Developmental Lesson Plan

Teacher Candidate: Leah Talley, Jeremy Hileman, Nicole Schmidt Date: 4/5/18

Group Size: 20 Allotted Time: 60 minutes Grade Level: 3

Subject or Topic: What makes up a bone?

Common Core/PA Standard(s):

10.1.3.B- Identify and know the location and function of the major body organs and systems.

Learning Targets/Objectives:
Students will be able to describe the make-up of a bone.
Students will be able to describe how the depletion of calcium in bones causes them to become
weak.

Assessment Approaches: Evidence:

1. The student will fill in blanks on the 1. The teacher will grade the students’ exit
worksheet to see if they understood the slips.
knowledge (exit sheet). 2. The teacher will analyze and take notes on
2. The students will be assessed on the strength the bone the students’ built to see if they
and structure of the bone they build in their understood the concept of a hard bone.
groups. 3. The strength on the bone will be tested with
3. Turn and talk. a heavy textbook.
…. …
Assessment Scale based off of exit slip:
8-10: Advanced
5-7: Proficient
2-4: Basic
0-1: Below Basic
Subject Matter/Content:
Prerequisites:
Knowledge that the body is made up of bones.
Knowledge that we need strong bones in our body to keep us upright and moving.
Understand the types of bones in our body. Understand that bones are all different shapes and
sizes.

Key Vocabulary:

 Support: The skeleton supports the soft tissues of the body as it forms a rigid
framework to which our muscles, tendons, ligaments etc attach.
 Shape: The overall shape of our bodies is mostly due to our skeletons. e.g. your
skeleton determines if you are short or tall by how long your bones are
 Protection: Our bones are very strong and can provide protection to the vital organs.
e.g. the skull protects the brain, and the ribs and sternum protect the heart and lungs
 Movement: Our bones are levers which are pulled by the muscles to cause movement
 Bone Marrow: Bone marrow is soft, gelatinous tissue that fills the medullary cavities,
the centers of bones.
 Ossification: the process by which cartilage is turned to bone.
 Periosteum: The outermost layer of the bone. This thin, dense membrane on the surface
of the bone contains nerves and blood vessels that help nourish bone tissue.
 Compact (hard) bone: This type of bone is strong, solid, and whitish in color. It
makes up the hard outside portion of a bone.
 Cancellous (spongy) bone: This type of bone is located inside the compact bone. It
looks like a sponge, with bone marrow filling its spaces.
 Red bone marrow: makes red blood cells.
 Yellow bone marrow: makes white blood cells.

Content/Facts:
Inquiry
How does our body keep its shape?
-The skeleton supports the shape of our body.
What would happen if we didn’t have bones?
-We wouldn’t be able to move
-We would be a pile of skin and organs on the floor.
-Our organs wouldn’t be properly protected.
What allows humans to stand up straight?
-Our spine.
Our bones give our bodies shape and support and protect our organs and systems.
 When we are born our bones are actually cartilage.

 A baby’s body has about 300 bones at birth, these eventually fuse/ grow together to
form 206 bones that adults have.
 Bones are made up of several layers. The outermost layer is called the periosteum.
 There is then an outer layer of strong compact (hard) bone.
 The center of bones contains spongy (cancellous) bone.
 Some spongy bone contains red bone marrow, which makes red blood cells.
 The marrow cavity contains yellow marrow which makes white blood cells.
 In many bones, the cancellous bone protects the innermost part of the bone, the bone
marrow. Bone marrow is sort of like a thick jelly, and its job is to make blood cells.
 Bones are extremely light- they are lighter than steel or concrete.

Introduction/Activating/Launch Strategies:
Start the lesson off by asking the students
“What if you had no bones?”
Use questions to make them think in depth about bone strength and structure.
“What do you think is the largest/ smallest bone in your body?”
“Could you imagine yourselves in a large pile on the floor, not being able to move?”

Development/Teaching Approaches
Part One:
 Use questioning to make them think.
 “Could you imagine yourselves in a large pile on the floor, not being able to move?”
 “What if you had no bones?”
Get the students talking in their small groups and come back together as a whole and discuss.
Part Two:
 Show a quick video/ example of what bone structure/ make-up.
 Stop during the video at certain times and discuss what we talked about in our
discussion.
Part Three:
 Pull up the PowerPoint of structure of a bone.
 Explain why all of these components of a bone are important.
 Hand out the Diagram of a bone worksheet after going through it.
 Have them label the diagram and the blanks as their exit slip.
Part Four:
 Time to make a femur!
 Ask the students to locate the femur in their body.
 Tell them to try and feel how long this bone is.
  Show pictures if a femur so they have an idea of the shape of the bone.

Procedure:

 Make the mixture into container to bring to classroom.

 Students will tear newspaper into strips about 1 inch wide. Once the strips are
completed, the student will use larger pieces of newspaper and crumble into ball shape.
 Using tape, the student will attach the newspaper to the ends of the tube to form the
shape of a femur using visual pictures supplied by the teacher or ones they printed from
the computer.
 Once the proper shape has been formed, students will dip the 1 inch newspaper strips
into the flour/glue mixture and wrap around the bone shape.
 Let the bone dry and test out the strength of the bone made.

Closure/Summarizing Strategies:
 Once the bones the student build were dry, we would all test out the strength and
sturdiness of the bone by placing a textbook on top of it. (Will have to do this later in
the day or the next day once the bone dries.)
 I will also talk about what we need to do for our bodies in order to keep our bones
strong and healthy.
 I will wrap up the lesson and say, “Tomorrow we will learn about all of the different
joints in our body and their functions.”

Accommodations/Differentiation:
For a student with a visual impairment, I would bring in a femur bone example so they could
feel what a femur looks like. I would then pair them with a partner who works well with
helping others.
For a student with a hearing disability, I would put sub titles on the video, and words on the
PowerPoint to help guide them.
For a student with a learning disability, can create a fill in blank, matching, use of words or
explanation to the teacher instead of a exit slip.

Materials/Resources:
 Smartboard
 YouTube video
 PowerPoint slide
 Worksheet/ Diagram (exit slip)
 7 Paper Towel Tubes
  Flour/ water mixture (made at home)
 Newspaper strips (1 in. thick)
 Masking Tape
 White Paint
 Paint Brush

Dowshen, S. (Ed.). (2015, August). Your Bones. Retrieved April 11, 2018, from
http://kidshealth.org/en/kids/bones.html

“BoBones! Bones! Bones! - Lesson.” Www.teachengineering.org,

www.teachengineering.org/lessons/view/wpi_bones_lesson01.

Teachersinstitute.yale.edu. (2018). 06.06.03: The Human Skeletal System: Inside and Out.
[online] Available at:
http://teachersinstitute.yale.edu/curriculum/units/2006/6/06.06.03.x.html#d [Accessed 11 Apr.
2018].