ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate: Emmaline Welte Date Taught: 12/11

Cooperating School / District: Grafton Middle

Teacher: School/York
County Public
Schools

Grade: 8th Field Supervisor: Stacey Mata

Unit / Subject: Muscular Anatomy

Lesson Title / Muscle Match

Focus:

PLANNING AND PREPARATION

Content Knowledge
This activity was developed from anecdotal experiences and through prior research in muscular
anatomy. The activity and learning targets/goals/subject matter was chosen based on what was
determined to be developmentally appropriate and achievable within the lesson’s time frame.

Learner Differences
This activity reinforces previously learned content in muscular anatomy. If a student was not
present during any prior lessons, there will be explanations throughout the activity of
terminology, definitions and functions. The content of this activity does not exclude any cultures,
however any accommodations will be taken into account. This activity will include verbal guides
to reinforce expectations and rules.

Outcomes/Goals
SWBAT understand the functions of select muscles when qualifying a match 80% of the time.
SWBAT work together to remember who has which matching card 90% of the time.
SWBAT show inclusivity to their peers by calling on people they may not know 90% of the time.
SWBAT identify the three types of muscle when asked 100% of the time.
Standards
VA SOLS
8.2.g) Apply knowledge of anatomy to accurately describe movements in relation to type of joint
and associated movement/motion, associated bones and muscles, and type of muscle
contraction.

Resources and Materials

Printouts of muscles in sets of four (muscle name, function, area of the body, and muscle type),
8 sets to total for the amount of 32 students

Technology
Technology is not necessary for this activity, and as they have to concentrate and communicate,
music may become a distraction

INSTRUCTIONAL DELIVERY

Learning Environment
Students are encouraged to politely help others when they see them in need of assistance, or
when doing something incorrectly. However, if I catch something I can either address it to the
class as a whole or discreetly go to the student, depending on the situation. The environment is
student focused, with an emphasis on learning through play while reinforcing content through
discussions. No bullying or harassing is tolerated and will be dealt with accordingly. My goal is
for students to have fun while learning and have positive memorable experiences that help them
retain the content. My role as teacher is to facilitate learning by providing instructions in clear,
student friendly language while still elevating their vocabulary by using content vernacular when
appropriate, utilizing demonstrations, check for understanding throughout, and stay mobile to be
able to answer questions students may have and correct actions as needed.

Introduction/Activating Strategies
While students are still seated in squad lines, we will review the three types of muscle (smooth,
cardiac and skeletal/voluntary), and one muscle that matches each. We will also discuss briefly
what defines a smooth, cardiac or voluntary muscle.
Students will then line up in two equal lines, facing one another. They are not partnered up, as
this is a large group activity. They will each discreetly be given a sheet of paper that has either
the muscle name, type of muscle, function, or location on it. They will hold their papers facing
them and with their arms over it so it can’t be seen through. A random student will be called to
turn their paper around and select someone, who will then reveal their paper as well. If it’s a
match, there will be a brief, one or two sentence clarifier of why it is a match to reinforce the
content. If it is not, there is no clarifier (unless a student asks), and then the student who was
just selected will choose a new student to try to match with. Each student will show their card
when called on and will read it out. A card may not instantly be out when it matches, as this is
the case for the muscle name as it has three matches to achieve.
Instructional Strategies
Throughout the activity, my responsibility will be to guide students throughout the activity, as it is
more learning based and requires content support. I will also ensure students that may be more
towards the ends get called on, and that everyone gets a turn to try to make a match.

Closure
Students will return all of the papers to me and will return to their squad lines. I will point to a
certain muscle on myself and ask a student to name it, another student to define the function,
and another to name the muscle type. If a student cannot answer, that is okay and a student
may volunteer or I will provide the answer. For each muscle, we will also review why it is the
muscle type it is, for example the lungs being smooth muscle, as you cannot make your lungs
expand by contraction, and that the rib muscles (intercostals) that are voluntary is what makes
you able to expand your lungs by choice, not the lungs themselves.

Differentiation
The activity is inclusive for those with disabilities, as they can hold the paper or keep it in their
possession however is best for them. They may use aids and other students to help with
communication and comprehension if needed. An IEP will also be consulted if necessary.

Assessment:
This activity can be assessed by seeing how students recognize matches and define the
terminology. At the end of the activity, the closure assesses knowledge retained.

PROFESSIONAL LEARNING

Reflection
● Did the students provide meaningful responses to questions and prompts that showed
they understood the material?
● Were students standing around confused, bored, or off task at any time?
● How were the students’ engagement levels?
● Did the students maintain correct form all throughout the activity?
● What parts of the lesson did not go as planned, or not explained clearly enough?
● What parts went better than planned?
● Was time management effective?
● Did students understand the importance of the rules and procedures and how that can lead
to a successful and enjoyable lesson and class period?
● Were the students able to meet the goals/outcomes outlined for this lesson?
● What did I learn from my students and this lesson that will aid in making this a more
effective lesson in the future?