LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:___Holly Keeper_____________ Date:___Tuesday 10/7/14___________________

Unit Essential Question:_What are the structural features of the different bones of the skeletal
system that allow it to carry out its main functions and how do they work to allow for these
functions including support, storage, blood cell production, protection and leverage?
Lesson Topic:_Spine and rib division of the axial skeleton
Class:_Anatomy and Physiology, 3rd period
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
By working in groups to explain to each other the features of each different type of bone
discussed in lecture, and then drawing and labeling the bones, students will gain an awareness
of the need for contribution from each group member while also being provided with a variety
of activities to accommodate different learning styles. This most closely connects with the
agenda to provide access to knowledge for all children and youth. By sharing their own voices
and listening to those of their partners, students will work to gain access to the understandings
and skills required for satisfying and responsible lives.

STANDARDS (www.cde.state.co)
Content:
Science Standard 2.6: Cells,
tissues, organs, and organ
systems maintain relatively
stable internal environments,
even in the face of changing
external environments.

Literacy and Numeracy:

PWR 1.2: Write clearly and
coherently for a variety of
purposes and audiences.

Democracy and
21st Century Skills:
PWR 2.39: Cooperate for a
common purpose.

OBJECTIVES
Content: SWBAT identify
some ways in which cells,
tissues, organs, and organ
systems maintain relatively
stable internal environments,
even in the face of changing
external environments by
observing and labeling the
structural features of the
spine and ribs and explaining
their specific functions.
(helps to provide a stable
environment by supporting
the head and body, protecting
the spinal cord, maintaining
ca2+ levels of the blood, and
protecting organs of the
thoracic and abdominal
cavities)

Literacy and Numeracy:

SWBAT write clearly and
coherently for a variety of
purposes and audiences by
both filling out the provided
lecture guide and by
completing a ticket out the
door in which students write
two or three sentences
identifying and explaining one
of the ways the spine and rib
division of the axial skeleton
interacts with another system
of the human body.

Democracy and
21st Century Skills: SWBAT
cooperate for a common
purpose by working in pairs to
analyze, compare and
contrast the special features
of bones of the axial skeleton,
emphasizing the
distinguishing characteristic of
the different types of
vertebrae for the purpose of
increasing collaboration skills
and to be able to draw and
label the bones covered in
lecture.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be assessed by
their ability to discuss,
identify, draw, and label
important structural features
of the different bones during
the group activity, and by
their ability to identify one
way in which this division of
the axial skeleton interacts
with another system of the
body, as prompted in the
ticket out the door activity.

Literacy and Numeracy:

Students will be assessed on
their ability to write complete,
clear sentences in the ticket
out the door activity in which
they are asked to write two or
three sentences identifying
one way in which this division
of the axial skeleton interacts
with another system of the
body, as prompted in the
ticket out the door activity.
(I will initiate a quick review in
which the students name the
other systems skeletal,
circulatory, nervous,
respiratory, reproductive,

Democracy and
21st Century Skills:
Students will be assessed by
their participation in
questions asked by both the
teacher and other students
during lecture, and by their
ability to discuss and identify
important structural features
of the different bones during
the group activity.

digestive)

KEY VOCABULARY
Content
Axial skeleton
Occipital condyles
Vertebra (pl. ae)
Cervical
Atlas
Axis
Thoracic
Lumbar
Primary curves
Secondary curves
Transverse processes
Vertebral body
Vertebral foramen (pl. ina)
Spinal canal
Spinous process
Facets
Demifacets
Intervertebral foramen
Intervertebral disc
Annulus Fibrosis
Nucleus Pulposus
Dens/ondontoid process
Transverse foramina
Bifid spinous process
Costal facets
Sacrum
Sacral foramina
Sacral promontory
Sacroiliac (SI) joints
Coccyx
Costal Cartilage
True rib
False rib
Floating rib
Diaphragm

Literacy and Numeracy

Clear
Coherent
Writing
Purpose
Audience

Democracy and
21st Century Skills
Cooperate
Analyze
Compare
Contrast
Identify
Observe
Label
Explain

Sternum
Manubrium
Sternal Angle
Body of sternum
Xiphoid process

HIGHER ORDER QUESTIONS for this lesson

Content
How does the spine and rib
division of the axial skeleton
interact with other systems of
the body allow cells, tissues,
organs, and organ systems to
maintain relatively stable
internal environments, even
in the face of changing
external environments?
(think of the functions of the
skeletal and other systems
and consider how one may
not be able to work without
the other)

Literacy and Numeracy

How can writing clearly and
coherently about the axial
skeleton help others to
understand its structure and
function?

Democracy and
21st Century Skills
In what ways can we
cooperate with others to
increase our understanding of
the different components of
the axial skeleton and why is
it important to listen to the
ideas and opinions of others
when reaching for such a
goal?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
Something the students might find interesting:
Cartilage can expand and contract. Interestingly, if gravity is removed (in space
travel, for example) a person can return to Earth taller than when he or she left.
Oppositely, gravitys pull on our bodies over the years shrinks cartilage, making us
decrease in height as we age.
However do you think this a very rapid process? Probably not, because we dont
usually see a difference in height from day to day. Even over many years, there is
only a very small (four tenths of an inch every ten years) different in height.

Time

Pre-Assessment
What types of bones are we talking about today? Spine, ribs, and sternum.
How can we classify them using the vocab from last week?
Vertebrae = Irregular
Sacrum & coccyx = Irregular
Ribs = Flat
Sternum = Flat
How many bones make up the spinal column? 26
What are the functions of the spinal column and rib cage? Any guesses?
The spine: supports the head and body, allows for movement and flexibility with
strength and support, and protects the spinal cord and spinal nerves.

Time

Building Background
Link to Experience:
Every human has a skeletal system, and this particular division is vital to our
existence, as it houses and protects the spinal cord which allows us to function.
Link to Learning:
This lesson connects to previous and future units of the class. The axial skeleton
provides attachment for the muscular system, houses and protects the spinal
cord and the organs of the thoracic cavity, supports our weight and posture,
allowing for attachment of the limbs and allowing for the bipedal motion of
humans and partially protects (posteriorly) the organs of the digestive and
reproductive systems.

Time

Activity Name Should be creative title for you and the students to associate
with activity.
Discuss then draw and label the components of the axial skeleton.
Give quick instructions about their task discuss with your partner the
characteristics of each bone, then draw and label each bone
Use the recap described below to review and model what they are
supposed to do with their partners
Ask a student to describe the instructions once again to make sure
everyone knows what were doing
Allow them to gather the supplies they will need: Bones, ruler, blank
paper
Anticipatory Set The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.

To focus students attention on the lesson

To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
I will quickly conduct a recap by asking students questions to bring to their
attention the differences in structure and function of the different bones of
the axial skeleton. The questions will look something like this:
If you have a cervical vertebra, please hold it up.
(Students name) how do you know this is a cervical vertebra?
o Atlas
o Axis
o Oval body shape
o Transverse foramina
o Small size
o Bifid spinous process
(students name who is holding the atlas) which one do you have?
How do you know?
o Ring-shape
o No body
o Transverse foramina
o Superior articulating facets
(Students name with the axis) Which one do you have? How do you
know?
o DENS! (odontoid process)
Thoracic again I ask them to hold them up and then ask one student
how they identified it
o Its a little larger
o Heart-shaped body
o Costal facets = distinguishing characteristic
o Slender spinous process points downward
Lumbar - again I ask them to hold them up and then ask one student
how they identified it
o Very large
o Kidney-shaped body
o Smaller vertebral foramen
o Blunt spinous process
Sacrum
o Large, triangular, apex at bottom
o Five fused vertebrae
o Sacral foramina
o Coccyx connected at the bottom

Time

Rib
o Head
o Tubercle
o Neck
o Long and slender (flat bone)
Sternum
o Manubrium
o Sternal angle
o Body
o Xiphoid process
o Also long and slender (flat bone)

Instructional Input Includes: input, modeling and checking for understanding

To check for understanding, I will walk around the room and see that students
are completing the task. I will ask them if they are understanding the differences
between the bones and what their different functions are.
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
Lecture I will conduct a lecture during which I will ask the students questions in
order to hold their interest and check for understanding. Students will also fill out
a provided lecture guide as we move through the slides
SIOP Techniques: I do, We do, You do.
Guided Practice: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise, Prompt,
and Leave)
The recap before the group project serves to guide the students how to think
critically about the differences between the bones and also how the bones
function together.
During the group activity, I will walk around seeing to it that each student has a
chance to share their new knowledge about the bones with his or her partner.
Reading , Writing, Listening, Speaking
Reading Students will be required to read slides in order to fill out their lecture
guide
Writing Students will write when filling out their lecture guides and while
completing the ticket out the door assignment

Listening students will listen to what I have to say about the lecture, and to
each other during the partner activity
Speaking Students will speak when we review the structure of each bone and
when discussing the structure and function with their partner during the partner
activity
Checking for Understanding: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the teacher
must know that the students understood before proceeding to practice. If
there is any doubt that the class does not understand, the concept or skill
should be re-taught before practice begins.
I will check for understanding frequently throughout the lecture and after
describing both the partner activity and the ticket out the door assignment by
asking if are there any questions and using the fist to five technique. Also, during
the review in which students hold up their specific bone and identify its
characteristics, I will be able to gain an idea of where students are at in their
understanding of the information covered in the lecture.
Questioning Strategies: Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
The questions asked of the students will increase in the amount of critical
thinking involved as the class proceeds beginning with the pre-assessment
questions and ending with the ticket out the door question.
Independent Practice: Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or individual
or group work in class. It can be utilized in a subsequent project. It should
provide for relevant situations not only the context in which it was originally
learned.
Students will be asked to finish any drawings outside of class and to continue to
think of how each structure relates to its function.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Any student who is moving through the activity quickly and with ease will be
asked to write on the back of each drawing a description of the function of each
structure they label in their drawing.
I will strive to be aware of any student having trouble with the activity and make
sure they know the terms they were asked to label are in their lecture guide and
their books. I will ask prompt them to think about why these terms are important
and ensure them that they will be able to finish their drawings outside of class if
needed.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content:
Students are interactive during lecture, and complete the partner and closing
activities with little difficulty.
Literacy and Numeracy:
Students complete lecture guide and turn in ticket out the door assignment.
Democracy and 21st Century Skills:
Students cooperate well in their pairs

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
On a half sheet of paper, please write your name and two to three sentences
about one way in which the axial skeleton interacts with and supports the
function of another system of the body?

Time

Next Step
At home, create a represention (write, draw, make a song, something small but
something youll enjoy) to answer the following question: How does the spine
and rib division of the axial skeleton interact with other systems of the body allow
cells, tissues, organs, and organ systems to maintain relatively stable internal
environments, even in the face of changing external environments?
(think of the functions of the skeletal and other systems and consider how one
may not be able to work without the other)

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
Students demonstrated their ability to identify and label the different parts of the
axial system throughout the lecture. They each had a synthetic skull and a vertebrae
to hold and bones of rib cage were passed around for observation. Frequently
throughout the lecture students were asked to turn to their partners and show and
explain to them the different parts of the bones. The literacy objective was achieved
as students completed a written ticket out the door. The Democracy objective was
achieved as students worked in their pairs to analyze the different parts of each
bone.
2. What changes would you make if you teach the lesson again?
If I teach this lesson again, I will be more conscious of time. I proceeded too slowly
through the lecture which didnt leave much time for a closing activity. I also would
create an activity or set of questions for students to keep in mind throughout the
lecture in order to keep them focused on the big ideas and objectives of the content.

3. What do you envision for the next lesson?

For the next lesson I hope to have more time for a closing discussion in which we
bring back all the concepts into a cohesive closing idea. I also hope to be more
confident and smooth in my lecturing abilities. This accounted for some of my time
loss as a proceeded a little too cautiously through the material so as to avoid saying
something incorrectly.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?
The Mission of the Agenda for Education in a Democracy was supported through the
partner work students participated in. This allowed students to develop their
collaboration skills as well as understand different ways to explain things to different
people. The question of the ticket out the door pertained to the 21 st century
democracy skills as students considered the interrelatedness of the different
systems of the body. Its important for a member of the 21 st century society to be
able to think of things in a different context as which it was first introduced to them.
The ability to organize and synthesize new ideas from their knowledge is an essential
piece of being successful.