Student Teaching Lesson Plan Template

(Indirect Instruction)

Subject: Science Central Focus: The Human Finger

Essential Standards/Common Core Objective (2): Date submitted: N/A Date taught November 4
NC.3. L.1 Understand human body systems and how
they are essential for life: protection, movement and
support.

Daily Lesson Objective (1): Independently, students will understand and recognize different body structures that aid in
movement through recollection or attributes. Students must correctly answer 4 out of 5 questions.
21st Century Skills (1): Academic Language Demand (if Handbook applicable)
Creativity Tips: Only include language demands for THIS lesson.
Technology Literacy
● Language Function: (Tip: choose one action verb, multiple action
verbs are allowed in plan BUT only one here)
o Recognize

Tip: for the three bullets below consider your strategies for teaching
these concepts also.
● Content/Academic Vocab: joint, muscle, bone, tendons

● Discourse possibilities: Students will make use of turn and talk time
to discuss different questions asked during the lesson. During the
entire lesson I will make myself available to help students.

Prerequisite knowledge and skills
needed (1):
● Students will already have
knowledge of the animal's life
cycle and how they are
different from humans.
● The teacher will have to have a
basic understanding of the
human skeletal/body system
along with the basic functions.
Global Awareness (1): This lesson will allow students to begin to understand
exactly what it is in their body that gives us our movement and frame. Our
skeletal system is a vital part of our body along with the muscles and
ligaments that allow our range of motion. During the lesson I will make sure
to discuss with my students what may happen if we experience injuries to
these parts of our body or if we may have disorders that pertain to these body
parts (osteoporosis, muscular dystrophy, or spina bifida). This would allow
students to begin to understand others that may be different than them and
how it may limit their mobility.

Activity Description of Activities and Setting Time

1. Engage (3) Class, today we are going to continue working on the different parts of the 5-8
human bone structure. Today we are going to focus on the finger! I want each minutes
of you to take a moment to move your arms and fingers and feeling the
different ways in which, the bones and muscles move. Can anyone guess what
is going on inside our skin? Now I want you to pick up some objects that are on
your desk (pencils and erasers). I want you to see what happens when you
grasp these objects in your hands and what parts of your arm/hand you use to
 do this.
(Allow time for 2-3 students to share out)

Possible Questions Possible Responses

When you bend your I think those are

fingers back, what strings that are in
do you think the your hands that
lines on the back of make your fingers
your hand are? move.

How many bones do I think there is one

you think are in each big bone or possible
finger? two smaller bones.

What do you think -I think the bones

happens when you break a little each
pop your fingers? time you pop them.
-I think it’s the air in
your fingers being
popped.

2. Explore (3) Video from: Mystery Science 15-20

minutes
Class, today we are going to be watching a short video that will allow us to
become experts on what is going on within our body, more importantly our
hands and arms. I would like to go ahead and warn you that the video shows
the dissection (cutting up) of a piece of chicken to allow us to see muscles,
tendons, and bone. This way we can see what is going on without having to
dissect a human hand and it is very similar to our own bodies. Once the video is
over, we will be creating our own robotic finger to see how different pieces
work together to allow our finger to move.

● Each student will receive the materials that allow them to create their
own robotic finger.
● The teacher will be completely their own robotic finger as a model
● The class will work through each step of the process together
● Students may help one another quietly
● If they need help, they must raise their hand and it is the teacher’s
discretion of who helps who
● Students must remain seated and quiet unless they are helping one
another
● Students must use materials for the project for their intended purpose
● Students who do not follow instructions may be asked to move or
 receive popsicle stick in cup/negative dojo

Possible Questions

Does anyone need my assistance

with that step?

Can anyone tell me what they think

the string represents for the human
finger?

Can anyone tell me how many

bones the see represented on the
template?

Can someone tell me what they

should do if they need help?

3. Explain (3) Whole Class Discussion about Explore Task- The teacher will walk around with 10-15
their own robotic finger to demonstrate the way in which the students are minutes
supposed to get it to move. This will allow students to ensure theirs is made
correctly and their motion will work.

- Class, now we all have robotic fingers! Did everyone enjoy that little
project? Who could tell me what would happen if we made 4 more
robotic fingers like this? Would we have a whole hand? Now, I would
like to take a few minutes to discuss the process and what we took
away from the video and the activity. That way we can be prepared for
the Kahoot! we are about to do!
Possible Discussion Possible Responses
Questions

What do you think I think these are the

the spaces are joints. We can feel
where the finger them pretty good on
bends? our own hands but
with this being
paper it is harder to
model.

What do you think I think these are

the purpose of the tendons. They allow
string is now that we for movement of our
have watched the fingers.
video and
 completed our own
models?
4.Elaborate/Extend (3) Students will work independently with a diagram that highlights the human arm 15-20
(did not get to teach and the different parts included within it (bones, muscles, ligaments, tendons, minutes
this part) joints, cartilage). They will be given a word bank to use in order to know exactly
what the diagram is asking them to label. Once they have labeled the diagram,
they will have one question that must be answered:
- I want you to imagine that you have a small rubber ball in your right
hand. As you close your fingers around it, I want you to write a few
sentences on what you think may be happening inside your body. Make
use of the diagram that you completed.
5. Evaluate Formative: Exit Ticket- Today we learned about the different parts that aid our
(Assessment methods) bones in moving and giving us structure. I want you to describe three different
(3) parts we discussed today (bone, muscle, tendons, joint) and how they are
Tip: Identify methods important to our body.
as formal and/or
informal. Summative: Kahoot!
Tip: Try to have at Question 1: The point at which two (or more) bones meet
least one formal
Question 2: Connective tissue that attaches muscle to bone
assessment per LP to
Question 3: The body system that provides support, stability, shape, and
collect data on
student movement to the body
understanding Question 4: (T/F) A ligament is connective tissue that attaches bone to bone at
a joint
Tip: Always connect Question 5: (T/F) The bone is soft connective tissue that attaches muscle to
your assessments to bone
the Daily Objective
Not Partially Fully
Mastered Mastered Mastered

Student Student Student

answers 3 or answers 4 answers all 5
less questions questions
questions correctly correctly
correctly
Student(s) & Student/Small Group: Gifted Student/Small Group: Struggling
Modifications/Accom
Differentiation: For my gifted students I Differentiation: For my struggling students
modations (2):
would challenge them to think of the ways in I would allow them to use a paper version
which they could create a robotic hand with of the assessment (they may not get to the
1. For students who materials other than the materials we use questions in the 30 second time frame of
may have hearing today. They could create a blueprint to share Kahoot!). I would also give a slight
impairment I would with the class and how each piece would work variation in questions that would allow
use subtitles during the together to make the fingers move. them a deeper understanding while still
video and demonstrate allowing them to feel confident in
each step during the answering.
making of the robotic
finger
2. Students who may
have issues
concentrating may take
small breaks to
regroup/work with a
partner to complete
assignment
Materials/Technology (1): Robotic Video, Robotic Finger Template, String, Sticker, Ruler, 2 Small Paper Clips, Index
Card, Kahoot! Individual Laptops

Reflection on lesson: I was able to teach this lesson twice, so I learned a lot from the first time I taught it and the
second. The first time I took the entire math and science time to get the students through the activity. The second time I
was able to get the lessons completed within an hour time frame but had to add 20 minutes for the use of Kahoot! The
most important thing I learned from the first group was that there were some of the parts that I needed to do for my
students instead of having them follow the instructions. This included cutting the index card to 2 cm before my next
group was going to do the activity and ensuring that ALL students had small paper clips as the big ones did not work. I
also realized that I had to make an even clearer announcement of the use of chicken in the video to show the tendons
and the muscles. I told the first group but that did not stop them from loudly scream when they see it.
With my first group I did not implement the Kahoot! as they were not the typical class that I had during the rest of my
time at Cox Mill. I learned that students LOVE Kahoot! and that you must take certain steps if you would like for it to
run smoothly. Mrs. Stout warned me as I was creating my Kahoot! that I may want to take away the option of allowing
students to make their own usernames as they typically take 5 minutes to just choose a username. I also learned that it is
beneficial to read the question aloud so that the students are all aware of what it is that they are answering. With the
students using a generator for their usernames it allowed for them to have some privacy in to what their scores were and
I made a log of the usernames each student had. I am sure I will continue to make use of Kahoot! in my own classroom.
My main takeaways from this lesson was that you are always learning as a teacher. If you are a teacher that focuses on
one to two subjects a day then you will learn things from your first group of kids. If not, then you learn what not to do
with the next lesson or possibly if you reteach the same lesson the next year. The main thing I feel that I still need to
work on is classroom management. My first group was my group that I had a harder time to get to settle down (I was
not familiar with these kids and did not know their names). My second group was my regular kids and I was able to
manage their behaviors easier.
My students seemed to really love this project and it made me happy when Mrs. Lease came to me during recess and
told of how the students were so excited to show her their robotic fingers. They all seemed to genuinely love the
assignment and took some new information away.