Lesson Title: Bones In Depth- Day 2

Curriculum Area: Science

Grade: 1st
Date: February 2015
Standards Connection: Science, 1st grade- 5.) Identify parts of the
human body, including the head, neck, shoulders, arms, spine, and
legs.
Discussing the relationship of bones to protection of vital organs
Example: protection of brain by skull
Lesson Objective: When given a writing prompt, students will recall
and reproduce two new facts they learned from the days lesson, with
100% accuracy.
Evaluation of Learning: After learning about the skull, backbone and
rib cage students will be given a piece of paper with a writing prompt
that asks what they learned about bones. The students will be asked to
write down at least two new facts they learned from todays lesson.
Engagement: The teacher will start the class by having all of the
students come to the carpet. Okay friends its time for science, now can
we start the day by singing our song from yesterday? Next the
students and the teacher will sing Ezekiel and the Dry bones together.
Okay so lets talk one more time about the parts of the body we sang
about in our song.
Learning Design: Yesterday we talked about bones in general. We
talked about skeletons and we talked about where we can find our
skeletons. Does everyone remember that? Today we will be talking
about a few bones specifically. The teacher will make sure all of the
students are paying attention and then begin talking. Has anyone ever
worn a helmet before? Like a biking helmet or a football helmet? The
teacher will call on several students to answer if they have worn a
helmet before or to tell a short story. It seems like so many of us have
worn helmets before! Why do you think we wear helmets? The
teacher will call on several other students to give their opinion, the
teacher will make sure the acknowledge the answers. So we all know
that we wear helmets to protect our heads from getting hurt, thats
right! Now we are going to talk abut a helmet that we wear every day
without even knowing it. We are going to look at the football helmet
that I brought with me today and we are also going to look at a
balloon. (The teacher will blow up the balloon) So, do we think that this
balloon is soft or hard. The teacher will allow the students to call out,

making sure they say soft. Thats right its soft, so that means it
would be easy to pop, right? Well what if I put my balloon in this
football helmet, what do we think would happen then? Would it be
easier to pop or harder? The teacher will allow the students to call
their answers out steering them to say harder. Thats right so we
know that the helmet would protect the balloon. No we have
something close to this that we wear each day, does anyone have any
idea of what it could be? The teacher will anticipate several students
pointing to their heads, but not knowing the word. Okay I need
everyone to point to their heads. The piece that we are pointing to is
called our skull. Can everyone say the word skull with me? SKULL! Now
can anyone guess what the skull protects? The teacher will allow the
students to say several answers. Thats right the skull is here to
protect our brain. The skull is the hard bone that we can feel on our
head. I want everyone to feel the top of your head. See how hard that
is? That is your brains helmet. Now the skull also has the jawbone
attached to it, which helps you do what? What do we think the
jawbone helps with? The teacher will put her hands on her jawbone as
she asks the question about what the students think the jawbone does.
No one seems to know, but the jawbone helps us chew our food! So
everyone show me how you chew. After chewing their food the
teacher will ask the students to find their cheek bone. Okay friends,
now I need you to point to your cheek bones for me. These are the
bones we can feel but there are also many other bones under our skin
on our faces that help give our face shape. The teacher will continue
to outline her cheek bones to show the students where to point and
feel the bones. You guys did a great job with the skull, now can
someone remind me what the job of the skull is? The teacher will call
on a student to remind the class that the job of the skull is to protect
the brain like a helmet. Great job friends, now lets move onto this
area, does anyone know what these bones are called? The teacher
will have her hands on her ribs, and she will make sure to keep her
hands on her ribs. These are called our ribs. We have six sets of ribs
meaning we have six ribs on both sides. Can anyone guess what the
ribs, sometimes call the rib cage, main job is? I want you to turn and
talk to your neighbor about what you think the job of the rib cage
could be. The teacher will allow 30-45 seconds of talk time for the
students before clapping to get their attention. Okay did anyone
come up with any good ideas of what the job of the rib cage could be?
The teacher will call on one or two students and then she will say, the
ribs protect the heart and the lungs!. If this is what to guessed then
you are correct. Our ribs are the bones that keep things from hurting
our heart and our lungs. If we were to fall off our bike and land on our
stomach our ribs would act like a helmet for the heart and lungs. So I
want everyone to show me where there ribs are one more time. As
the teacher is talking she will also be touching her ribs as well. Great

job friends, so we have learned about our skull, our rib cage and lastly
today we are going to talk about our backbones. Can anyone point to
his or her backbone for me? The teacher will allow several of the
students to she her their backbone. Great job friends, now why do we
think we have a backbone? The teacher will write the students
answers on the board as they say them out. Wow you guys did a
great job thinking hard about why we have backbones! So many of you
were right too! Backbones help us with movement. The backbone is
the protection for our spinal cord. So the backbone is another group of
bones that is like a helmet. The backbone has 26 bones. So how many
bones does it have? The class will repeat 26, the teacher will make
sure they are paying attention. Great job, now those 26 bones cant
sit right on top of each other because they will rub together and that
would hurt. They also might chip pieces off. So in between each of the
bones we have a spongy material called cartilage. Has everyone felt a
sponge before? The teacher will allow the students to comment on
how soft and squishy the sponge is. Okay so we have those spongelike pieces in between all 26 pieces of bone to make sure they do not
hit each other, or bump each other. So lets review all of this quickly.
What did we say the backbone helps us do? The class will call out:
MOVE. Great! And how many bones are in the backbone? The
teacher will listen for the class to say 26. Fantastic job, now here is a
little harder question. What did we call those spongy pieces in between
the bones to make sure they dont hit each other? The teacher will be
listening for the word: cartilage.
Opportunity for Practice:
The students will now have the
opportunity to make their own backbones. The class will use fishing
wire, cheerios and beads. The teacher will get the classs attention.
Okay friends, now that we talked about backbones we are going to
get a chance to make our own backbones! So on your desk you will
find 26 cheerios, a piece of clear string and 28 beads. Now the clear
string already has a bead tied onto the end of it to make sure all of the
cheerios and beads will stay on the wire. The teacher will hold up her
own clear string. She will have also taped her final project up on the
board for students to know what they are making. So heres is what
we have to make sure we have. Did we say that the bones could be on
top of each other on our backbone? The students will respond no.
Okay, so we have to make sure our bones (the teacher will hold up a
bead) the beads do not touch, so what do we think we could put in the
middle? The students will call out cheerios. Thats right the cheerios
can be the cartilage. So we will be making a pattern just like we have
done in math before! I want everyone to have fun making these! When
you are done let me know and I will tie a knot at the end so our bones

dont fall off! The teacher will walk around and help the students while
also praising their work individually.
Assessment: The teacher will get the students attention by clapping.
Okay friends, your backbones look great! Now I need everyone to
move quiet as a mouse back to his or her seats so we can do our quick
write. I am handing out pieces of paper with a question on the top of
the sheet. I need you to tell me two or three new facts that you
learned about the skull, rib cage or backbone. I am going to write the
words up on the board so we know how to spell all of them. You will
have ten minutes; we are doing this completely by ourselves. So does
anyone have any questions? The teacher will answer the students
questions if they have any. Okay I need everyone to put their first and
last name along with the date on the top of their paper. I will tell you
when you have two minutes left. I want to see your best handwriting
so you can take your time writing your facts. Dont forget to use
complete sentences.
Closure: Okay friends we had such a fun day. I need everyone to
hold up their backbones and let me see them. The students will all
hold up their backbones. These look great! Now I want to see everyone
up and moving with their backbone. Everyone show me what that
would look like. The teacher and the students together will get up and
dance. Thank goodness we have all of these bones. So today when
we go home lets try to all show our parents our backbones we made
and we can show them how we dance and move. You guys all did such
a great job on these! We all know that these are just a few of the many
bones in our bodies. These are just important bones that help protect
important parts of our body. I am so proud of all of your hard work
today!

Plans for Individual Learners:

The majority of the class will be able to follow the steps on making the
skeletons just by the teacher modeling the skeleton and talking
through what to do step by step but student A will need someone to
frequently check in with him. The teacher will say each step out loud to
the entire class and then she will go to student A specifically and
model the step for him at his desk. In regards to the worksheet,
Student A will be allowed to work at the teachers back table. He also
will be given a few extra minutes and if he seems to be getting stuck
the teacher will call him over to verbalize his thoughts. Then she will
tell him to go write it down the best he can.

For student Z, who has a hard time staying on task and knowing where
to start so he will have the opportunity to have a friend help him stay
on track and up to speed. The teacher will also go to student Z and
explain and model for him individually the next step. In regards to the
worksheet, student Z will have the opportunity to talk to the teacher
about his thoughts before he starts writing. This was he will not be
overwhelmed by the writing because he struggles some with writing.
Students L and Z will finish the craft fairly quickly. They will be able to
go work with students A and Z to help them stay on task. They will not
be able to make it for them. L and Z will also be asked to write a few
more facts they learned if they finish quickly. The teacher will
challenge them to think hard.
Data Analysis: For the writing prompt, 100% of the students were
able to write two facts in complete sentence form. Some of the
students even were able to get creative and write me three or four
sentences. Although the spelling was wrong on some papers the
teacher did not take off for spelling therefore the students met the
objective they were given.
Supplies:
Cheerios
Beads
String with pre-tied knots
Writing page with question typed
Elmo
Pictures of skull, backbone and ribcage
Reflection:
YesterdayIwasabletopretestthestudentstoseewhattheyknewaboutbones,buttoday
Istartedteachingonwhatbonesare,whyweneedbonesandwhatwecandotohave
stronghealthybones.Becausetodaywasthesecondday,westartedofftalkingabout
whatbonesare.YesterdayIhadeachstudentwritedownwhattheythoughtboneswere,
whattheythoughtofwhatIsaidthewordboneandwhyweneededbones.Todaywe
talkedaboutwhatbonesare.Iintroducedthevocabularywordskeletonandwefocused
onthreespecificareasofbones:thebackbone,theribsandtheskull.Thelessonwas

about45minutestotalwhichwasplentyoftimetoreallydiveintowhatbonesare,and
focusonthesespecificbones.Wefirsttalkedabouttheskullandwhattheskull'smain
jobis.Itaughtthemaboutthethreedifferentpartsoftheskull:thepartthatprotectsyour
brain,thepartthatshapesyourfaceandyourjawbone.Itwasfuntohavethestudents
pointtoeachofthesepartsontheirownbodiesasIdemonstratedittothemonmyself.I
loveteachinginteractivelessonssoscienceisquicklybecomingmyfavoritesubjectto
teach.Aftertheskullwetalkedabouttheribcageandhowit'smainjobistoprotectthe
heartandthelungs.Wetalkedaboutwhatwouldhappenifwedidn'thaveribs,andwhat
wewouldlooklike.Lastlywediscussedthebackbone.Wetalkedaboutposturesandthe
studentswereabletostandupanddemonstrategoodandbadpostureforme,andwealso
dancedbecauseourbackboneshelpusdanceandmove.WedidaquickworksheetthatI
chosetouseasanassessmentandtheneachstudentwasabletomakehisorherown
backbonethis wasmyfavoritepart.Weusedbeads,cheerios andfishingwire.The
cheerioswerethecartilagepiecesinbetweeneachbonetomakesuretheydon'trub
togetherandthebeadswereouractualbackbones.ThestudentsLOVEDmakingtheir
own backbones and they were able to take them home to show their parents. I had
actuallynevertaughtsciencebeforethisweekbutIloveditbecauseIhadtheopportunity
tomakeitsointeractive.Itwassomuchfuntobeabletotouchmyskullwhentalking
aboutskullsortomakethebackbonesinsteadofwatchingavideo.

Ezekiel and the

Dry Bones
Dem bones, dem bones,
dem dry bones.
Dem bones, dem bones, dem dry bones.
Dem bones, dem bones, dem dry bones.
Now hear the Word of the Lord.

Ezekiel connected dem dry bones.

Ezekiel connected dem dry bones.
Ezekiel connected dem dry bones.
Now hear the Word of the Lord.
Now the toe bones connected to the foot bone.
The foot bones connected to the ankle bone.
The Ankle bones connected to the leg bone.
Now hear the word of the Lord.
Now the leg bones connected to the knee
bone.
The knee bones connected to the thigh bone.
The thigh bones connected to the hip bone.
Now hear the word of the Lord.
Now he hip bones connected to the backbone.
The backbones connected to the rib bone.
The rib bones connected to the breast bone.
Now hear the word of the Lord.
Now the breast bones connected to the
shoulder bone
The shoulder bones connected to the neck
bone.
The neck bones connected to the head bone.
Now hear the Word of the Lord.