KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN

Teacher Candidate:

Taylor Schlemmer

Cooperating Teacher: Dr. Varano

Date:

4/14/16

Coop. Initials

Group Size: 24 students Allotted Time: 1 hour Grade Level 2nd

Subject or Topic: Skeletal System: What are Bones?
STANDARD:
10.4: Physical Activity
A. Understand that fitness is made up of several components, e.g.
muscular strength and endurance, flexibility, cardio-vascular and body
composition.
I.

Objectives:
A. The second grade students will examine the bones of the skeletal
system by observing each bone for similarities, differences and
important aspects of each bone.
B. The second grade students will analyze the bones of the skeleton
by participating in the activity I have, who has.
C. The second grade students will create a representation of the
skeleton by creating a model version and labeling each part.

II. Instructional Material:

Chart paper (1 piece)
Markers
Plastic bones
Large full body paper diagram of a skeleton
Smart board
PowerPoint
Basket of materials for each bone (plastic bones)
Skeleton labeled worksheet (1 per student, 24 total)
I have, you have activity cards
Construction paper (1 per student, 24 total)
Q-tips (8 per student)
Glue (1 per student, 24 total)
Notecards (1 per student, 24 total)

III. Subject Content:

A. Prerequisite Skills
1. Basic understanding that the human body is made up of
many different systems, including the skeletal system.
2. The skeletal system is made of bones, which support the
body.
B. Key Vocabulary
1. Skeletal System: the framework of the body
2. Bones: any of the pieces of hard, whitish tissue making up
the skeletal system in humans and other vertebrates
C. Big Idea
1. The Skeletal System is made of many different bones.
D. Content
1. Names and locations of bones
2. Differences between bones
IV. Implementation:
A. Introduction
1. Place different plastic bones on each set of desks. Give
each group of four students one bone.
2. Allow the students two minutes to discuss the observations
they have of the bones.
3. On a large piece of chart paper in the front of the room,
write the observations as students raise their hands and
express their ideas.
B. Development
1. In the front of the room, show the students the large
diagram of the skeletal system.
2. Explain to the students that we will be exploring the
skeletal system, which is the structure of the human body.
3. Explain the skeletal system is made of 206 bones and we
will be exploring just some of those.
4. Group the students into 8 groups of 3 people each.
5. Assign each group to a different bone. The bone groups will
be the skull, the spine (vertebrae), the femur, the patella,
the tarsals/carpals, the phalanges (fingers), the radius, and
the scapula.
6. Explain that the students will begin to observe just this
bone. They will become an expert.
7. Hand out a worksheet of a full body skeleton so the
students can learn the location of the bones.
8. Tell each group to collect their basket with the plastic bone
and move to a given location in the classroom.

9. Give the students 15 minutes to look at the bone and its

location.
10.
During this time students should examine their bone.
They should write observations of the shape, color and
characteristics. Also they should find their bones location.
11.
The teacher should walk around and ask questions to
spark observations.
12.
After the time is up have the students put their bone
in their basket, return the basket to the table and return
back to their desk.
13.
Pull up the PowerPoint presentation about the bones
on a Smart board. (see attached)
14.
Hand out the guided note sheet for students to fill in
the blanks as the presentation occurs. (see attached
PowerPoint, printed in slides as notes)
15.
Discuss each bone in order. When the bone the
students learned about comes up on the slideshow have
them stand up and explain what they observed.
16.
After the students express what they observed, teach
the information from the PowerPoint. Fill in the blanks on
the screen.
17.
For each bone show the location on the large
diagram of the skeletal system and on the body. Have
students point on their body to where the bone is located.
18.
Some of the bones discussed students did not
observe. For these, teach the information with no prior
observation from students.
19.
Continue this process for all the given bones. When
finished explain to the students to keep their note sheet
out for the next activity.
20.
Next, split class in half. There will be two large groups
of 12 for this activity.
21.
Hand each student a I have, who has card. (see
attached)
22.
Choose a student to begin reading their who has
statement. The student that has the appropriate answer
will read their I have card and then read their who has
response.
23.
This will continue until it circles around the classroom
and the first student reads their I have response.
24.
Collect the I have, who has cards and have the
students put away their note sheet.
25.
Tell the students to clear their desks.
26.
Hand out a glue stick (1 per student), a bunch of Qtips (8 per student) and pieces of construction paper (1 per
student).

27.
Explain to the students that they will be creating a Qtip skeleton.
28.
Show the students a completed Q-tip skeleton to look
at while assembling theirs. (see attached)
29.
Give the students 20 minutes to work.
30.
After hand out the labels for the bones of the Q-tip
skeleton.
31.
Tell the students to cut out the labels, and place
them in the appropriate location.
32.
Explain to the students to not glue them down.
33.
While the students do this, walk around the
classroom to assess the students.
34.
First as a class, check the answers. Then allow the
students to glue the labels.
35.
Tell the students write their name on their work.
36.
Have the students clean up and place their work on a
table to dry.
C. Closure
1. When the students are finished cleaning up, tell them to
write on a notecard 2 things they learned.
D. Accommodations
1. Ben, a student with autism, works better on the computer.
His work for becoming an expert on a specific bone will be
on the computer. I will have an article on that bone up on
the computer. Also, Ben will work with his usual class
buddy for comfort.
2. Joelle, a student with slight visual problems, will sit towards
the front of the classroom. I will also color coordinate the
bones on the large diagram in the front of the class to help
her distinguish the bones. A personal diagram of the
skeletal system will be given to her in color for her
knowledge.
E. Evaluation
1. Formative: The labeling of Q-tip skeleton will be evaluated
based on a rating system.
1Did not label their skeleton on their own,
waited until the class went over the
correct labels.
2Labeled the diagram on their own with
more than 3 incorrect.
3Labeled the diagram on their own with
less than 2 incorrect.
2. There is no summative assessment for this lesson.

V. Reflective Response:
A. Report on Students Performance in Terms of Objectives

Remediation Plan

B. Personal Reflection
1. Were the students able to learn and teach the class while
in the stations?

2. Were the I have, who has cards effective?

3. How could this lesson be improved?

VI. Resources:
Q-tip Skelton:
https://www.teacherspayteachers.com/Product/Skeletal-System-Model939949
https://www.pinterest.com/megankelsi/intro-to-comdes-project-1/