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West Virginia State University

Lesson Plan Format and Assessment Rubric



WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate Morgan Canterbury Date 04/10/2014
School Saint Albans High School Grade/Subject _Anatomy & Physiology, 11
th
& 12
th

Grade
Lesson Topic _Tibia Bone___

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will practice proper handling of classroom supplies by carefully using
artificial bones.
2. Students will correctly identify 85% of features of the tibia bone and identify
different bones they connect to through joints.
3. Students will study tibial injuries and causes and treatments.

WV CSOS
SC.O.HAP.1.1 - implement safe procedures and practices when manipulating equipment,
materials, organisms, and models.
SC.O.HAP.2.6 - correlate the structure and function of the elements of the skeletal system:
bone
articulations
insertions.
SC.O.HAP.2.24 - research disease causative factors, symptoms, prevention and treatment.
NATIONAL STANDARDS
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

MANAGEMENT FRAMEWORK
Overall Time- 75 minute lesson
Time Frame 5 minutes- attendance and get artificial bones ready
5 minutes- ask students to name the landmarks to see what they remember from
the video
5 minutes- watch flip video for those who may not have watched/may have
forgotten
5 minutes- show the landmarks of the tibia to the class (easier to see in person)
10 minutes- have the class repeat back the landmarks as the teacher points them
out
10 minutes- powerpoint on tibial fractures
20 minutes- take participation quiz on the tibial features & fractures
10 minutes- students grade their own quizzes
5 minutes- lesson wrap up and turn in fake quizzes


STRATEGIES
Flip lesson

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
Special needs students can receive more one-on-one time with the teacher going over the bones
features while other students are watching the video. Students who are hard of hearing or deaf
can receive a diagram instead of viewing the video. In complying with the idea of UDL, these
accommodations will be available to the students without disabilities. Different learning styles
are accommodated, such as kinesthetic with the students looking at bones, visual with the video
and auditory through the teacher explaining the landmarks.
PROCEDURES
Introduction/ Lesson Set
The students will get artificial tibia bones and a landmark guide to follow along with as they
come in the class, and will watch the video as a review from the previous night.

Body & Transitions
Students will watch as the teacher points out important landmarks on the tibia so they can see
them more easily, and after a couple times, will name them as the teacher points them out

After students have successfully named the landmarks, they will view a PowerPoint and take
notes on tibial fractures. After this, they will participate in a participation quiz to help them see
what they have learned. After the quiz, they will grade their own papers.

Closure
At the end of class, the students and teacher will put the bones back and the students will turn
their quiz papers in for their participation grade.

ASSESSMENT
Diagnostic A prequiz on the unit
Formative- Students will call out landmarks of the tibia
Summative: The participation quiz, also a post test on the unit


MATERIALS
Student: paper, pencil
Teacher: Artificial skeleton and separate bones, smartboard, computer
EXTENDED ACTIVITIES
If Student Finishes Early- Review the femur bone
If Lesson Finishes Early Students can do a lab to see how tibia length affects height
If Technology Fails Give students diagrams instead of watching the video

POST-TEACHING
Reflections
Data Based Decision Making (If Needed)