Observation Notes

on notes
Lesson Observation Notes

Ms Madzarevic, 7M, Periods 3 and 4, 13/12/12.

|Time |Observation Notes |
|10.40 |Students in, bags away, register taken. eacher starts up projector |
| |Checks students have done homework by moving around class (cut out and label a skeleton) |
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| |Starter on the board, students have one minute to write down what they think are the main functions of the skeletal|
|10.50 |system in the back of their books. |
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| |Teacher puts up lesson objectives on the board (see powerpoint). |
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| |Teacher elicits functions from students, accepts ideas and summarises points (support, strengthen, movement etc.). |
| |There is another function, time given for students to think and teacher gives function). |
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| |Powerpoint slide on the board ‘What do you know about the skeleton’. |
| |Teacher elicits the answers from the students. |
|10.55 | |
| |Students move to the front of the class to look at the real human skeleton. The teacher explains and shows the |
| |different bones and joints. Students are told they can ask questions. |
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| |The teacher manipulates the skull and talks about its function (Why there are lines on the skull, it is explained |
| |that 3 bones fuse together after being a baby). |
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| |‘Why would it not be good to have a hard bit of bone in the nose?’ |
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| |‘Why do you think a babies head would be soft?’ ‘It is to do with them being born’. |
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| |Student – ‘If you press on a baby’s head they would die’. The teacher explains why this would not be true. |
|Time |Observation Notes |
| |The teacher listens to stories from the students and discusses their ideas. |
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| |A student says how a baby’s head doesn’t grow very much. The teacher accepts the point and gives an explanation. |
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| |The teacher moves onto discuss the cheekbone. Students find certain details disgusting but are enthralled. The |
| |teacher explains how we break our cheek bones. |
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| |The teacher draws attention to the backbone and other bones of the body as well as discussing joints. |
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| |Students are extremely interested in the history of the real skeleton. |
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| |Students are extremely interested in the skeleton. |
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| |Students are encouraged to feel their own vertebrae ‘You can feel intrusions on your back’. |
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| |The teacher gives information and listens to questions from students, for example why people get slipped discs. |
|11.15 | |
| |Student - ‘Can you get metal discs?’. Teacher explains why or why not. |
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| |‘Look at your own arm for this one’. Students are encouraged to look at the joints in their wrist and elbow. |
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| |The teacher goes on to discuss the pelvis. |
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| |Students go back to their desks |
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| |Powerpoint slide on the board with information on the hand. ‘On your skeleton diagram add some information as you |
| |go’. ‘Just write down a couple of little things’. |
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|11.25 | |
|Time |Observation Notes |
| |Powerpoint slide on the board with information on the leg and knee. Students are asked to annotate their diagrams. |
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| |Powerpoint slide on the board with information on the spine. |
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| |Powerpoint slide on the board with information on hinge joints. Students are asked to label the elbow as a hinge |
|11.30 |joint on their diagrams. |
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| |‘Please put down a side heading of a hinge joint and copy this down’. |
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| |‘We are going to write the definitions of some of the joints we have so you have the definitions’. |
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| |‘Good question, shall we deal with that next week’. |
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| |‘Could you label on your diagram the hip as a ball joint’. |
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| |The teacher goes on to explain different types of joint and students make notes as necessary. |
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| |Teacher explains there will be a quick quiz and she will take in books at the end of the lesson. |
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| |The teacher puts up the learning objectives on the board again to clarify what the students have learnt. Students |
|11.40 |write the side heading ‘The main functions of the skeletal system’ and make notes on support, protection and |
| |movement. |
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| |The teacher puts up a series of questions on the powerpoint asking students to name the bones and joints shown in |
| |various x-ray images |
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| |Students write down their answers in the back of their books. |
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| |The teacher runs through the questions quickly without elicitng answers from the students. |
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|Time |Observation Notes |
|11.50 |Homework is given out which comprises of a puzzle on a worksheet where students are asked to name certain bones and|
| |joints. |
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| |Once the students have packed away their bags and are quiet they are dismissed. |