LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_Holly Keeper_______Date:____10/30/14____________________
Unit Essential Question: How does muscle tissue function to support life & our everyday
actions and how does it work together with the other bodily systems to achieve this? _
Lesson Topic:_Axial Muscles _Class:_Anatomy & Physiology, 3rd period
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
We will discuss how facial expressions can help us to communicate with other cultures even
when there is a language barrier. This will serve to bring enculturation into the classroom by
encouraging students to consider a variety of cultures and we will hopefully hear some of their
personal stories with such experiences. Equal access to knowledge is also something that will
be supported by this lesson because we will be completing a variety of task including writing,
speaking, listening, and using hands-on activities.
STANDARDS (www.cde.state.co)
Content:
Identify the major muscles
(both axial* and
appendicular), origins and
insertions, and how they
move the body.
*Today we will only be
covering the axial muscles.

Literacy and Numeracy:

Write clearly and coherently
for a variety of purposes and
audiences.

Democracy and
21st Century Skills:
Demonstrate awareness of
and evaluate career options.

OBJECTIVES
Content: SWBAT
identify the major muscles
(both axial and appendicular),
origins and insertions, and
how they move the body by
completing lecture notes,
using a skull and clay to place
muscles in their proper
locations, participating in the
review activity and by
participating in a closing
discussion.

Literacy and Numeracy:

SWBAT write clearly and
coherently for a variety of
purposes and audiences by
writing a ticket out the door in
which you identify one career
you may be interested in
pursuing and explain how the
information discussed today
may be important for that
career.

Democracy and
21st Century Skills:
SWBAT demonstrate
awareness of and evaluate
career options by identifying
ways that todays information
can be applied to various
careers in your ticket out the
door, for the purpose of
gaining awareness of career
options and building personal
responsibility.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will demonstrate
their achievement of this
objective by participating in
the Simon Says review
activity in which they will
identify different muscles by
either flexing or pointing to
them. Their completing of the
lecture notes, clay activity,
and partner review will also
support this objective.

Literacy and Numeracy:

Students will write clearly and
coherently by completing and
handing in the ticket out the
door assignment using proper
grammar, and clear language.

Democracy and
21st Century Skills:
Students will demonstrate
awareness of career options
in the ticket out the door
activity in which they identify
apply todays information to a
career they be interested in.

Literacy and Numeracy

Grammar
Communication
Clear
Audience

Democracy and
21st Century Skills
Career
Opportunities
Value of knowledge
Personal Responsibility

KEY VOCABULARY
Content
Buccinators
Orbicularis oris
Depressor anguli oris
Zygomaticus
Orbicularis oculi
Frontalis
Occipitalis
Masseter
Temporalis

Platysma
Diagastric
Mylohyoid
Sternocleidomastoid
Extensors
Flexors
External intercostals
Internal intercostals
Diahragm
External oblique
Internal oblique
External urethral sphincter
External anal sphincter
Levator ani

HIGHER ORDER QUESTIONS for this lesson

Content
What are some ways the
muscles of the axial skeleton
may interact with other
systems of the body?
How do the muscles on the
skull help us to communicate?

Literacy and Numeracy

How might writing about the
muscles of the axial skeleton
help us to understand it
better? Is it important to be
able to communicate in
writing?

Democracy and
21st Century Skills
Does todays information
apply to a variety of careers or
is it essential only to the
health field for example?
Is it important to take
personal responsibility even
before we are on our own
in the real world? How might
completing todays ticket out
the door help you to do that?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
Students have 2 minutes to write down and use their books to write responses to
some warm-up questions:
What are the divisions within the axial muscle group?
1.head and neck

2.Spine
3.Trunk
4.Pelvic floor
What are the functions of the axial muscles?
Facial expressions, chewing, swallowing, aide in breathing, flexion and extension
in head, neck, and spinal column, make up abdominal walls and aide in breathing,
controls opening and closing of anus and urethra.
Before discussing the answers to the questions, I will pass out a piece of candy to
everybody (since its the day before Halloween and were talking about the
chewing muscles!), and have them look at their table partners while they chew,
placing their hands on their masseter muscles and then their temporalis muscles
to see how they move as they chew.
This will start us off on our discussion of the warm-up questions.
Time

Pre-Assessment
The warm up will serve as part of the pre-assessment but I will also ask the
students:
How much of the muscular system do the skull and trunk muscle make
up? 60%
Why might the temporalis muscle be named so? Because its attached to
the temporalis bone.
Muscles are often named for according to what factors? Their location,
what theyre attached to, its shape, and its function. Sternocleidomastoid!
Thats a huge name but its simpler than it may seem. Its attached to your
sternum, your clavicle (origin), and your mastoid process (insertion).
What are some names of some of the muscles within this division of the
muscular system?

Time

Building Background
Link to Experience:
Muscles of expression are extremely familiar to us because we use them to
communicate with others even when we cant communicate with words.
Link to Learning:
The muscles attach to the skeletal system, which we just learned about, and give
the body its mobility. Next unit well learn about the nervous system which allows
our muscles to move. Earlier this week we talked about how the muscles must
receive signaling from the nervous system to allow its functional unit the
sarcomere - to do its job.

Time

***Begin Lecture***
Will go through introductory slides then set expectations for their behavior
during this activity (its very exciting to get to play with these things but the
supplies belong to Ms. Widhalm, so please be respectful of them. Dont mix the
colors or anything else wild and crazy. Were doing this activity for a good
purpose and I encourage you to focus on learning from it rather than playing
around) then pass out skulls and clay for the activity.
Activity Name Should be creative title for you and the students to associate
with activity.
Skull and clay activity.
This activity also qualifies as guided practice because I will be walking around the
room, observing and helping students.
Guided Practice: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise, Prompt,
and Leave)
Students will identify the location of all the following muscles as we move
through the lecture by using clay to make a representation of the muscle and
placing in its correct spot on the skull:
Buccinators
Orbicularis oris
Depressor angularis oris
Zygomaticus
Orbicularis oculi
Frontalis
Occipitalis
Masseter
Temporalis
Anticipatory Set The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.

As a hook for the remainder of the lecture in which we cover spinal, thoracic, and
abdominal and pelvic muscles, Ill ask students to flex and extend the spine, and
take some deep breaths. Ill ask if any of them can name any muscles responsible
for these actions. Then well continue with the lecture.
Ill ask students to come up and label a muscle on the board using the slides with
illustrations on them. In this way, students must be paying attention to the
muscle group were on and be ready to identify them if called on.
Time

Instructional Input Includes: input, modeling and checking for understanding

I will be giving input by asking the students questions and presenting the
information on the lecture slides. Ill model some of the actions the muscles are
responsible for and ask students to do the same. To check for understanding Ill
ask students if there is anything I need to explain more clearly and ask if they
understand the difference between origin and insertion and how this can often
help us to understand the name of the muscle, allowing us to remember where
they are located. Ill draw on the board what I would put on a notecard and
strongly suggest they make similar notecards and use a partner to study them.
Models of Teaching:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.
Lecture and group discussion will be used in this class period.
SIOP Techniques: I do, We do, You do.
I will demonstrate what it is I expect from them during the Simon Says activity,
then Ill give them an example and do it with them. Then, well play the game and
this will give me an idea of where everyone is at as far know being able to locate
the muscles we talked about today.
Reading , Writing, Listening, Speaking
As closure, I will facilitate a short group discussion about the material and then
ask students to complete their ticket out the door. Some question I will ask during
discussion are:
First, Ill ask students to talk to their table partners, naming and discussing five of
the muscles they learned about today.
How might some of these muscles help us to communicate with someone of a
different cultural background or someone who speaks a different language?

Can you describe some of the ways this region of the muscle system interacts
with other systems of the body?
What are some careers that this information applies to highly? Can you think of
any that may apply more indirectly?
Time to complete the ticket out the door. Please write two or three sentences
about a career you might be interested in pursuing and how this information
could apply to that career. This way, youll demonstrate your knowledge of the
material and career options, and I will get to know you a little better.
For example, mine would be:
I once was very interested in becoming a genetic biologist. Genetics determine
the development and function of everything in our bodies, including muscles.
Much of the physical difference we see from one persons face to next depends
on the genetics they inherited that are responsible for the muscles of the skull.
Questioning Strategies: Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
The class discussion after the Simon Says activity will serve to get students
thinking at higher levels of complexity about the information and give them a
chance to have their voices heard.
Checking for Understanding: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the teacher
must know that the students understood before proceeding to practice. If
there is any doubt that the class does not understand, the concept or skill
should be re-taught before practice begins.
Ill use the fist to five technique to check for understanding of the concepts as we
move through the lecture and will be able to gather an idea of how students are
receiving the material by observing their participation in the activities. Ill also ask
periodically, Did I explain that okay?
Independent Practice: Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or individual
or group work in class. It can be utilized in a subsequent project. It should
provide for relevant situations not only the context in which it was originally
learned.

I will strongly suggest that students complete a set of notecard outside of class,
not only for this section of the muscles but for the rest of the muscles too. They
will get practice this way and can use them as a study tool as well. Ill explain to
them what I would put on a notecard (muscle name on one side and an
illustration, origin, insertion, and function on the other side). Students can then
use these with a partner to practice for the upcoming exam.
Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content:
Students will have completed the lecture notes, participated in the activities and
the class discussion, and will hand in their ticket out the door all identifying the
muscles talked about today.
Literacy and Numeracy:
Students will hand in their ticket out the door with proper grammar and clear,
concise language to demonstrate their practice of literacy skills.
Democracy and 21st Century Skills:
Students will demonstrate their knowledge of different career options by
completing the ticket out the door and will practice democratic practices by using
good discussion etiquette during participation in the class discussion after the
Simon Says activity. I will make note (privately) of those who participate in
discussion so I get more of an idea of who is comfortable with speaking in front of
the class. I will also try to encourage the voices of those who seen more reserved
and will allow them to discuss things with their shoulder partner before I gather
responses.

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?

The ending class discussing will serve as closure, allowing us to review the
material from the lecture, discuss the material in the context of the unit essential
question, and will prompt them to complete their ticket out the door.

Time

Next Step
Students will hopefully complete notecard for the muscles on their own, outside
of class and will come ready for the next lesson about the appendicular muscles.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?

Class Discussion Questions

Tell me about some of the muscles you discussed with your partner.
How do the muscles of expression help us to communicate even when there is a
language barrier?
What are some ways the muscles we learned about today interact with other systems of
the body?
The muscles and functions we learned about today may be applicable to what types of
careers?

Introduce the Democracy objective:

SWBAT demonstrate awareness of and evaluate career options by identifying ways that todays
information can be applied to various careers in your ticket out the door, for the purpose of
gaining awareness of career options and building personal responsibility.

Ticket out the door:

Time to complete the ticket out the door. Please write two or three sentences about a career
you might be interested in pursuing and how this information could apply to that career. This
way, youll demonstrate your knowledge of the material and career options, and I will get to
know you a little better.

For example, mine would be:

I once was very interested in becoming a genetic biologist. Genetics determine the
development and function of everything in our bodies, including muscles. Much of the physical
difference we see from one persons face to next depends on the genetics they inherited that
are responsible for the muscles of the skull.
It could really be almost anything! Just find your connection.