KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Rachel Barber and Heather Lee Date: 9/20/15
Time: 60 min
Cooperating Teacher: Krista Varano
Coop. Initials: K.V.
Group Size: 24
Grade Level: 3rd
Subject or Topic: Science Muscular System
Section: 205
STANDARD: (PA Standards):
10.4.3.A: Identify and engage in physical activities that promote physical fitness in health
10.4.3.C: Know and recognize changes in the body responses during moderate to
vigorous physical activity

I. Performance Objectives:
The third grade students will discover different muscle groups that work together by
completing a muscle inquiry.

II. Instructional Materials:

Smartboard
24 timers
12 basketballs
12 pens
24 exit slip papers
24 pencils
24 worksheets
Video on gross motor skills
Video on fine motor skills
III. Subject Matter/ Content
A. Prerequisite skills:
o Prior knowledge about taking care of their bodies and eating healthy.
B. Key Vocabulary:
o Muscle: a band or bundle of tissue in a human that has the ability to
contract, producing movement in or maintaining the position of parts of
the body.
o Tendons: a flexible but inelastic of strong fibrous collagen tissue attaching
a muscle to a bone.

o Fine motor skill: the coordination of small muscle movementsusually

involving the synchronization of hands and fingerswith the eyes. The
complex levels of manual dexterity that humans exhibit can be attributed
to and demonstrated in tasks controlled by the nervous system. Fine motor
skills aid in the growth of intelligence and develop continuously
throughout the stages of human development.
o Gross motor skill: the bigger movements such as rolling over and
sitting that use the large muscles in the arms, legs, torso, and feet.
C. Big Idea:
o Third grade students will learn about different muscle groups.
D. Content:
o Motor skills are motions carried out when the brain, nervous system, and
muscles work together.
IV. Implementation:
A. Introduction
1. First, the teacher will say, Does anyone know what fine motor skills and
gross motor skills mean?
a. Accept all answers.
2. Then, the teacher will say, As we grow older, we develop more coordination
using our fine motor skills and gross motor skills.
a. Ask the class to think about small children.
b. The teacher will say, Babies learn to walk as they develop gross or
large motor skills. They may often seem clumsy as they are unable to
manipulate small objects, but this is because their fine motor skills
have not been completely developed yet.
3. The teacher will show a video about fine motor skills and gross motor skills.
a. When the video is over, the teacher will say What surprised you about
the video?
b. Accept all answers.

B. Development
1. When the small discussion is over, the teacher will say, Motor skills are
motions carried out when the brain, nervous system, and muscles work
together.
2. Then, the teacher will say, Fine motor skills are small movements such as
picking up small objects and holding a spoon that use the small muscles of
the fingers, toes, wrists, lips, and tongue.
a. The teacher will say, Can you think of other fine motor skill
examples?
b. Accept all answers.
3. Lastly, the teacher will say, Gross motor skills are the bigger movements

such as rolling over and sitting that use the large muscles in the arms, legs,
torso, and feet.
a. The teacher will say, Can you think of other gross motor skill
examples?
b. Accept all answers.
4. After the discussion, the teacher will say, We are going to do an activity
where you are going to learn about your muscles. To complete the activity
everyone will need a basketball, timer and a pen.
a. The teacher will hand out the worksheet.
b. Explain that the students will be recording the results of this activity
and then at the end, everyone will be placing their results in the time
capsule.
5. The teacher will make groups with two students.
6. The teacher will hand out a basketball, a timer and pen to each group.
7. When every group has received their materials, the teacher will say, One
student will dribble the basketball as many times as you can without losing
the dribble. The other student in the group will count how many times your
partner dribbles the ball in one minute and record it on the paper.
8. When the one-minute is up, the teacher will say, If you just timed your
partner, it is your turn to dribble the basketball.
9. When everyone in the class is finished, the teacher will say to the class, Now
one student in the group please hold the pen.
10. When a student in each group is holding the pen, the teacher will say, Hold
the pen between your index finger and your middle finger. Then, roll the pen
through all your fingers and back again as many times as you can for one
minute.
a. The other student in the group will count and record how many times
the student was able to roll the pen.
11. When the one-minute is up, the teacher will say, If you just timed your
partner, it is your turn to do the pen activity.
12. When everyone in the class is finished, the teacher will say, The activity we
just did was a way of testing your fine motor skills as well as your gross motor
skills.
13. Explain to the student that their results were recorded so that they can
compare their results at the end of the year and see if there was any overall
improvement in their development of motor skills.
C. Closure
1. To end the lesson, the teacher will ask the class, What did you learn by doing
this activity?
a. Accept all answers.
2. Then the teacher will ask the students some open- ended question to see what
they discovered throughout the inquiry.
a. The teacher will ask, Did anything stand out to you during this
inquiry? Why do you think your muscles may work together?
3.When the small discussion is over, the teacher will hand each student an exit
slip and they must fill it out before leaving the room.

D. Accommodations / Differentiation
Stephanie who gets distracted easily will be paired with a student who is a
good role model.
E. Assessment/Evaluation plan 1. Formative: Collection of the exit slips. (See attached)
2. Summative: No summative evaluation for this lesson. At the end of the
unit, students will complete a unit test.

V. Reflective Response:
A. Report of Students Performance in Terms of States Objectives (Reflection on students
performance written after lesson is taught)
Remediation Plan:

B. Personal Reflection

Did I need more time with this lesson?

What would I change about this lesson if I could teach it again?

VI. Resources:
A Muscular System Lesson Plan To get Your Students Moving. (n.d.). Retrieved November 1,
2015, from
http://www.brighthubeducation.com/lesson-plans-grades-3-5/44049-amuscular-system-lesson-to-get-your-students-moving/

(n.d.). Retrieved November 1, 2015, from http://dictionary.reference.com/

(n.d.). Retrieved November 1, 2015, from http://study.com/academy/lesson/what-are-grossmotor-skills-in-children-development-definition-examples.html (Gross motor skill
video)

(n.d.). Retrieved November 1, 2015, from http://study.com/academy/lesson/what-are-finemotor-skills-in-children-development-definition-examples.html

(Fine motor skill
video)