LESSON/SESSION PLAN

COURSE: BTEC EXTENDED DIPLOMA HEALTH

SCIENCES

SESSION TITLE: UNIT 32

BONES & JOINTS

COURSE CODE: H3L00/F1/13

SECTOR SUBJECT AREA (1-15): 2.1
LEVEL (E.G. E/L1/L2 ETC): L3
DATE: 1.10.2013

WEEK NO: 3
LENGTH OF SESSION: 1 HR

ROOM/VENUE: B410

NAME OF TEACHER/TRAINER:
CAROLINE HOULDSWORTH

NUMBER OF STUDENTS: 22

NAME OF ADDITIONAL STAFFING (E.G. ALS SUPPORT):

NONE

AGE GROUP OF LEARNERS: 16-23

TEACHING AIMS OF SESSION

To: Enable the learners to increase their understanding of the structure & function of the vertebral column and joint
classifications, along with the range of movement available at each joint classification
LEARNING OUTCOMES
Learners MUST be able to name the vertebrae classifications and name the movement ranges (P2)
Learners SHOULD be able to describe the range of movements for each joint classification (P2)
Learners COULD be able to explain the links between human activities and range of body movements
(links to D1)
GROUP PROFILE
Please see attached sheet for group profile
Learners have had previous experience of exploring the structure of the human skeleton and histology of tendons,
ligaments and cartilage. In unit 5 learners have looked closely at skeletal muscle
STRATEGIES FOR DIFFERENTIATION
ALL Learners MUST be able to name the vertebrae classifications and name the movement ranges
MOST Learners SHOULD be able to describe the range of movements for each joint classification
SOME Learners COULD be able to explain the links between human activities and range of body movements
Variety of activities included to take into account different learning styles, mixed ability groupings so that weaker
learners are working with stronger learners, differentiation by questioning
RESOURCES REQUIRED
Power point presentation, Vertebral column sheets, post it notes, whiteboards
PROMOTION OF EVERY CHILD MATTERS
ELM1:
Being
Healthy

Tick in the boxes below to indicate evidence on Every Learner Matters

ELM2:
ELM3:
ELM4:
x
x
x
Staying
Enjoying
Making a
Safe
and
positive
Achieving
contribution

ELM5:
Achieving
economic
well being

CONTEXT/RELATIONSHIP TO FUNCTIONAL SKILLS

Use of literacy to convey key points on topic covered, listening skills, reading skills

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Lesson/Session Plan
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PROMOTION OF EQUALITY OF OPPORTUNITY

As healthcare professionals, learners need an ability to show a deeper understanding of musculoskeletal anatomy,
normal movement ranges and how musculoskeletal disorders may be caused, as well as how disability may reduce
movements
They need to be able to advise patients in the future on how to reduce the occurrence of such disorders, as well as
working collaboratively and knowledgably with other health professionals such as physiotherapists and
occupational therapists
They need an awareness of different musculoskeletal disorders seen in a variety of ethnicities and how these
variations may be caused

INTRODUCTION (hook, focus, key questions etc)

Indicate time length

http://www.youtube.com/watch?v=9iB5JA_4l4I spine song (2.23) Question learners: animals with backbones are called
.. animals without a backbone are called .
Use whiteboards to guess number of cervical, thoracic, lumbar, sacral and coccyx vertebrae (8mins)

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Lesson/Session Plan
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Indicate time
len
gth
10 mins

15 mins

5 mins

15mins

10 mins

LEARNER ACTIVITIES

TEACHER ACTIVITIES

Working together in pairs, learners

identify the regions for cervical,
thoracic, lumbar, sacral and
coccyx vertebrae on each other
with post it notes. Swop partners
and remove incorrect notes.
Review success against identified
vertebrae on power point.
Complete labelled diagrams of
vertebrae
2 pairs form a group, looking at the
position of each vertebrae,
consider the possible
consequences of damage in each
region. Groups share ideas with
the class, expanding on each
others answers and questioning
each other

Instructing on activities to make it clear to

learners what they need to be
doing
Supporting each group in participation
Questioning to establish understanding

Joint classifications: Working in pairs,

learners identify on the body with post it
notes where they think each joint type
might be found

Giving task instructions

Moving around each group to encourage
participation and support
understanding, questioning to
enhance learning and address
misconceptions
Giving task instructions
Demonstrating movements and
encouraging others to join in
Moving around each group to encourage
participation and support
understanding,
questioning to ensure that all can
participate and stretch &
challenge those at the distinction
end of the spectrum
Encouraging learners to consider what
they have learnt
Explaining how this lesson leads into next
lesson

Learners note each type of movement

and as a group demonstrate each range
of movement. For each joint classification
list the range of movements that learners
think occur at each joint type. For each
movement type list 2 body movements
that incorporate that style of movement

Reviewing learning.
simon says activity based on movement
ranges and pointing to position of joint
classifications
Each learner considers something new
that they have learned today
Sharing learning with the rest of the
group

Giving task instructions

Moving around each group to encourage
participation and support
understanding, questioning to
enhance learning and address
misconceptions

ASSESSMENT OF LEARNER PERFORMANCE (must be parallel to learning objectives)

Questioning whilst supporting the fact finding missions. .
Visual assessment of correct responses to simon says
Assignment marking, with constructive feedback to demonstrate satisfactory completion of P2 and partially D1.

CLOSURE (summary, wrap-up, set for next lesson)

Indicate time length
Simon says activity
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What have I achieved today? Learners measure their achievements against the learning outcomes, using
supportive evidence.
Brief introduction to next session to encourage attendance and give them something to look forward to !

REFLECTION ON STUDENT LEARNING AND LESSON IMPLEMENTATION

ADDITIONAL INFORMATION:

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Lesson/Session Plan
Updated August 2008