Lesson Plan

Date: Feb 17th, 2017

Subject: Human Body Unit: Skeletal Body System Grade: Health

Science 20

Topic: Essential Question (from unit, if applicable):

- How are structure and function related when discussing various human
body systems?

Materials:

- Partial skeleton flash cards

- Resource for labelling axial and appendicular diagrams (Either internet

or textbook based)

- Labelling skeleton diagrams (Depending on number of students)

- X-Ray pictures showing fractures of bones

- Smart board (if available) to fill in skeletal diagram

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
- Students are expected to understand the different kinds of bones within the
body, as well as the function of these bones
- Students should also be able to successfully identify human bones on a
diagram, as well as alterations to what a healthy bone looks like (ie:
fracture)
- Students must be able to work cooperatively with their peers to complete
group work.

Outcome(s):

HS20-HB1 Analyze the anatomy and physiology of a healthy human.

b. Describe the anatomy (structure) and physiology (function) of at least five human
body systems (i.e., cardiovascular, endocrine, lymphatic, digestive, urinary, muscular, nervous,
respiratory, reproductive, integumentary and skeletal). (K)
d. Use anatomical terminology, including directional terms, body planes, body regions
and body cavities, to locate human anatomical features based on standard anatomical position.
(K, STSE)

HS20-HB2 Investigate the effects of various injuries, disorders and diseases on human cells,
tissues, organs and systems.
a. Differentiate among the ways in which medical practitioners and the public use terms
such as disease, illness, ailment, disorder, infection, medical condition, syndrome and
abnormal condition. (STSE, K)

PGP Goals:
- 1.4: A commitment to service and the capacity to be reflective, lifelong
learners and inquirers.
- 4.1: Knowledge of Saskatchewan curriculum and policy documents and
applies this understanding to plan lessons, units of study and year plans
using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to
help determine next steps.

- Activating prior knowledge activity: Will begin the class asking students to
identify pictured bones in flashcards. If students are unable to name most
the bones, will need to spend more time demonstrating and learning (direct
instruction) the location of the bones in the body.

- Exit slip: Ask students how well they understood and could locate the
skeletal bones within the body. Ask if there were any concepts they felt
they needed more time spent on to fully understand. Finally, ask if there
were areas I need to address in the next lesson for clarification.

- Thumbs up/down: Asking students to provide either thumbs up or down to

determine whether they are understanding concepts being presented.
Assessment OF Learning (summative) Assess the students after learning to
evaluate what they have learned.

- Will not include a form of summative assessment for this lesson. This lesson
will be applicable to the summative assignment at the end of the unit
where students must research an injury/pathogen and present to the class.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

- Today we will be discussing the different kind of bones and their functions
within the human body. The skeleton provides many functions, including
basic structure of the body, acting as protection for vital organs, as well as
acting as levers allowing for movement to take place while working with
muscle groups.

- Next thing to consider is how the body reacts when damage occurs to the
skeleton. This class we will be looking at what a doctor sees when
diagnosing skeletal injuries. This will include looking at X-rays and
determining which bone is damaged, and how it would affect body
movements.

- Entire motivational set should take approx. 3-5 min.

Main Procedures/Strategies:

- After motivational set, will introduce the flash cards depicting various bones
in the body and getting students to name each bone. Depending on their
grasp of the concept, will spend more or less time on the diagramming jig-
saw. Use as an Activating Prior Knowledge activity as students must recall
what they know of bones using visual aids (5 min).

- From there, students will be split into groups of 4 where they will be asked
to label a certain amount of bones within the skeleton (will be numbered on
diagram). Students are permitted to either use whatever technology is
available to them (ie: Ipads) or textbooks to fill in their selected diagram.
Students will also be asked to describe what function this bone serves to
the body (ie: Protection, movement, etc). Once students have completed
and recorded this small activity in their groups, students will share what
they have learned with the rest of the class allowing everyone to have a full
diagram completed of the human skeleton (15 min). Can fill in diagram on
Smart board if available.
 - Students will then be placed into 3 person groups. Within the 3 person
groups, students will rotate around stations which will have a visual (x-ray)
depicting a bone within the human body. On each x-ray, there will show a
fracture of a bone. Students will be asked to pinpoint which bone has been
fractured, as well as how they believe the injury will affect the patients
movements. After the students have visited all stations, will gather as a
group and go over the injury and discuss various treatment patterns and
how injury affects body movements. (20 min)

Closing of lesson:

- Will wrap up by asking why we chose to look at x-ray pictures to identify

bones instead of simply labelling a diagram for the entire class. Students
should hopefully recognize that using the x-rays provides a real-life
situation of how medical professionals must identify and subsequently treat
injuries.

- Will introduce next lesson explaining how the skeleton forms the foundation
of movement within the body. Will be focusing on the muscular body
system in the future, importance of bones in relation to muscles.

- Present exit slip: Write one thing you learned about today. Write one
question you have about todays lesson

- Any questions/concerns? (5-10 min for closing)

Handouts Utilized in this Lesson:

https://www.biologycorner.com/anatomy/skeletal/
printables_files/Radius_c_sm.jpg- Flashcards

Personal Reflection:

- Reflection not available at this time. Will need to re-assess after presentation
of lesson in pre-internship setting.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)