Lesson Plan Template: MAT/Certification Elementary Candidate Name: Amber VanBuskirk Host Teacher Name: Mrs.

Gamble School: Big Lake Elementary Grade Level: 5 # of Students: 25 Date & Time of Lesson: October 16, 2013 Length of Lesson: 1 hour Topic of Lesson: Muscles Content Area: Science For Each Group: For the Class: Materials: Include all 4 Dowels with holes, 18cm 1 Leg & Foot poster materials including 2 Craft sticks with holes, 11 cm 1 Leg Muscle transparency technology 2 Rubber tubes, no holes 6 Containers, liter (optional) 2 Rubber tubes with holes 8 Basins (optional) 6 Rubber bands, large 1 Teacher sheet called Leg Muscles 12 Paper slips, regular Extra rubber tubes 4 Muscle Names worksheets Extra paper clips, large Standard: SC2) The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. Student can: Explain how external features and internal systems (i.e., respiratory, excretory, skeletal, circulatory, and digestive) of plants and animals may help them grow, survive, and reproduce. STAGE TWO: Student Assessment: Students will build an operating model to demonstrate how muscles and tendons work together to move legs and feet. Students will participate in rapid fire questioning. Students will complete Muscle Names worksheet

STAGE ONE Objective(s): Students will be able to Know that muscles contract when they work.

STAGE THREE: Learning Plan Activities: Introduction Prior to this activity, Students observed each other jumping rope. Ask them to recall the body movements they observed. Review the bones that played important roles in the jumping (Opportunity for rapid fire, Call & Response technique mentioned in TLC Move back and forth from whole group responses to individual responses). Encourage students to use the scientific names of the bones, i.e. Student says, Leg bone. Say, Class, what are the scientific names of the leg bones? Learning Activities
1. Discuss moving bones. We know that bones dont move by themselves. Ask the following questions: a. How do you suppose bones move? b. What do we have in our bodies that provide the power to move our bones? 2. Explain the role of muscles. Tell students: Muscles are responsible for all movements of the body. Nothing moves unless a muscle is working. When muscles work, they contract. That means that when they work, muscles actually become shorter. Contracted muscles feel tight and solid. If a muscles is attached to two bones, they will be pulled toward each other when the muscle contracts. 3. Introduce the Leg Muscle transparency. Tell students that this is a drawing of a typical large muscle in the human body. Explain that there are over 650 muscles that play a part in moving the body. These are known as Skeletal Muscles. 4. Introduce the tendon. Using the leg transparency, point to the stringy areas at the end of the muscle. Explain that these

Differentiation CHAMPS: Instruction C 0, unless otherwise instructed H None needed A Instruction, Questions & Answers M Stay in seats P Everyone is expected to participate SUCCESS Remember NO OPT OUT as described in TLC. If a student answers I dont know, offer guidance so he/she can figure it out or ask another student for help, then return to previous student so he/she can give correct answer. Note these students so that you can return to them later and ask the same question. If and when students say that muscles help them move their bones, ask them to feel for muscles in places like their jaw, upper and lower arms, thigh and calf.

stringy ropelike tissues are tendons and they attach muscle to bone. Make sure students know that most skeletal muscles are attached to two different bones. 5. Show muscle and bone together. Display the Leg & Foot poster and lay the Leg Muscle transparency over the top and align them. Show how the tendons attach the muscle to the bones and ask what would happen if the muscles were to contract. (Toe will point.) 6. Introduce tissue. Explain to students: Muscle is an example of one of the body's tissues. Tissues are the different kinds of bodybuilding materials, such as muscle, tendon, ligament, bone, and fat. All of your organs, like your heart and lungs, are made out of different kinds of tissues. 7. Find working muscles. Ask students to find their muscle that corresponds to the one illustrated on the transparency. Show them how to feel their calf as they go up on their toes and as they squat. They should feel the muscle become harder and fatter. They should also feel the Achilles tendon at the back of their ankles. 8. Introduce the leg model. Tell students that they will work in pairs to build a model of a leg that shows how muscles move bones. Identify the parts each pair will use to make a leg. Two dowels (18 cm) model the leg bones. One rubber tube (no hole) models the knee joint. One rubber tube (with hole) models the ankle. One craft stick (with holes) models the foot. 9. Challenge students to assemble the five pieces to create a model of a jointed leg and foot. 10. Assemble legs. Ask the GETTERs to get the materials needed for two model legs. Let the teams tackle the problem. Allow about 5 minutes. 11. Check the bones. When most of the legs are assembled, call for attention. Ask the teams to check their model legs, making sure that the holes in the dowels are oriented the same way, and that the dowels are pushed into the rubber-tube "knee" until they touch. Allow a minute for everyone to complete this phase of construction. 12. Muscle-up the knee joint. Challenge students to add one muscle to the model leg that will bend the knee. Tell them, one rubber band will be used for a muscle. Paper clips will be used for tendons. (Show students how to open paper clips to make C hooks.) Muscle contraction is simulated by bringing the two ends of the rubber band toward each other, making the muscle shorter. 13. Distribute muscle and tendon materials. Ask the GETTERs to get one rubber band and two paper clips for each team in their group. Let the teams attach one muscle to flex (bend) the knee only at this time. This will take 5 to 8 minutes. 14. Muscle-up the foot. When the knees are working, call for attention and challenge students to attach two more muscles to their model legs, one that makes the toe point down and one that lifts the toe up. Have the GETTERs get two more rubber bands and four more paper clips for each leg. Allow 15 to 20 minutes for the job to be completed. 15. Compare model legs to real legs. Call on a few teams to demonstrate the three functions their legs can perform: toe up, toe down, knee bend. Have students demonstrate that their own legs can perform the same functions. Ask students to locate the muscles in their legs that contract when they perform these actions, and to feel for changes in the muscles as they bend their knees and move their toes up and down. 16. Go beyond model legs. Have students move their real foot and

Encourage them to find other muscles working when they move other parts of their bodies. Flex the arm at the elbow. Open and close the hand. Work the jaw as if chewing. Shrug the shoulders. Bring a knee up toward the waist.

CHAMPS: Group Activity C 2, Quiet Conversational Voice H Raise Hands Quietly A Small Group M - Responsible P Everyone will Participate SUCCESS

leg in ways that their model leg can't. Ask them to locate the muscles that allow them to perform these movements. 17. Learn muscle names. Distribute the Muscle Names student sheets. Ask students to identify by name some of the muscles that come into play when they perform various movements of their legs. 18. Clean up. After students have completed and demonstrated their legs, ask them to disassemble the models and return the pieces to their proper containers. Have a few students inventory and repackage the pieces for storage.

For further inquiry, have students read two science stories called, Muscles and Muscles and Bones: Working Together?

Closure Use rapid-fire technique to review new vocabulary (Tissue, Muscle, Contract, Tendon, and Skeletal Muscles). Remember, NO OPT OUT. Also ask, What to muscles do when they contract? A - Muscles contract (shorten) when they work What happens when muscles contract? A - Muscles pull on bones when they contract, causing the bones to move How do the muscles attach to the bones to make movement possible? A - Muscles connect to bones with tissue called tendon. How is this lesson sensitive to cultural and language issues? This lesson addresses physical attributes of the human body which are common across all cultures. It introduces terms and concept that may be new to all students regardless of ethnic or cultural background. Reflection For this lesson, I chose two techniques that were highlighted in Teach Like a Champion. The first technique I tried was Call & Response or rapid fire questioning. I asked the initial question and quickly called on students to share their answers. The students were able to contribute well enough, but I do not think that this technique worked very well for the type of question it was. I think that this technique would work best for questions with more specific answers. I tried this technique again at the end of the lesson. I asked follow up questions that reviewed the new vocabulary. This time, the questions and answers flowed very well. Students did not always know the correct answer, but I used that as an opportunity to try No opt out. I love this technique because it holds students accountable. When students would answer incorrectly or offered the answer of, I dont know, I would go to someone else. When the correct answer was given, I would return to the original student and ask them the question again until they got it right. I tried to use this strategy throughout the entire lesson. Students were a little confused at first. They did not understand why I asked them the same question after someone else already answered it. They figured it out after a little while and became slightly more attentive. Lemov discusses how this technique shows reluctant students that avoidance is unacceptable. He also states that it gives students who do try, but are unable to answer correctly the first time, a chance to answer correctly and experience success. Overall, I think that the lesson went fairly well. I could have been more prepared. The activity itself was confusing for me and the students. It would have been extremely beneficial for me if I would have practiced the activity before doing the lesson. Also, I am still struggling with my management skills. It seems like there are always a small handful of students that I am unable to keep under control. My host teacher has expressed that I need to improve these skills but I should not worry about it too much as it will come with more time and experience. It is still frustrating for me.

Attachments: 3 artifacts of student work