KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN

Teacher Candidate:

Taylor Schlemmer

Cooperating Teacher: Dr. Varano

Date:

4/14/16

Coop. Initials

Group Size: 24 students Allotted Time: 1 hour Grade Level 2nd

Subject or Topic: Skeletal System: Calcium
STANDARD:
10.4: Physical Activity
A. Understand that fitness is made up of several components, e.g.
muscular strength and endurance, flexibility, cardio-vascular and body
composition.
I.

Objectives:
A. The second grade students will compose a hypothesis and
related conclusion by observing the affect of calcium on
chicken bones.

II.

Instructional Material:
Smart board
Chart paper (2 pieces)
Markers
Milk Carton worksheet
Coloring tools (colored pencils, marker, crayons, etc.)
Inquiry worksheet (from previous day)
Inquiry worksheet
Mason Jars with chicken bones (from previous day)
Gloves (1 pair per student, 24 pairs total)
Review PowerPoint

III.

Subject Content:
A. Prerequisite Skills
1. Understanding that bones are strengthened by
outside sources through food and minerals.
2. Understanding calcium is in foods.
B. Key Vocabulary

1. Calcium: a key nutrient for the body to stay strong

and healthy; most abundant mineral in the body that
plays many roles
C. Big Idea
1. Calcium makes the bones of the human body strong
and healthy.
D. Content
1. Calcium comes from outside sources such as foods to
keep the bones healthy and strong.
IV.

Implementation:
A. Introduction
1. Show BrainPoP Jr. video called Bones from 3:383:47.
2. Ask students what foods calcium is in.
B. Development
1. Teacher will ask students if foods are made of
calcium.
2. Ask if milk, yogurt, oranges, cheese, bread, apples
are made of calcium or not.
3. For each picture the students will call out yes or
no, whether the food is made of calcium.
4. Allow students to speak out and be energetic for this
exercise.
5. Tell students calcium helps bones to stay healthy.
6. Tell students calcium allows the bones to be strong.
7. Tell students without calcium from outer sources, the
body will pull it from the bones where it is stored.
8. As the teacher tells the student these pieces of
information, write them on chart paper.
9. Hand out the worksheet with the milk container and
coloring tools. (see attached)
10. Students will create a milk carton with information
about calcium in a creative way.
11. Students must create a label and include the
information that was written on chart paper.
12. Give students 10 minutes to complete this.
13. Teacher will walk around the room and help as need.
14. Group students into the same 6 groups from the
previous day.
15. Students should bring the inquiry worksheet from the
previous day.
16. Students should get their 2 mason jars from the
previous days.
17. Hand out the inquiry worksheet. (see attached)

18. Students should write a hypothesis about the affect

calcium has on bones.
19. Students will observe the chicken bones in vinegar
and milk now after 3 days.
20. Hand out gloves to eat student. Students must wear
the gloves.
21. Students will remove the chicken bone from each
liquid.
22. Students will observe and touch both of the bones.
23. Students should remove their gloves when finished
and wash their hands.
24. Students will then write their observations on the
inquiry worksheet.
25. Students should use the information from the
previous day inquiry sheet and the current one and
work in their group to come to a conclusion about
calciums affect on bones.
26. Have students return to their seats.
27. Begin a full class discussion writing the conclusions
groups had on chart paper.
C. Closure
1. Review before the test tomorrow.
2. Give students time to ask questions about the test.
3. Show PowerPoint that has review material.
4. As the slides appear, teacher should give students a
chance to explain the material they learned.
5. Teacher should write notes on the whiteboard.
D. Accommodations
1. Ben, a student with autism, will work with his usual
class buddy. He will also be able to type his
observation notes to have this notes organized on
one document.
2. Joelle, a student with slight visual problems, will do
well on this hands-on inquiry based lesson. She will
be given a copy of the review PowerPoint to look at
closely.
E. Evaluation
1. Formative
The inquiry sheet will be assessed. The students will
be evaluated on their ability to create a hypothesis,
observe this affect and conclude the hypothesis
appropriately.

1- Wrote a hypothesis, conclusion and

observations that do not relate at all.
2- Wrote a hypothesis, conclusion and
observations that only relate partially. One part
is not relatable.
3- The hypothesis is well written. The
observations and conclusions relate to the
affect of the hypothesis.
V.

Reflective Response:
A. Report on Students Performance in Terms of Objectives

Remediation Plan

B. Personal Reflection
1. Are students able to include information in a creative
exercise?

2. Are students able to write a hypothesis and

conclusion, which relate?

3. How could this lesson be improved?

VI.
Resources:
https://jr.brainpop.com/health/bodies/bones/