Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: ___ James Wiley_______ Date: __10/17/2011__ Content Area: _______Living Environment____________ Grade Level: __10__ Text: Miller, Kenneth R., Levine, Joseph S. (2010). Skeletal, Muscular, and Integumentary Systems. Biology (pp. 920-933). Boston: Pearson. Fundamental Skills/Important Concept(s)/Essential Question(s): Understand how muscles and the skeleton work together to move the body Understand how bones store minerals to maintain homeostasis Be able to identify the different features of smooth, cardiac and skeletal muscle Movement and Locomotion Lesson Title Lesson Focus The focus of this lesson will be to examine the interactions between the muscle and skeletal systems to produce movement and locomotion. Standard 4- Science Key Idea 1.2b RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 910 text complexity band independently and proficiently.

Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacybased lesson, can use NCTE/IRA Standards for the English Language Arts)

Lesson

(Use numbers for clarity)

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Objectives 1. The Student Will/The Learner Will -Make connections to the previous readings in Miller & Levine (Comprehension) -Define the term locomotion. (Knowledge) -List 5 reasons locomotion enhances the ability of an organism to survive (Knowledge) -List 5 functions of the human skeleton (Knowledge) -Describe cartilage and list three major functions (Comprehension) -Explain the difference between tendons and ligaments (Comprehension) -Describe the appearance, function and some locations of skeletal muscle, smooth muscle (visceral), and cardiac muscle (Comprehension) -Recognize that organisms possess a great variety of locomotion structures (Comprehension) -------------------------------------------------------------------------------------------------------- (Use numbers for clarity) Acceptable Evidence (process and/or product) Evidence that students have achieved objective(s): Students successfully meet the objectives if they are able to display mastery on work sheets, end of lesson quiz (held at the beginning of the following class) and again on the end of unit test (held at the end of the unit).
(Blooms Taxonomy; include behavior, conditions, and criteria)

Required Lesson Plan Format: Snowden, P. L. Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledg e Activation
This can be together or separately. Also called: set induction, anticipatory set, introduction/review

Fall 2011

__________________________________ Think-Pair-Share How many bones have you broken in your life? How did you do it? How long did it take to heal? How did it affect your ability to move that body part?

__________________________________________ (Use numbers for clarity) The teacher will 1. Provide students with guided notes, which will be completed during lecture. 2. Provide examples for students during guided notes lecture. 3. Provide students with a worksheet to be completed by small groups. The teacher will circulate the room to assist and guide students in completing the worksheet. 4. Check for understanding while circulating the room, and going over the group work together after sufficient time is provided to students. 5. Quiz on information in order to practice for Unit Test

______________ _ B. Teacher input, explanati on, & developm ent

1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

Specific students actions

The students will -Read pages 920-933 in Miller & Levine -Complete guided notes during lecture -Complete group work in class -Study guided notes for quiz on lesson

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Assessment (Type and purpose)

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-Short quiz at the beginning of the third class. The purpose of this quiz will be to evaluate the students knowledge of the locomotion and movement -Unit Test. Students will answer questions based on this lesson in a unit test that combines this lesson with several others.
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Evaluation, if used

Grading the quiz, analyzing the results to determine if the key ideas and performance indicators were met. Closure Exit Slip: List three facts that you learned about the skeletal system, muscles, or locomotion and movement.

Accommodatio ns: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

Teacher should accommodate to the range of abilities in the classroom. Teacher will make modifications to the classroom, as to group students according to ability. As students work on the provided worksheet, the teacher will circulate and answer any questions that students may have.

Materials

-Biology by Miller & Levine -Computer with some sort of projector -White Board -Guided Notes -Diagram The Skeletal System (http://www.teachervision.fen.com/tv/printables/concepts/LStransparencies_17. pdf) -Worksheet Locomotion and Movement 2 class periods, approximately 40-45 minutes each This connects with the unit on the Human Body.

Duration (time) Curricular and/or Unit Connections Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh. James Wiley Standard 4 Key Idea 1.2b

Required Lesson Plan Format: Snowden, P. L.

Fall 2011 Notes on the Skeletal System

*Example of Guided Notes, Whatever is in bold is given to students*

I.

Skeletal System
A. Appendicular Skeleton Includes all bones extending out from the trunk (arms, legs, hands, feet) Main function is movement

B. Axial Skeleton - Includes the bodys trunk (chest, abdomen, back) and head - Main functions are to support weight, protect bodys internal organs - Does allow for some movement (spine- bending turning, chest- expand/contract for breathing) C. Cartilage Flexible connective tissue Found between bones Protects against bone grinding

D. Joints Place where bones meet Allow for three different kinds of movement (None, Some, Full range)

Types of joints include: Fibrous made out of same dense material as bones (allow no movement) Cartilaginous held together by cartilage (allow bending, limited movement) Synovial cushioned with cartilage, but connected by ligaments (allow full range of movement)

Types of Synovial Joints: Gliding Joints Pivot Joints Ball and Socket Joints Saddle Joints Hinge Joints

**Some bones are connected by more than one synovial joint (ex. Elbow connects forearm and upper arm with a hinge joint, but the elbow also has a pivot joint which allows you to turn your hand upward or downward**
"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Bones as Living Tissue Produce blood cells, store minerals Periosteum- layer of connective tissue which surrounds bone. This tissue contains blood vessels, which bring nutrients to the bone, and carry wastes away Compact Bone- outer layer of bone that protects the body against jolts and bumps. Made up of rings of calcium rich tissue. Spongy Bone- porous bone, located at center of bone. A young persons spongy bone is mostly red bone marrow. As a person grows red bone marrow changes to yellow bone marrow. Red bone marrow- part of the circulatory system, produces RBC. Yellow bone marrow- most fat, can convert back to red bone marrow if the body suddenly loses blood. Bone Growth As embryos, skeleton is made of flexible cartilage. Cartilage hardens and becomes bone with time. Bones for with help of osteoblasts Osteoblasts- cells that release collagen (strong connective tissue that forms fibers), and calcium phosphate (mineral that hardens collagen). Calcification- The process of collagen combining with calcium phosphate. This process traps the osteoblast inside the bone, and the osteoblast becomes an osteocyte. Bones grow from their ends, where cartilage is located. Children's bones grow longer wider and thicker until puberty. During puberty, sex hormones stimulate bones to become more dense. Strongest between 18 and 30, at age 30 calcium is taken from the bone to be used in other parts of the body. Osteoblasts can still create new bone to replace broken bones Hormones allow the body to borrow calcium from the bones. Thyroid makes hormones that stimulate osteoblast to take calcium from the blood and put it into bones

Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Parathyroid gland releases a hormone to stimulate other bone cells to take calcium from the bones for the body to use.

Name Mr. Wiley & Mr. Lahm Key Idea 1.2b

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Date

/ / Standard 4

The Skeletal System (Bold=Answer Key) 1. What are the functions of the skeletal system? Does it work with any other systems to perform these functions? Support, protection, movement, Blood cell formation, mineral reservoir. 2. How many bones are there in the human body? 206 3. There are two different skeletons in the skeletal system, what are they? Axial skeleton (trunk), and Appendicular skeleton (appendages) 4. What are the areas where 2 bones meet called? Joints 5. What is the flexible connective tissue that can be found in the ears called? Where else in the body can it be found? Cartilage, tip of the nose, connecting ribs to sternum, in between joints at the ends of bones. 6. What are the three types of muscle? Identify the differences. Smooth- smooth not striated, spindle shape, single nucleus, found throughout body, control blood flow, eye movements, not regulated by CNS Cardiac- the heart, striated, smaller, 1-2 nuclei, not regulated by CNS Skeletal- attached to bone, voluntary movement, striated, controlled by CNS 7. Describe or draw a picture of muscle contraction. Must include actin, myosin, ATP 8. In your own words, explain how muscles and bones work together to move our bodies. Must include, muscle contraction, bones as support for muscle to work on etc.

Name Mr. Lahm & Mr. Wiley Exit Slip: List three facts that you learned about the skeletal system, muscles, or locomotion and movement.

Required Lesson Plan Format: Snowden, P. L. 1. 2. 3.

Fall 2011

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills