator
1. Teacher stands at the front of the classroom at the whiteboard with a list of numbers 1 through 20 or as many students there are in the class, labeled “What do you know about the skeletal system?”
2. Students will think of ideas what they know about the skeletal system and raise their hands to name 15 facts or ideas they already know about the skeletal system including names of bones and locations of bones.
3. The teacher will call on one student at a time to present what their fact is about the skeletal system. The student will then come to the board and write their fact next to a number. Each student will have a chance to write a fact on the board.
4. To the right of the list of facts that students already know, there will be a list for students to then ask questions about the skeletal system and what they wish to know.
5. Students will ask questions and state what they want to know about the skeletal system. From this the teacher can come up with activities that will interest the students and will answer their questions.
B) Step-by-Step
1. Students will read in pairs the first 5 pages out of the book Bones: The Skeletal System by Gillian Houghton. Students still in the same pairs will then answer questions on a worksheet, Bones:The Skeletal System, that go along with the text.
2. Students will pass in worksheets to the teacher to get the next handout, Label the Skeleton, about the skeletal system that go along with the book Bones: Our Skeletal System by Seymour Simon to still work with the same partners as the previous worksheet.
3. Once completed with worksheets one and two that correspond with the texts handed out in class, students will receive a new worksheet with directions on how to proceed with the online work, which label a skeleton and construct a skeleton.
4. Students will follow directions on the worksheet for the online work, http://www.abcya.com/skeletal_system.htm , and complete the worksheet, Online Skeletal System, that goes along with the website.
5.Once students complete the online work and the worksheet that goes along with it, they pass it into the teacher. The teacher then has students come together as a class for the closing activity.
C) Closure
1. Students will go on the computer on the website (http://www.myschoolhouse.com/courses/O/1/82.asp) while the teacher observes and makes sure students are not looking at each others screens. Students will go on the link labeled for the final quiz. Students will work individually on this quiz.
2. Once students have finished the quiz they must submit the final grade and print their score sheet, write their name on it and write what their weakness and strength was while learning the skeletal system.
3. Students will then pass in the printed worksheet to the teacher.
D) Adaptations for Different Learners
1. Students with dyslexia will be able to match up words with pictures, therefore, they don’t have to work just with words which they have problems with.
2. Students who have ADHD and short attention spans are working in pairs during the worksheets. This partnership can help students with different levels of attention balance each other out and help each other focus on the work given.
3. English Language Learners (ELLs) will be working with partners which will have an ELL learner and an already english learner which will help them learn the material.
Evaluation:
The student will be able to identify bones on the skeletal system of a human body. The student will be able to identify the scientific names of the skeletal system. These two objectives will be met through the procedure of worksheets and book work about the skeletal system and the website to identify bones on the human skeleton. These objectives will be meet once the classwork of book work and worksheets and the website has been completed and the online final assessment has been completed and passed.
My concerns about teaching this lesson would be what would I do if the website was down. Also, I would be concerned if a student was absent the day of the lesson plan how would he/she make it up.
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