Name: Janet Scott LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

The student is expected to explain the coordination of By the end of the unit chapter, students will be able to
muscles, bones, and joints that allows movement of correctly identify the bones in the human skeletal system and
explain the function of each.
the body
Specific Measureable Attainable Relevant _Time
Grade: 10 Subject: Health Science

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Project based cooperative grouping Quizlet to make online flash cards

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Baseline assessment to evaluate what students
Reading and reviewing the skeletal system fromalready
Names and know.
terminology
Visual – textbook. Video on the skeletal system
Unit project to label diagram of skeletal system.
Health ScienceFlash
bookcards
Auditory – Watching a video explaining the skeletal system. Flash cards Matching worksheets
Long-term memorization
Styrofoam
Kinesethic – Making a model of the skeletal system using
glue/thumb tacks
Styrofoam.
Higher Order Questions to ask: (C6)

1. Can you explain the importance of the skeletal system in our bodies?

2. Describe at least four diseases of the skeletal system.

3.
What kind of treatment would you recommend for someone who has broken their femur bone?

Hook: (C7) Closure: (C7)

1. Fun facts about the bones in our body. Allow a few minutes for students to share what they’ve
2. Case study that will require them to answer what learned and ask questions if needed.
condition they think the case study describes.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Teach from textbook

2. Student Activities / Guided Practice: (C6)

Group work
Worksheets
Flash cards/notes

3. Independent Practice: (C6)

Make model of skeletal system

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name: Janet Scott
DELIVERY PLAN (C8)
OBJECTIVE: By the end of the unit chapter, students will be able to correctly identify the bones in the human skeletal
Rigor system and explain the function of each.

OPENING:
Retrieval Have any of you ever experienced having a broken bone?
Do you know the technical term for the name of that bone?

TEACHER INPUT: I will go over the information from the textbook explaining the skeletal system including their names,
Relevance function, their structure, and purpose.
Students will also watch a video on the skeletal system.
MODEL:
Routing Students will take notes or make flashcards using Quizlet or free-hand on index cards to help with memorizing
the information.
Students will be placed in cooperative groups to begin the planning stages of their project.

GUIDED PRACTICE:
Retaining / Rehearsing
Students will complete a worksheet that involves matching the names of the bones to where they are located on the
body.

INDEPENDENT PRACTICE:
Students will work in groups to carve out the bones in the body using Styrofoam to make a model of what our skeletal
systems look like.

CHECK FOR UNDERSTANDING:

Recognizing
Students will be observed while working in their groups. I will ask the students if they know the importance of the skeletal
system.
ASSESSMENT:
Students will be required to take a graded test at the end of the unit chapter. This test will include true/false questions, fill
in the blank, and matching. A score of 80% or better will be acceptable.

RESOURCES / MATERIALS:
Health Science textbook
Skeletal system video
Materials for group work—styrofoam, glue, thumb tacks
CLOSURE:
Re-exposure
Students will be allowed to share what they have learned and ask questions if needed.