The Skeleton Part 2
Lesson 6 of 8
Objective: Students learn what calcium enriched foods keep bones strong and healthy by doing a sorting exercise.
Students are asked to sit on the meeting place rug to continue to learn about the bones and skeleton.
I remind the students that we started learning about the skeleton the day before and then we go over our K-W-L chart. We add any questions that the students may have at this time to the chart.
After reviewing what we have learned about the skeleton, I tell the students, "Bones need to be healthy and strong. How do you think our bones stay that way?" I listen for student responses. They have many ideas and can usually make a reference to food and exercise.
I point out that there are certain foods that our body and bones need in order to stay strong. I ask if anyone knows what those kinds of foods are. I wait for student responses.
Typically, the students will not be able to identify foods with calcium. They use their prior knowledge of "healthy foods". So I will say to them, "Our bones need calcium to stay strong so we need to eat things like, cheese, milk, yogurt, etc."
After discussing what foods have the most calcium, I ask students to get up and go to their seats.
At each table, I have placed a pile of pictures of foods. The pictures are black and white copies that have been colored and laminated.
I explain to students that each table group has a pile of food and that as a group, I would like them to sort these foods into two groups: food with calcium, foods without calcium.
I remind students that when we work together as a group, every student needs to participate. I remind them that no one student should do all of the work or be "in charge", that everyone has an important role. I also remind them that it is important to talk to your table partners about why you are choosing to put a food in a group and that it is okay to express your agreement or disagreement but you will have to justify your reasons.
During the sort, I will be walking around the room listening to and guiding the conversations as needed.
At the end of the sort, when I see that all tables are finished, I will have each table group stand up and explain their results to the class.
We will discuss the similarities and differences between the groups and their choices.
I will then go over where each food should go so that the students can check their answers. (Each group has the same exact pile of food pictures.)
The food pictures came from this nutrition website.
This website has a variety of printables that can be used for a variety of things. You are also able to print these food pictures with the Spanish word. This would be great for students who speak Spanish.
In closing, I will show the students two real x-rays of an arm bone. One is of a healthy bone, the other is a broken bone. I remind students that it is important to keep our bones strong and healthy so that our bones do not break.
It is important with younger students to pull in "real" pictures whenever possible. They have an easier time making connections to the concept when you can show them the real thing. Real photos of any concept make a huge impact for our ELL students.
We also talk about the fact that even strong bones can break, but it is more difficult to break them if they are strong.
At the very end of this lesson, we revisit the K-W-L chart to add any newly learned information and to answer any outstanding questions that can be answered.