UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student:
Lesson Plan Title:
Date:
Grade Level:
Brianna Collmar
Human Body-Joints
7/21/16
Fourth Grade
PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:
Ms. Lucero
Science
3 hours
Lois Craig Elementary
1. State Standard(s):
4-LS1-2. Use a model to describe that animals receive different types of information
through their senses, process the information in their brain, and respond to the
information in different ways
A system can be described in terms of its components and their interactions.
(4- LS1-1),(4-LS1-2).
2. Teaching Model(s):
Problem Based-Learning Centers
3. Objective(s):
Students will be able to investigate different kinds of joints in the human skeleton.
4. Materials and Technology Resources
Science Journals
Yarn and two large washers
Measuring tablespoon and dowel with ball on top
Door Hinge
8 Large Trays
The Human Body Published and Distributed by: Delta Education
Stories included:
Your Amazing Opposable Thumb
Bones on the Outside
Comparing Joints
Part 1: Masking Tape-one roll for each group
Thumb Joints Student Sheets-one for each student
Part 2:
Newspaper Task:
4 Sheets of Newspaper
8 Rubber Bands (small)
4 Ziploc Bags
Letter Writing Task:
32 Sheets of writing paper
4 Envelopes
32 Removable Dots
Pennies Task:
4 Ziploc Bags
80 Pennies
Necklace Task:
4 Pieces of Cord
4 Paper Clips (jumbo)
Scissors Task:
4 Scissors
32 index cards
32 thumb tacks
Screw-Cap Bottle Task
4 Large Vials with caps
Unpopped Popcorn
4 Screw-cap Bottles
Bracelet Task:
24 Paper Clips
Screw-Cap Bottle
Tape Task
32 Index cards
Unpopped Popcorn
1 Roll of Transparent Tape
5. Instructional Procedures:
a. Motivation/Engagement:
Read Comparing Joints on page 12
Ask Questions:
How is a hinge joint different from a ball-and-socket joint?
How is a ball-and-socket joint different from a gliding joint?
How is a gliding joint different from a hinge joint?
What would happen if our knee was a ball-and-socket joint instead of a hinge joint?
What would our reaching ability be if you shoulder was a hinge joint instead of a
ball-and-socket?
What is the importance of having a gliding joint for our ankles?
(30 minutes)
Vocabulary:
Compensate
Ball-and-Socket Joint
Hinge Joint
Gliding Joint
Types of Joints: Use the tools measuring tablespoon and dowel with ball on top for ball
and socket joint. Use door hinge for hinge joints. Use yarn and two large washers for
gliding joint. Explain how the different joints work. While we are talking about the
different joints I will have the students stand up and we will demonstrate how those joints
work using our own bodies.
(30 minutes)
b .Developmental Activities or Learning Experiences:
There will be a lunch/recess break in between intro./reading and the actual activities.
In the following activities it is important to make sure the students are immobilizing the
dominant hand.
Since there are 21 students in the class I am going to divide them up into 6 groups of 2
and 3 groups of 3. In those groups the students will first use the tape to do the task for
Part 1. In this task the students are going to tape their thumb to the forefinger starting at
the pit of the forefinger and right under their thumb nail. This is used to immobilize the
students thumbs. They will attempt to do the tasks on Student Sheet 9 Thumb Joints.
(15 minutes)
Part 2: The centers will already be set up on the blue large teaching trays. I will explain
and demonstrate what the students are expected to do at the learning centers. Ask them if
they think the task will be easy or challenging. Then I will have them use the large
dowels without holes to tape their wrists to their fingers. The students will have to help
each other use the tape and the dowels. The dowels will go on top of their hand with their
middle and forefinger underneath the dowel with the dowel centered on top right between
the forefinger and middle finger with the two fingers pressed together. The dowel will
extend beyond the top of the wrist, then it be taped with the masking tape. This is to
restrict the students ability to move their wrist.
Once all of the students have their wrists immobilized, I will use name sticks to have the
students tell me what is expected of them at each center and what is expected of their
behavior.
(15 minutes)
I will let them roam the room and spend time at each center for 5 minutes each.
(45 minutes)
Clean up the centers and discuss what happened at each of the centers and how the
students react to each center.
(15 minutes)
c. Closure:
Your Amazing Opposable Thumb page 10
Discuss saddle joint
Discuss how this passage relates to the activities we just completed
Bones on the Outside page 11
Compare this joint to paws of animals and how this joint makes us unique as human
beings.
(15 minutes)
d. Extension:
Students will complete a response sheet. This prompt on this worksheet is use to
challenge the readings and activities that we just completed. It is also used to see what the
students really learned from the half days worth of activities.
(15 minutes)
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Careful planning of groups based on levels. Walking around the room and scanning for
areas that may need help.
7. Assessment and Evaluation of Learning:
a. Formative: Annotated notes on the participation in the activities and discussions.
b. Summative: Response sheet.
8. Homework Assignment: none
9. Reflection:
A. Strengths:
This was such a fun lesson. I learned a ton about the human body that I was sure I have
learned before as a student, but I really dont remember. It was neat to watch the kids walk
around the room with their hands taped up trying to complete challenging tasks. Things that they
thought in the beginning were very difficult for them to do, turned out to be pretty challenging.
The class was full of excitement. The kids were giggling and really trying to complete the tasks.
They thought it was funny when the tasks were difficult.
I think the careful planning of groups is really important. When I plan for what groups are
going to work together I make sure it is going to be a group that is going to have a chance to
succeed at each part of the lesson.
Also, careful preparation is a must for this activity. If I would have been setting up for
centers after the direct instruction time the students would have been way off task and with
reason. If I do this activity again I will make sure I continue to put the preplanning and
preparation in place before so that the lesson runs just as smooth.
B. Concerns:
I dont really have many concerns for this lesson. At first I thought it was ridiculous that
it was expected to take three hours, but we really needed every minute of that time to complete
the activity. Also since this lesson involves reading and writing, it didnt get in the way of those
subjects.
C. Insights:
I like how this lesson incorporates reading and writing. I love planning lessons where the
students get to learn the point of the lesson through discovery, by teaching it to themselves. I
really feel like they learn so much more by allowing them to work through tasks to really sink in
the lessons.
