KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN

Teacher Candidate:

Taylor Schlemmer Date:

Cooperating Teacher: Dr. Varano

Group Size: 24 students

2/25/16

Coop. Initials

Allotted Time: 1 hour

Grade Level 2nd

Subject or Topic: Skeletal System: Joints

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 be able to examine
information to explore the types of joints by creating a joint
booklet.
B. The second grade students will be able to model a hinge joint
by using common day materials to create a model.

II.

Instructional Material:
Dem Bones by Bob Barner
Construction paper (2 pieces per student)
Stapler
Glue (5 total)
Information for centers
Inquiry sheet
Coloring tools (crayons, colored pencils or markers)
Paper towel rolls (2 per group, 24 total)
Tennis ball (1 per group, 12 total)
Roll of Tape (1 per group, 12 total)
Balloon (1 per group, 12 total)
Play-Doh (1 per group, 12 total)
Paper (2 per group, 24 total)
Markers (2 per group, 24 total)
Glue (1 per group, 12 total)

III.

IV.

Smart board
BrainPop Jr. video
Subject Content:
A. Prerequisite Skills
1. Basic understanding that the human body is made of
bones an each bone is connected by some way.
B. Key Vocabulary
1. Joints: point where two or more bones meet
2. Hinge Joint: formed between two or more bones where
the bones can only move along one axis to flex or
extend (knee or elbow)
3. Pivot Joint: freely moveable that allows only rotary
movement around an axis (skull)
4. Ball and Socket Joint: point that allows the highest
freedom of motion in the body; allowing multidirectional
movement and rotation (hip or shoulder)
5. Cartilaginous Joint: connected entirely by cartilage
(sternum)
6. Fused Joint: connected allowing no movement (skull)
C. Big Ideas
1. Joints connect bones allowing for different types of
movement.
D. Content
1. See vocab
Implementation:
A. Introduction
1. Read Dem Bones by Bob Barner.
2. It is important to have the students repeat the story
while reading.
3. Ask students how these bones connect.
B. Development
1. Ask students to bend their arms at the elbow.
2. Ask students to bend their legs at the knee.
3. Ask students to rotate their shoulder.
4. Ask students if they know why the body moves in
specific ways.
5. Explain to the students that joints are the reason that
bones move in this way.
6. Explain bones are fitted together by joints.
7. Hand out two pieces of construction paper to each
student.
8. Tell students to hold each piece in half (hamburger
style).

9. Tell students to place one sheet in side the other making

a booklet.
10. Walk around to each student and staple the notebook.
11. Group students into 5 groups of 5 students. One group
will only have 4 students.
12. Hand out one glue stick to each group.
13. Assign each group to one of five stations, which
corresponds to the different type of joints.
Station 1: Hinge Joint
Station 2: Pivot Joint
Station 3: Ball and Socket Joint
Station 4: Cartilaginous Joint
Station 5: Fused Joint
14. Tell students to look at the materials.
15. Tell students at each station to title each page, glue in
the picture of the joint and write their own definition of
the joint from the appropriate material. (see attached)
16. Students should read the given definition and write their
own that makes sense to them.
17. Each group will work at a station for 5 minutes, rotating
through each of the 5 stations.
18. Teacher will walk around to each group observing how
the students are working. Teacher should help as
needed, but will check the booklet in detail when the
students hand it in.
19. After 25 minutes, have the students return to their
seats.
20. Ask students to work with their tablemates to discuss
the five joints.
21. After 5 minutes, ask five different students to share
their definition of the joints.
22. Group the students into groups of 2, making 12 groups.
23. Have students spread out into different desk around the
room.
24. Hand out the material for the experiment. This includes
paper towel rolls, tape, Play-Doh, a tennis ball, balloons,
markers, paper and glue.
25. Hand out the inquiry worksheet. (see attached)
26. Tell students to use their joint books for information.
27. Explain that the students will be creating a joint from
the materials.
28. Students will take 20 minutes to create a model of a
joint.
29. It is important the students experiment using the
materials.

30. Students will draw a diagram of their model. Also,

students must label their diagram.
31. Teacher will walk around the room, observing the
students experimenting. There are no observation notes
because the students will hand in their inquiry sheet
and explain their model.
32. Have students clean up their desk.
33. Then have each group explain their model telling what
materials they used and why this model is a specific
joint. It is important the students state the parts and
movement.
34. Teacher will take notes on the students explanation
looking for the reasoning of the parts of the joints and
the corresponding movement
35. Students will tape their inquiry sheet into their joint
booklet on the front cover page.
36. Also, collect the joint book. These will be assessed with
the use of a rubric.
37. Once all the students have explained, have the students
return to their seats for closure of the lesson.
C. Closure
1. Show BrainPop Jr. video called Bones from 2:47-2:57.
2. This will be a review of the current topic of joints.
D. Accommodations
1. Ben, a student with autism, will work along side his
usual class buddy for the inquiry. The information at the
joint stations will be available online to help. Also, Ben
will be able to glue the definition into his booklet as well
as write his own.
2. Joelle, a student with slight visual problems, will sit
towards the front of the classroom. I will give her a copy
of the Dem Bones book to allow her closer visuals.
The inquiry activity will allow her to learn through a
hand-on activity.
E. Evaluation
1. Formative:
The guided inquiry sheet will be evaluated based on the
labeling of the joint. The students will explain their
reasoning and this will be taken into consideration.
(Collect the science notebook)
1- Did not draw an accurate labeled diagram
with incorrect explanation.

2- Labeled the diagram but not accurately and

gave little explanation.
3- Labeled the diagram correctly and explained
correctly with detail.
The joint booklet will be evaluated on the definitions
written. The definitions will be assessed on the
students ability to use information to create their own
definition. ()
1) Did not write definitions that accurately
described the joints.
2) Wrote definitions with no detail.
3) Wrote correct definitions that described the
joint in all parts and with detail.
Also the joint booklet will be the location of the
inquiry sheet to also be assessed.
2. There is no summative assessment for this lesson.
V.

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

Remediation Plan
B. Personal Reflection
1. Did the students understand the joints by moving
through stations?

2. Was the inquiry effective?

3. How could this lesson be improved?

VI.
Resources:
https://jr.brainpop.com/health/bodies/bones/
Barner, B. (1996). Dem Bones. San Francisco: Chronicle Books.