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: Cartilage
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 record observations of
cartilage by examining and recording descriptive
information.
B. The second grade students will investigate slides of
cartilage by using the microscope and recording what they
examine.

II.

Instructional Material:
Inquiry sheet
Chicken bones (2 per group, 12 total)
Gloves (1 pair per student, 24 pairs total)
Smart board
Microscopes (1 per group, 6 total)
Microscope slides (1 per group, 6 total)
Mason jars (2 per group, 12 total)
Vinegar
Milk
Raw chicken bones (2 per group, 12 total)
Labels (2 per group, 12 total)
Inquiry sheet

III.

Subject Content:

A. Prerequisite Skills
1. Understanding that bones are solid structures that
make of the human body.
2. The human body is the framework of the body and
the bending of the body occurs at joints.
3. Cartilage is found most commonly at joints.
B. Key Vocabulary
1. Cartilage: firm tissue that is flexible and softer than
bone; connective tissue found at joints
C. Big Idea
1. Cartilage has many uses in the body including
between bones, at the end of ribs, between the
vertebrae of the spine, and the ear and nose.
D. Content
1. See vocab and big idea
IV.

Implementation:
A. Introduction
1. Play Schoolhouse Rock Them Not-So-Dry Bones
video.
2. Ask students if they know what part of their body is
cartilage.
B. Development
1. Ask students to touch their ears and move it.
2. Ask students to touch their nose and move it.
3. Ask students if they know why these have structure
but are flexible and moveable.
4. Hand out inquiry sheet because notes are on the top.
(see attached)
5. Explain that these structures are made of cartilage,
which is the structural part of the skeleton.
6. Tell students cartilage is similar to bone but is softer
and more flexible.
7. Students should fill in blanks of the worksheet.
8. Group students into 6 groups of 4 students.
9. Have students move to different locations around the
classroom. Each group must sit at a table with a flat
surface for an experiment.
10. Students should write a hypothesis about what
cartilage is.
11. Once students are settled, hand each student a pair
of gloves to wear when completing the experiment.
12. Students must wear the gloves.

13. Before the children begin, the teacher should project

on the Smart board what steps they should take
when observing and experimenting. (see attached)
14. Students should follow these steps.
15. Hand each group of students 2 chicken bones. These
are cooked and cleaned.
16. Students should first only observe the chicken bone
with only their eyes.
17. Students will then be able to handle the chicken
bones.
18. Students should feel the ends of the bone, which is
where the cartilage is.
19. Students should also gently hit the ends of the bones
together to see the rubbery feel of cartilage.
20. Students should then position the bones to make a
joint to notice the main function of cartilage.
21. Teacher will walk around during this and help as
needed.
22. Teacher will ask questions to begin and continue
conversation as needed.
23. After 15 minutes of observations, stop the students.
24. Each student should take off their gloves and wash
their hands.
25. Students should then write what observations they
felt and saw.
26. Hand out the microscopes with the cartilage slides.
These will already be focused and set for the
students.
27. Students should work in their groups to look at the
slides.
28. Students will draw in color what they see in the
microscope.
29. Students should write what they see in words as well
using descriptive words.
30. Teacher should walk around the room and observe
the students.
31. Teacher should take observation notes noticing
students who may need remediation with
observation, descriptive words and using the
microscope.
32. Students should finish by concluding what they
learned.
33. Students must then clean up, but stay in their
groups.
34. The entire class will discuss their observations.

C. Closure
1. Set up for Mondays experiment.
2. Hand out the inquiry sheet.
3. Hand out 2 mason jars to each group.
4. Pour vinegar into one mason jar per group.
5. Pour milk into the other mason jar of each group.
6. Hand out 2 labels per group.
7. Students should write Vinegar on one label and
Milk on the other label and place each on the
corresponding jar.
8. Teacher will place one chicken bone into each jar and
close the jar.
9. Students should write their observations in the
appropriate location. This should be kept in the
students science notebook for the upcoming day.
(see attached)
10. Students will carefully place the jars on a specific
table.
11. These will sit for the weekend to be observed on
Monday.
D. Accommodations
1. Ben, a student with autism, will work in a group with
his usual class buddy. This experiment and
observation will allow him to work hands-on. Also, he
will type his observations in order to stay organized
and on track with his knowledge.
2. Joelle, a student with slight visual problems, will work
well with this inquiry because it is hands-on. If
needed, the teacher will help her use the microscope
at a higher magnification.
E. Evaluation
1. Formative
The inquiry sheet will be assessed. The student will
be evaluated on the descriptive observations and
examination of the microscope slides.
1- Wrote non-descriptive observations and
little detail of the microscope slides.
2- Little detail was used when describing the
observations.
3- The inquiry sheet was detailed and
descriptive.
2. There is no summative assessment for this lesson.
V.

Reflective Response:

A. Report on Students Performance in Terms of Objectives

Remediation Plan

B. Personal Reflection
1. Do the students learn through observations?

2. Are the students able to work with microscopes to

examine cartilage?

3. How could this lesson be improved?

VI.
Resources:
https://www.youtube.com/watch?v=ICwLlrQKVcg
Siepak, K. L., & Yuh, C. (1995). Body Systems and Organs.
Greensboro, NC: Carson-Dellosa Pub.