Outline
Unit J: Purpose, Function, Skeletal System Parts
Broad Unit J Goals:
Students will identify the gross and cellular structures of the skeletal system and list the
common external anatomical sites of animals. Students will analyze the purpose and
function of the skeletal system, compare and contrast skeletal structures of different species,
explain how function determines form of skeletal structures, and apply knowledge of normal
function to assess abnormal changes and then suggest possible interventions.
J.1 Purpose, Function, Skeletal System Parts
J.1.1 Form follows function in the axial and appendicular parts of the skeleton to facilitate
movement in an animal.
J.2 Bone Development and Structure
J.2.1 The cellular structure and shape of a bone impact its function.
J.3 Common Names for Animal Parts: Comparative Anatomy
J.3.1 Identification of bones, bone structure and bone location is essential to develop a total
understanding of the skeletal system and general body supporting structure.
J.4 Dental Structures of Animals
J.4.1 Herbivores, omnivores and carnivores have similarities and differences in tooth structure
that reflect the eating habits of the species.
J.5 Skeletal Malfunctions: Bone Breaks and Repairs
J.5.1 Bone maintenance and repair depends on age, the type of break, the location and the
severity of the damage.
J.6 Skeletal Disease and Genetic Issues
J.6.1 Diseases and genetic issues of the skeletal system can impact bodily functions and/or
specific parts of the skeletal system.
J.7 Skeleton and Body Movement
J.7.1 Joints, ligaments and tendons allow the bone components of the skeletal system to work
together for body movement and support.
Unit J: Outline
Terminology
Terminology:
Abdomen: part of the body housing the digestive organs
Appendicular Skeleton: the bones that make up the shoulders, fore limbs, pelvis and hind
limbs, whose primary purposes are for movement and locomotion
Axial Skeleton: the bones of the head and trunk, including the vertebrae and ribs, whose
primary purpose is for protection of internal organs
Biped: an animal which stands on two feet; includes the kangaroo, the human and almost
all bird species
Cartilage: soft, shock absorbing substance which covers the ends of bones and reduces
bone-on-bone injury; also, connective tissue that becomes bone with age
Comminuted bone break: complete break at multiple points; also known as “shattered”
Complete bone break: bone which breaks all the way through
Compound bone break: bone which breaks and pierces the skin
Deciduous: falling down or falling out, in regards to dental work; non-permanent teeth
Diaphysis: main section of a long bone
Digitigrade: bone structure which has an animal walking on its toes and not placing weight
on the heels of the foot (e.g., cat, dog and walking birds)
Endoskeleton: internal skeleton
Epiphysis: end portion or end portions of a long bone
Epiphyseal Plates: cartilage that allows long bones to grow in length; also known as growth
plates; plates harden after puberty and eventually turn into solid bone
Eruption: the act of leaving one location through a barrier
Exoskeleton: external skeleton
Fissured or Linear bone break: incomplete break parallel to the bone and often caused by
bones pushing against other bones
Fontanel: the soft spot in the top of the skull; the location of un-calcified bone at birth
Greenstick bone break: incomplete break caused by bending of the bone in an arc shape; a
break most commonly found in long bones
Histology: the study of structures in the body that can only be viewed with a microscope
Incomplete bone break: break that occurs only a portion of the way through the bone
Incisors: front teeth on the upper and lower jaw
Invertebrate: an animal which does not possess a backbone
Joint: location where two bones meet
Unit J: Terminology
Terminology
Ligament: strong band of connective tissue which connects bone to other bone at joint
Molars: teeth in the back of the mouth, specifically used for grinding
Oblique (non-displaced) bone break: complete break at a diagonal to the bone, when the
bone does not shift apart
Oblique (displaced) bone break: complete break at a diagonal to the bone, when the bone
shifts apart; oblique breaks often lead to compound fractures but can be simple, as well
Permanent teeth: teeth that will remain for the majority of the life of the animal
Plantigrade: bone structure of an animal that walks on soles of its feet (e.g., human and
bear)
Quadruped: an animal which stands on four feet; includes cattle, sheep, dogs, cats and the
majority of animal species
Simple bone break: bone that breaks at any point but does not pierce the skin
Skeleton: framework of bone, cartilage and other non-bending materials in a body
Spiral bone break: break due to the twisting of the shaft of the bone; bone can be broken
anywhere and break can lead to oblique, comminuted or fissured breaks, as well
Tendon: connective tissues which connect muscles to bones at a joint (When the muscle
contracts, the tendon pulls the bone in the direction of the contraction.)
Thorax: the body part housing the heart and lungs; located between the neck and
diaphragm
Transverse bone break: complete break across the bone and perpendicular to the bone
Unguligrade: a type of locomotion or gait in which only the tips of the digits touch the
ground and remainder of the foot is off the ground; the gait of ungulates, like horses
and cows (Odd-toed examples: horses and rhinos; even-toed examples: cattle, pigs and
deer)
Vertebrate: an animal which possesses a backbone
Unit J: Terminology
Background
Unit J: Skeletal System
Reading Integration:
Stump the Teacher: Students and instructor should read about the skeletal system
independently. Then, students will think of questions to ask the instructor to stump
him/her. The questions should be about the content and not along the lines of “What is
the fourth word on page 2?”
In order for a body to work, the skeletal system needs to be functional. All vertebrate
organisms have an internal skeletal system. These include all mammals (e.g., dogs, cats,
horses, pigs), birds (e.g., turkeys, chickens, parrots, ostrich, sparrows), amphibians (e.g., frogs,
salamanders), reptiles (e.g., snakes, lizards, turtles) and fish (e.g., koi, bettas, guppies).
Different types of bones serve different purposes and have different placement inside the
body.
The purpose of the skeleton is protection and bodily support, but the individual bones in
the body have additional purposes, as well. The skeletal system has five major functions:
 Body structure and support
 Movement of the body in connection with the muscular system
 Protection of the internal organs, especially those in the thoracic cavity
 Production of blood cells
 Storage of nutrients, energy and minerals, such as calcium, phosphorous and fat.
In order to accomplish its purposes, the skeletal system is broken down into two major
parts:
 Appendicular skeleton
 Axial skeleton.
Both the appendicular and axial portions of the skeleton are involved in body structure
and support, production of blood cells and storage of nutrients. The axial portion of the
skeleton is primarily responsible for protection of the internal organs, and the appendicular
portion of the skeleton is primarily responsible for locomotion or movement of the body.
Reading Integration:
Create a Venn diagram of the appendicular and axial skeletal systems to include
functions and component bones.
Unit J: Background Information
Background
Axial Skeleton
The axial skeleton is comprised of the bones of the head and trunk, including the
vertebrae and ribs. The primary purpose of these bones is for protection of internal organs.
Skull
The skull consists of many plates of bone fused together over time as the body
develops. At birth, a soft spot is located in the top of the skull where bone has not calcified.
It is called the fontanel. The skull bone is used to protect the brain and has multiple
openings to allow for nerves to connect with other parts of the body.
The shape of the skull varies by animal and is related to the purpose of that animal. For
example, ferrets, which squeeze through tight spaces in order to stalk prey, have a much
more elongated skull that allows them to fit through small openings. Other animals, like
aardvarks and snakes, have similar elongation of the skull. In contrast, chimpanzees, humans,
rabbits or cats do not have the same natural instincts or the same need to fit into tight
spaces. So, these creatures have a much more rounded skull shape.
Vertebrae and Ribs
The vertebrae are individual bones which make up the spinal column of an animal. The
specific number of vertebrae varies between species. Vertebrae are broken into five distinct
regions in the spinal column based on form and function. These include the following:
 cervical vertebrae
 thoracic vertebrae
 lumbar vertebrae
 sacral vertebrae
 coccygeal vertebrae.
Ribs are connected to the thoracic vertebrae and protect the organs of the thoracic
cavity. The three types of ribs include the following:
 true ribs
 false ribs
 floating ribs.
Appendicular Skeleton
The appendicular skeleton is composed of the bones that make up the shoulders, fore
limbs, pelvis and hind limbs. The primary purpose of these bones is for movement and
Unit J: Background Information
Background
locomotion, but they are not needed for the survival of the animal.
The forelimbs/arms of the animal are the bones that make up the front limbs or arms
and which extend from the shoulder through the digits. The hind limbs/legs are the bones
that make up the rear limbs or legs and which extend from the pelvis through the digits.
Teeth and Oral Health
The jaw is composed of bones, tissues and glands and is used in digestion and
respiration. Without the jaw working properly, animals have difficulty maintaining weight,
breathing and ultimately surviving. The upper jaw is known as the maxilla and is nonmoving in regards to chewing and eating. The lower jaw is the mandible, and it moves up
and down for respiration, vocalization and mastication.
Teeth are set into a bone that is critical for eating, grooming and defense. In order for
an animal to maintain overall health, oral health must be considered. Since teeth are
permanent for the majority of the life of the animal, they also need to be cared for and
checked. Within the jaw there can be different types of teeth. They include the following:
 incisors for biting
 canine teeth for holding or tearing food
 premolars and molars, primarily for grinding food.
Different species have different numbers of incisors, canines, premolars and molars, and
individual species also have different tooth placement within the mouth.
Shapes and Composition of Bones
There are five main types/shapes of bone in the body. They include the following:
 long bones
 short bones
 flat bones
 irregular bones
 sesamoid bones.
These are composed of two types of tissues and multiple different types of cells.
Macroscopically, bones include the following:
 periosteum
 cortical bone
 trabecular bone
 medullary cavity
Unit J: Background Information
Background
 hyaline cartilage
 fibrocartilage
 elastic cartilage
 cells.
Each bone in the body is marked with projections, depressions, openings and attachment
points, depending on its purpose and function. The anatomy of the bone allows it to meet
the purpose of the skeletal system for movement and flexibility. Bones continually grow and
develop over the life of the organism.
Bones in Veterinary Medicine
Veterinary professionals need to be able to communicate about the parts of animals
and understand both the scientific and common names for anatomical parts. Understanding
that various species have different common names is also important when working with
animals. Utilizing both skeletal and external anatomy to identify body anatomy is important
to determine where bones are located under the skin and within the body.
Skeletal Ailments
Even in the healthiest skeleton, bones can break, resulting in pain, possible skeletal
deformation and even death of the individual, depending on the location and severity of the
damage. Bones break at any age, but younger and older animals are at the greatest risk.
Bones of young animals are still developing and have not hardened completely. Bones of
older animals become more brittle and can also experience osteoporosis. In addition,
animals that have experienced poor nutrition, chronic illness, over working or excessive
weight can also be at greater risk for bone disorders. When a bone breaks, it can never and
will never be the same again, and just like skin trauma, bone tissues scar within the body.
No matter the type of break, blood vessels and capillaries inside the bone also break. As
these break, blood leaks out of the bone, just like it leaks from a wound when the skin is
scratched.
Finally, bone disorders significantly impact the life of an animal. Bone disorders are
often genetic in nature and can be destructive to a species. In many cases of domesticated
animals, selective breeding is used to eliminate or lessen the effects of bone disorder, and
many animals, especially dogs, can be tested either through blood or x-rays to prove that a
disorder is not being transmitted to the next generation. Disorders are often masked, and
the animals often will show limited signs until the disease or disorder has become a major
Unit J: Background Information
Background
problem. In many cases, when a skeletal disorder is identified, the animal will be pulled from
breeding stock and will no longer be used in the gene pool. This does limit the disease
spread of heritable traits, but many disorders are only identified later in life.
Reading Integration:
Complete the following Inquiry Chart about ailments and disorders of the skeletal
system.
1. The instructor will provide students with a number of sources.
a. There are questions in columns across the top.
b. Each row corresponds with a particular source.
c. The last row is a general summary of each question.
2. After reading the critical questions in the header row, students will then assess
what they already know about the question.
3. Then students explore the topic through the questions in the columns. For each
source or text, they answer the questions based on the source or text.
4. At the bottom, students compile all they have discovered into a coherent
summary statement to answer each question for the topic in general.
Unit J: Background Information
Background
Name_____________________________________
Appendicular and Axial Skeletal System
Appendicular
Axial
Both
Unit J: Background Information
Background
Name_____________________________________
Skeletal System Ailments & Disorders Inquiry Chart
Critical Question #1:
Critical Question #2:
Critical Question #3:
Why are younger and
What are the common
Which species of pets or
older animals at risk for
bone disorders in
livestock experience most
bone breakage?
animals?
frequent and serious bone
disorders?
What I think
I know
Source #1
Source #2
Source #3
Summary of
Information
Unit J: Background Information
Student
J.1.1 Student Activity: Making a Pasta Skeleton
Name:
Purpose:
Anatomical structures of different animals vary, as do numbers of bones in both the
axial and appendicular skeletons. Understanding where bones are and their purposes allows
veterinarians to better understand the gait, movement and overall body of an animal.
Key Point:
Form follows function in the axial and appendicular parts
of the skeleton to facilitate movement in an animal.
Know and Do:
 Research the skeletal structure of any four-legged animal species (recommended to
research dog, cat, horse or cow, but any animal with four legs can be used), and
determine the number of bones in the skeletal structure.
 Design and build a three-dimensional skeleton to represent that animal.
 Label the bones of the skeleton along the axial skeleton and on one forelimb and
one hind limb.
Terminology:
Abdomen: part of the body housing the digestive organs
Appendicular Skeleton: the bones that make up the shoulders, fore limbs, pelvis and hind
limbs, whose primary purposes are for movement and locomotion
Axial Skeleton: the bones of the head and trunk, including the vertebrae and ribs, whose
primary purpose is for protection of internal organs
Cartilage: soft, shock absorbing substance which covers the ends of bones and reduces
bone-on-bone injury; also, connective tissue that becomes bone with age.
Digitigrade: bone structure which has an animal walking on its toes and not placing weight
on the heels of the foot (e.g., cat, dog and walking birds)
Endoskeleton: internal skeleton
J.1.1: Student Activity
Student
Exoskeleton: external skeleton
Fontanel: the soft spot in the top of the skull; the location of un-calcified bone at birth
Histology: the study of structures in the body that can only be viewed with a microscope
Invertebrate: an animal which does not possess a backbone
Plantigrade: bone structure of an animal that walks on soles of its feet (e.g., human and
bear)
Skeleton: framework of bone, cartilage and other non-bending materials in a body
Thorax: the body part housing the heart and lungs; located between the neck and
diaphragm
Unguligrade: a type of locomotion in which only the tips of the digits touch the ground
and remainder of the foot is off the ground; bone structure which has animal walking
on the hoof (Odd-toed examples: horses, rhinos; even-toed examples: cattle, pigs, deer)
Vertebrate: an animal which possesses a backbone
Materials:
 J.1.1 Student Activity Directions
 J.1.1 Student Handout 1: PowerPoint® Notes
 J.1.1 Student Handout 2: PowerPoint® Notes: Labeling Axial & Appendicular Skeleton
 J.1.1 Student Handout 3: Axial and Appendicular Skeleton Chart
 J.1.1 Student Handout 4: Building a Pasta Skeleton
 J.1.1 Evaluation: Building a Pasta Skeleton
 Pasta: various shapes and sizes depending on body structure and form
 Pipe cleaners and craft wire
 Scissors
 Wire snips
 Hot glue guns and hot glue
 Safety gloves for use with the glue guns as needed
 Straws
 Googly eyes
 Paper plates
 Adhesive labels or paper and tape
 Various colors of paint
J.1.1: Student Activity
Student
J.1.1 Student Activity Directions
Procedure:
1. Respond to the Question to Consider as directed by the instructor.
2. Using J.1.1 Student Handout 1: PowerPoint® Notes, complete the notes from the
PowerPoint®, Purpose, Function and Parts of Skeletal System.
3. Use J.1.1 Student Handout 2: PowerPoint® Notes: Labeling Axial & Appendicular
Skeleton, label the parts of the Axial and Appendicular Skeleton. Use the PowerPoint®,
Purpose, Function, Skeletal System Parts, as a guide.
4. Use J.1.1 Student Handout 3: Axial and Appendicular Skeleton Chart as a discussion
guide with your instructor and the class to identify the functions of the individual bones.
Your instructor will assist in providing the final accurate answers for your notes.
5. Follow the directions on J.1.1 Student Handout 4: Building a Pasta Skeleton to complete
the pasta skeleton.
6. Once you have completed your skeleton, complete the questions at the conclusion of
Student Handout 4. Use J.1.1 Evaluation Rubric: Building a Pasta Skeleton as your guide.
7. Finally, submit your skeleton, the completed questions, and a blank copy of the J.1.1
Evaluation Rubric for a grade.
J.1.1: Student Activity Directions
Student
J.1.1 Student Handout 1: PowerPoint® Notes
Purpose, Function, Skeletal System Parts
Name:
Terminology:
Fill in the blank with the proper term for the provided definition.
___________________________ - part of the body housing the digestive organs
___________________________ - the bones that make up the shoulders, fore limbs, pelvis and
hind limbs, whose primary purposes are for movement and locomotion
___________________________ - the bones of the head and trunk, including the vertebrae and
ribs, whose primary purpose is for protection of internal organs
___________________________ - the soft spot in the top of the skull; the location of un-calcified
bone at birth
___________________________ - the study of structures in the body that can only be viewed with
a microscope
___________________________ - framework of bone, cartilage and other non-bending materials in
a body
___________________________ - the body part housing the heart and lungs; located between the
neck and the diaphragm
Purpose and Function:
Fill in the spaces with additional information on each function during the next several slides.
1. Body structure and support
Bones in the body
J.1.1: Student Handout 1
Student
2. Body movement (Movement of the body in connection with the muscular system)
Movement
3. Protection of the internal organs (especially those in the thoracic cavity)
Specialty bones
4. Blood Cell Production
5. The storage of nutrient
J.1.1: Student Handout 1
Student
J.1.1 Student Handout 2: PowerPoint® Notes
Purpose, Function, Skeletal System Parts
Labeling Axial and Appendicular Skeleton
Name:
Fill in the skeleton with the appropriate terms:
Atlas
Axis
Carpals
Cervical vertebrae
Coccygeal vertebrae
Femur
Fibula
Humerus
Lumbar vertebrae
Metacarpals
Metatarsals
Patella
Pelvis
Phalanges (X2)
Radius
Ribs
Sacral vertebrae
Scapula
Sesamoid
Skull
Tarsals
Tibia
Thoracic vertebrae
Ulna
J.1.1: Student Handout 2
Student
J.1.1 Student Handout 3: PowerPoint® Notes
Purpose, Function, Skeletal System Parts
Axial and Appendicular Skeleton Chart
Name
Bone Type
Axial or Appendicular
1.Skull
2. Vertebrae
a. Atlas –
b. Axis –
c. Cervical-
d. Thoracic –
e. Lumbar –
f. Sacral –
g. Coccygeal –
J.1.1: Student Handout 3
Function in the Body
Student
Bone Type
5. Hind Limb
a. Pelvis –
b. Femur –
c. Patella –
d. Tibia –
e. Fibula –
f. Tarsal –
g. Metacarpals –
h. Phalanx (Phalanges) –
i. Sesamoids –
J.1.1: Student Handout 3
Axial or Appendicular
Function in the Body
Student
J.1.1 Student Handout 4: Building a Pasta Skeleton
Name:
1. Choose a four-legged animal. Research the unique bone structure of that animal via Internet.
 Find drawings and pictures of the skeleton from multiple views.
 Determine the numbers of each type of vertebrae, ribs, carpals, tarsals, metacarpals and metatarsals for
your species.
2. Determine which type of pasta can be used for each bone structure. Correctness of the
structure is important. Remember that it needs to look like the animal you selected once you are finished.
 Example: A horse should have a longer neck than a cow, and a giraffe should have a longer neck than a
horse. All of these animals have seven cervical vertebrae; pasta choices need to be considered for proportion
and scale, based on the animal you are creating.
3. Construct the three-dimensional frame of the animal skeleton. Make it life-like and accurate. Use craft wire,
straws, pipe cleaners and glue as needed to connect and support the structure. The goal is to have the joint be
able to move like a real joint would be bendable.
 Optional: Paint bones on Axial Skelton one color and bones of Appendicular Skeleton a different color.
4. Label the following structures in the body:
a.
b.
Axial Structures
i.
Skull
ii.
Vertebrae (Atlas, Axis, Cervical, Thoracic, Lumbar, Sacral, and Coccygeal)
iii.
Ribs
Appendicular Structures
i.
Forelimb
ii.
Scapula/Clavicle
iii.
Humerus
iv. Radius/Ulna
v. Carpals
vi. Metacarpals
vii.
c.
Phalanges
Appendicular Structures Hind Limb
i.
Pelvis
ii.
Femur
iii.
Patella
iv. Tibia/Fibula
v. Tarsals
vi. Metatarsals
vii.
Phalanges
5. Label any additional structures as needed based on the specific animal that you have selected.
6. Affix the skeleton to a plate with hot glue to make it easier to move and for use in the future. This skeleton is
also utilized in the muscular unit.
J.1.1: Student Handout 4
Student
J.1.1 Student Handout 4: Building a Pasta Skeleton
Name:
1. What animal species did you select to build?
2. Describe your animal as if it were living, based on the purposes of the skeletal system:
a. What are the weight, height and length of the animal? How do the bones in the
skeleton support these features of the animal?
b. How does the living animal move? Does any of the skeletal system impact
movement?
c. How are internal organs protected by the skeletal system of your animal?
d. What are the three largest bones in the skeleton of this animal? The three smallest?
3. How many total vertebrae are in your animal? How does this number reflect the animal
and its body structure?
4. Work with a partner with a different type of animal. Compare and contrast the skeletal
structures of that animal against your own. What is different and what is the same?
5. Measure your skeleton. How tall is it in inches? How long is it in inches?
6. Research what the normal length and width of the animal is that you created. Compare it
to yours and determine what scale you used to build your animal. (i.e., 1/10th)
Real life size:
My model:
Scale:
J.1.1: Student Handout 4
Evaluation
J.1.1 Evaluation Rubric: Building a Pasta Skeleton
Purpose, Function, and Parts of Skeletal System
Name:
Pasta
4
3
2
1-0
Skeleton
Standard
Specific evidence of
Research present.
Some evidence of
No evidence of
Research of
research present for
Species correctly
research present.
research present in
Four- Legged
species constructed.
constructed.
Number of bones and
the construction of
Structures
Number of bones
Number of bones
bone positioning is
the pasta skeleton.
correct, and pictures
correct or nearly so.
present in the
provided with pasta
Picture lacking or
construction.
skeleton.
not specific.
0-2 bone labels
3-5 bone labels
6-8 bone labels
Few to no bones
Labeling of
missing or incorrect in
missing/incorrect or
missing or are
labeled or most
Bones in the
placement on
not correctly placed.
incorrect in
labeled and/or
Pasta Skeleton
developed pasta
placement.
placed incorrectly
skeleton.
Spelling
on skeleton.
All labels spelled
Several labels lack
Multiple bone labels
Labels are missing
correctly to identify
correct spelling.
spelled incorrectly in
or are spelled
identification.
incorrectly.
bones of skeleton.
All bones are in the
Nearly all bones
Pasta shapes not
Pasta shapes
Bone
correct location for
placed and
chosen to best
poorly represent
Placement and
the specific species,
represented
represent form and
bone form and
Function
and joints can be
correctly. Some
function of bones;
function; there is
(X2)
bent and molded as
joint movement to
Little joint movement
little if any joint
needed to show
show working parts.
to show working
movement.
proper function.
parts.
Skeleton has been
Skeleton is well
Skeleton is built but
Skeleton is not
Construction
well constructed and
constructed with
lacks overall neatness,
well built and/or
Neatness
allows for individual
minor errors. Work
making it difficult to
cannot stand, and
bones to be identified
is clean and
see different bones
quality of work is
and worked with.
reasonably neat.
and skeletal features.
lacking.
Evidence of neatness
is apparent and work
is excellent.
Final Score: _____ points/24 points
J.1.1: Evaluation
Student
J.2.1 Student Activity: Bone Development and Structure
Name:
Purpose:
Bone tissue is distinctive, and the ability to identify what a bone cell looks like under a
microscope assists in an understanding of bone structure and function.
Key Point:
The cellular structure and shape of a bone impact its function.
Know and Do:
 Develop skills needed to operate a microscope under different magnifications
 Evaluate the difference between microscopic and macroscopic anatomy of a bone
Terminology:
Diaphysis: main section of a long bone
Epiphysis: end portion or end portions of a long bone
Epiphyseal Plates: cartilage that allows long bones to grow in length; also known as growth
plates; plates harden after puberty and eventually turn into solid bone
Histology: the study of structures in the body that can only be viewed with a microscope
Macroscopic: large enough to be visible with the naked eye
Metaphysis: section of the long bone between the epiphysis and the diaphysis
Microscopic: so small that it cannot be viewed without the assistance of a microscope
Materials:
 J.2.1 Student Activity Directions
 J.2.1 Student Handout 1: PowerPoint® Notes: Bone Development and Structure
 J.2.1 Student Handout 2: PowerPoint® Notes: Labeling the Bone
 J.2.1 Student Handout 3: Macroscopic and Microscopic Activity: Observing Bones
 J.2.1 Evaluation: Bone Development and Structure (submit with J.2.1 Student
Handout 3)
 Microscope
J.2.1: Student Activity
Student
 Prepared bone slides
 Bones of various animals (dried and cleaned)
 Vinegar
 Container with lid, large enough to hold bone
Procedure:
1. Respond to the Question to Consider as directed by your instructor.
2. Using J.2.1 Student Handout 1: PowerPoint® Notes: Bone Development and Structure,
complete the notes from the PowerPoint®, Bone Development and Structure.
3. Using J.2.1 Student Handout 2: PowerPoint® Notes, label the parts of the bone using the
PowerPoint® Bone Development and Structure as a guide. Space to take additional notes is
provided.
4. Follow the directions on J.2.1 Student Handout 3: Macroscopic and Microscopic Activity:
Observing Bones to make macroscopic and microscopic observations of bones.
5. Complete the questions as you are working through the activity.
6. Finally, submit the completed questions to J.2.1 Student Handout 3: Macroscopic and
Microscopic Activity: Observing Bones and the J.2.1 Evaluation Rubric as directed by your
instructor.
J.2.1: Student Activity Directions
Student
J.2.1 Student Handout 1: PowerPoint® Notes
Purpose, Function, Skeletal System Parts
Bone Development and Structure
Name:
There are ______________________ main types/shapes of bone in the body:
 Long Bones:
 Examples:
 Short Bones:
 Examples:
 Flat Bones:
 Examples:
 Irregular Bones:
 Examples:
 Sesamoid Bones:
 Examples:
 Sutural Bones – unnamed and not a major classification of bone; determined by
location and usually found where bones are being fused; extra bone pieces that occur
within a joint as in the cranium; irregular, isolated bones that appear in addition to
usual centers of ossification and, although unusual, are not rare
 Macroscopic Anatomy: Tissues
 Periosteum:

Provides blood supply to the bone

Allows for points of muscle attachment
J.2.1: Student Handout 1
Student
 Cortical Bone:

While it seems solid, it is actually a canal based matrix
 Trabecular Bone:

More porous, lightweight

Irregular arrangement allows for maximum strength
 Medullary Cavity:

Contains red bone marrow (majority of blood cells are formed) and
yellow bone marrow (fatty tissue)
 Hyaline Cartilage:
 Fibrocartilage:
 Elastic Cartilage:
 Cells
 ____________________ – bone building cells
 ____________________ – bone building cells
 ____________________ – bone removing cells, macrophages
 ____________________ – proteins and collagen; assist in bone strength and rigidity
 ____________________ – matrix of support for tissues
Bone Structure
Each bone in the body is marked with projections, depressions, openings and
attachment points, depending on its purpose and function. The anatomy of the bone allows
it to meet the purpose of the skeletal system for movement and flexibility.
 Projections: these are locations where muscles and ligaments attach


J.2.1: Student Handout 1
Student


 Projections: these are locations where joints are formed




 Depressions: these locations allow blood and nerves to pass through




Bone Formation/Development
Bones continually grow and develop over the life of the organism.
 ________________________ – bone tissue formation
 ________________________ – hardening of bone from cartilage over time
 Intramembranous Ossification
 Endochondral Ossification
J.2.1: Student Handout 1
Student
J.2.1 Student Handout 2: PowerPoint® Notes
Purpose, Function, Skeletal System Parts
Labeling the Bone
Name:
Directions: Use this handout to take notes on the composition and parts of the bone.
J.2.1: Student Handout 2
Student
J.2.1 Student Handout 3: Observing Bones
Purpose, Function, Skeletal System Parts
Macroscopic and Microscopic Activity
Name:
Microscopic Activity: Observation
Procedure:
1. Obtain a 40X zoom or stronger microscope and a prepared bone slide.
2. Draw what you see at each magnification on the microscope
4X Magnification
10X Magnification
J.2.1: Student Handout 3
Student
40X Magnification
1. Describe below what the bone looks like when magnified at 40X Magnification.
2. Once you have described what you see, research the term “bone histology” online to
identify the parts of the bone cell. Label them on the 40x diagram
Macroscopic Activity: Bending Bones
Procedure:
1. Obtain dry, clean bones about the same size and shape. Bones of any species are
appropriate for this activity. Make sure they are free of meat.
2. Place one bone in a jar filled with vinegar, capping the jar when bone is completely
covered.
3. Wrap the second bone in plastic wrap. Keep it next to the jar.
4. Allow the bones to remain untouched for three days.
5. Unwrap the bone NOT in vinegar. Try to bend it. Then answer the questions below:
J.2.1: Student Handout 3
Student
Describe the feel of this bone?
Does it bend easily?
6. Using the bone which was soaked in vinegar, rinse and dry the bone. Try to bend it.
Then answer the questions below:
a. Describe the feel of this bone?
b. Does it bend easily?
c. What does the vinegar do to the strength of the bone?
d. What mineral is most impacted by the mild acid present in the vinegar? Why?
7. Consider the microscopic bone structure that you observed earlier. What part of the
bone structure is impacted by the acid, and how could this impact overall skeletal structure
and health in a living creature?
J.2.1: Student Handout 3
Evaluation
J.2.1 Evaluation Rubric:
Bone Development and Structure
Name:
PARAMETER
POSSIBLE
POINTS
All questions answered fully
50
Answers to
Nearly all questions answered/student
40
Questions
could have provided more detail
Presented in
Student did not answer all questions,
J.2.1
answers lacked detail.
Student Handout 3
Multiple questions not answered,
20
inadequate content.
0 – not
30
complete
Student participated fully in activity
Activity Performance
10-0
and stayed on task.
Student was respectful and careful
10-0
with materials.
Student followed directions.
10-0
Student cleaned up after activity
10-0
Spelling
5-0
Grammar
5-0
English Language
J.2.1: Evaluation
SCORE
Student
J.3.1 Student Activity:
Common Names for Animal Parts
Name:
Purpose:
Identification of skeletal anatomy on a variety of species is important for a veterinary
technician. In this activity you will identify the skeletal anatomy on a horse, dog and chicken.
Key Point:
Identification of bones, bone structure and bone location is essential to
develop a total understanding of the skeletal system and general body
supporting structure.
Know and Do:
 Compare and contrast skeletal anatomy of biped and quadruped animal species.
 Identify locations of common bones on three species of animals.
Terminology:
Biped: an animal which stands on two feet; includes the kangaroo, the human and almost
all bird species
Quadruped: an animal which stands on four feet; includes cattle, sheep, dogs, cats and the
majority of animal species
Materials:
 J.3.1 Student Activity Directions
 J.3.1 Student Handout 1: Matching Bones to Location
 J.3.1 Student Handout 2: Labeling Parts and Functions
 J.3.1 PowerPoint® Presentation: Common Names for Parts of Animals: Comparative
Anatomy Notes with pictures of Horse, Dog and Chicken
 J.3.1 Evaluation: Common Names for Parts of Animals: Comparative Anatomy
 Enlarged copies of horse, dog and chicken (one per group)
 Tape or push pins
J.3.1: Student Activity
Student
 Animal parts cards (horse, dog and chicken)
 Tissue covered animals (i.e. horse, dog, chicken, optional)
 Large standing stuffed animals (horse, dog, chicken-optional
Procedure:
1. Respond to the Question to Consider as directed by your instructor.
2. Complete J.3.1. Student Handout 1: Matching Bones to Location as directed by your
instructor.
3. Your instructor will break you into groups.
4. Open to the diagram of the Horse in J.3.1 PowerPoint® Presentation: Common Names for
Animal Parts: Comparative Anatomy Notes. Refer to J.3.1. Student Handout 2: Labeling Parts
and Functions and refer to the enlarged poster-sized copy of the Horse.
5. As a class, you will complete the diagram of the Horse while following along and
labeling in your groups on your own PowerPoint® Presentation Notes, on your Student
Handout 2: Labeling Parts and Functions and on your enlarged poster.
6. In your groups, you will repeat the procedure above for the Dog and Chicken on your
own.
7. The instructor may review the diagrams as a class.
8. Submit your own copy of J.3.1. PowerPoint® Presentation Notes and J.3.1 Student
Handout 2: Labeling Parts and Functions for your assessment grade.
J.3.1: Student Activity Directions
Student
J.3.1 Student Handout 1: Matching Bones to Location
Common Names for Animal Parts: Comparative Anatomy
Name:
Directions: Look carefully at the bones below and answer the following questions:
Bone 1
Bone 2
Bone 3
1. From the shape, make an educated guess as to where each bone is located in the body?
a. Bone 1
b. Bone 2
c. Bone 3
2. Which side of the body do the bones belong to and why?
d. Bone 1
e. Bone 2
f. Bone 3
3. What features in the bones allow you to determine where they should be in the body
and how they should be positioned?
g. Bone 1
h. Bone 2
i. Bone 3
J.3.1: Student Handout 1
Student
J.3.1 Student Handout 2: Labeling Parts & Functions
Common Names for Animal Parts: Comparative Anatomy
Name:
Each group will receive a packet of body part cards. As a group, place the cards on the
pictures of animals. As each piece is placed, discuss and review the bone type and purpose.
1. Answer the following questions next to the part below. Femur is done for you.
a. What type of bone is this? (long, flat, sesamoid, short, irregular)
b. What is the purpose of this bone in this animal? (support, protection)
c. Is this bone unique to this individual or do all species have this bone?
2. Repeat the procedure for all three skeletal species.
3. Optional: Using either stuffed animals or body outline pictures, students will perform the
same lab on a tissue covered animal. Compare differences in animals and recognize the
importance of understanding where bones are located in a body which is covered in flesh.
Horse: A. Femur (Thigh)-Letter Q, long bone, support, not unique
A. Scapula
B. Thoracic vertebrae
C. Skull
D. Chest
E. Tibia/Fibula
F. Pelvis
G. Knee
H. Forearm
I.
Coccygeal vertebrae
J.
Cannon bone
K. Proximal sesamoid
L. Pastern, Coronet, Hoof
M. Ribs (Heart girth)
N. Stifle
O. Gaskin
P. Pastern/Coffin bone
Q. Hock
J.3.1: Student Handout 2
Student
Dog
1. Cervical vertebrae
2. Sternum
3. Scapula
4. Thoracic vertebrae
5. Carpals/Lumbar vertebrae
6. Coccygeal vertebrae
7. Forelimb and Hind limb
8. Skull
9. Pelvis
10. Tarsals
Chicken
1. Cervical vertebrae
2. Nasal cavity
3. Bridge of nose
4. Upper beak
5. Mandible
6. Humerus
7. Occipital
8. Eye socket
J.3.1: Student Handout 2
Evaluation
J.3.1 Evaluation Rubric:
Common Names for Animal Parts
Name:
4
Horse Diagram
PowerPoint slide
3
2
1
Diagram is fully
Diagram is 75%
Diagram is 50%
Diagram is
complete.
complete.
complete.
significantly
completed with
incomplete.
all parts labeled
Dog Diagram
PowerPoint slide
Diagram is fully
Diagram is 75%
Diagram is 50%
Diagram is
complete.
complete.
complete.
significantly
completed with
incomplete.
all parts labeled
Chicken Diagram
Diagram is fully
Diagram is 75%
Diagram is 50%
Diagram is
PowerPoint slide
complete.
complete.
complete.
significantly
completed with
incomplete.
all parts labeled.
Handout 2:
Horse
Handout 2: Dog
Handout 2:
Chicken
Group work
Student answered
Student
Not all questions
Multiple questions
all questions
completed most
answered and/or
unanswered; little
thoroughly.
of the questions.
incomplete
detail or
answers given..
information.
Student answered
Student answered
Student answered
Student answered
all questions
all questions
all questions
all questions
thoroughly.
thoroughly.
thoroughly.
thoroughly.
Student answered
Student answered
Student answered
Student answered
all questions
all questions
all questions
all questions
thoroughly.
thoroughly.
thoroughly.
thoroughly.
Student actively
Student was a
Student
Student rarely
participated as a
positive
occasionally
participated in the
group member.
participant most
participated but
group work.
of the time.
let other members
do much work.
Final Score: ___ points/28 points
J.3.1: Evaluation
Student
J.4.1 Student Activity: Dental Structures of Animals
Anatomy of the Tooth
Name:
Purpose:
The dental structures of omnivores, herbivores and carnivores vary based on many
reasons, and this impacts the ability of the animal to eat, groom and defend itself.
Understanding the dental structures, the tooth placement and the types of teeth allows the
veterinarian to care for the mouth and body of an animal more easily, as well.
Key Point:
Herbivores, omnivores and carnivores have similarities and differences
in tooth structure that reflect the eating habits of the species.
Know and Do:
 Design a presentation for the class to teach your specific animal to others.
 Compare and contrast herbivores, omnivores and carnivores based on dental their
anatomy.
Terminology:
Deciduous: falling down or falling out, in regards to dental work; non-permanent teeth
Eruption: the act of leaving one location through a barrier
Incisors: front teeth on the upper and lower jaw
Molars: teeth in the back of the mouth, specifically used for grinding
Permanent teeth: teeth that will remain for the majority of the life of the animal
Materials:
 J.4.1 Student Activity Directions:
 J.4.1 Student Handout 1: PowerPoint® Notes: Dental Structures of Animals
 J.4.1 Student Handout 2: Tooth Research
 J.4.1 Student Handout 3: Dental Identification Information by Species Chart
J.4.1: Student Activity
Student
 J.4.1 Evaluation Rubric: Dental Structures of Animals
 Internet
 Poster board
 Markers
 Printer
 Glue
 Clay or play dough
Procedure:
1. Respond to the Question to Consider as directed by your instructor.
2. View J.4.1 PowerPoint® Dental Structures of Animals: Anatomy of the Tooth with your
instructor. Take notes from the PowerPoint® on J.4.1 Student Handout 1: Dental Structures
of Animals (This is a two-page handout).
3. Working individually or in small groups assigned by your instructor, complete J.4.1
Student Handout 2: Tooth Research.
4. Create a presentation utilizing the information as directed in J.4.1 Student Handout 2:
Tooth Research.
5. Give the presentation orally for the class.
6. Utilize the chart on J.4.1 Student Handout 3: Dental Identification by Species Chart to
record information from your classmates’ presentations.
7. You will be evaluated utilizing J.4.1 Evaluation Rubric. Give your instructor a clean copy
before presenting.
J.4.1: Student Activity Directions
Student
J.4.1 Student Handout 1: PowerPoint® Notes
Dental Structures of Animals: Anatomy of the Tooth
Name:
Purpose of Teeth:
Jaw:
Type of Tooth
Location
Incisor
Canine
Premolar
Molar
J.4.1: Student Handout 1
Function
Other information
Student
J.4.1 Student Handout 1: PowerPoint® Notes
Dental Structures of Animals: Anatomy of the Tooth
Define and describe the following parts of the tooth:
Crown:
Dentin:
Enamel:
Gingiva/gum:
Periodontal Ligament:
Pulp Canal:
Root:
J.4.1: Student Handout 1
Student
J.4.1 Student Handout 2: Tooth Research
Dental Structures of Animals: Anatomy of the Tooth
Name:
1. Working individually or in groups of two, select a type of animal to research and
present to the class. Groups cannot duplicate species until after all species have been
selected.
2. Determine the following and make a presentation to the class:
a. Number of deciduous teeth and placement in the mouth
b. Number of permanent teeth and placement in the mouth
c. Time of eruptions for both deciduous and permanent teeth:
i. Incisors
ii. Canines
iii. Premolars
iv. Molars
d. Diet of the animal and how the diet relates to the mouth and dental anatomy
3. Provide pictures, diagrams and examples to enhance the presentation. Use internet
resources and materials provided in class, like clay.
a. Include the following in some way:
i. Visuals of individual teeth
ii. Visuals of entire mouth with tooth placement
iii. Visuals of special dental features of the species (if applicable)
J.4.1: Student Handout 2
Evaluation
J.4.1 Student Handout 3: Dental Identification Information by Species Chart
Dental Structures of Animals
Name:
Directions: Utilizing the presentations by your classmates, complete the following chart.
Species
No. of
No. of
Eruption time
Eruption time for
Deciduous
Permanent
for Deciduous
Permanent
Placement in
Placement in
Mouth
Mouth
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Cat
Dog
J.4.1: Student Handout 3
Typical Diet
Special features or
characteristics
Evaluation
Species
No. of
No. of
Eruption time
Eruption time for
Deciduous
Permanent
for Deciduous
Permanent
Placement in
Placement in
Mouth
Mouth
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Llama
Rabbit
Rodent
J.4.1: Student Handout 3
Typical Diet
Special features or
characteristics
Evaluation
Species
No. of
No. of
Eruption time
Eruption time for
Deciduous
Permanent
for Deciduous
Permanent
Placement in
Placement in
Mouth
Mouth
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Incisors
Incisors
Canines
Canines
Premolars
Premolars
Molars
Molars
Ruminant
Degu
Pig
J.4.1: Student Handout 3
Typical Diet
Special features or
characteristics
Evaluation
J.4.1 Evaluation Rubric: Dental Structures of Animals
Name:
Category
Participation
Presented
information
requested
Pictures,
Diagrams,
Examples
Connection to
diet
Overall
Presentation
4
3
2
1
Student constantly
Student worked
Student worked
Student has
worked with
with the group on
with the group on
limited work and
group and
a limited basis and
a limited basis and
did not assist
assisted with both
assisted with both
assisted with either
with
the presentation
the presentation
the presentation
presentation or
and research.
and research.
and/ or research.
research.
All questions were
All but 1-2
All but 3-4
5 or more parts
answered by the
question(s)
questions were
of the
group when the
was/were answered
answered by the
presentation was
presentation was
by the group when
group when the
left out during
made.
the presentation
presentation was
the presentation.
was made.
made.
Pictures, diagrams
Pictures, diagrams
Pictures, diagrams
No pictures,
and examples of
and examples were
and examples were
diagrams or
the dental
present but not
missing or limited
examples were
structures were
well thought out or
during the
supplied to add
presented to the
explained to the
presentation.
to the
class and were
class to add to the
well thought out.
presentation.
A clear connection
While the
Limited
No connection
was made
connection was
explanation
was made
between the diet
made, it was not
between diet and
between the
of the animal and
totally clear how
dental structure
animal diet and
the type of dental
the structures and
was presented to
dental structure
structure.
diet were linked.
the class.
of the animal.
The information
The information
The information
The information
was presented in
was presented in a
was made
was lacking or
such a way that
way that students
available but was
was incorrect.
the students could
needed to ask
difficult to
take notes and
additional
understand when
clearly understand
questions to clarify
presented.
the species.
information for
understanding.
Total Points
J.4.1: Evaluation
presentation.
Points Earned
Student
J.5.1 Student Activity: Bone Breaks and Repairs
Name:
Purpose:
Breaking of bones happens most often in youth and in old age, but the repair methods
do not vary. In this lab you and your lab group will engineer a way to repair a broken bone
after learning about the most common types of breaks.
Key Point:
Bone maintenance and repair depends on age, the type of
break, the location and the severity of the damage.
Know and Do:
 Identify different types of bone breaks and determine how they might occur.
 Analyze and develop the best way to fix a broken bone, and work with your group to
“heel” the broken bone.
 Observe the heeling process, and determine if your engineered apparatus would
work to re-grow the bone and provide strength and stability for the injured animal.
Terminology:
Incomplete bone break: break that occurs only a portion of the way through the bone (as
opposed to complete)
Complete bone break: bone which breaks all the way through (as opposed to incomplete)
Simple bone break: bone which breaks at any point but does not pierce the skin (as
opposed to compound)
Compound bone break: bone which breaks and pierces the skin (as opposed to simple)
Specific types of breaks:
Comminuted bone break: complete break at multiple points; also known as “shattered”
Greenstick bone break: incomplete break caused by bending of the bone in an arc shape; a
break most commonly occurring in long bones
Fissured or Linear bone break: incomplete break parallel to the bone and often caused by
J.5.1: Student Activity
Student
bones pushing against other bones
Oblique (non-displaced) bone break: complete break at a diagonal to the bone, when the
bone does not shift apart
Oblique (displaced) bone break: complete break at a diagonal to the bone, when the bone
shifts apart; oblique breaks often lead to compound fractures but can be simple, as well
Spiral bone break: break due to the twisting of the shaft of the bone; bone can be broken
anywhere and can lead to oblique, comminuted or fissured breaks, as well
Transverse bone break: complete break across the bone and perpendicular to the bone
Materials:
 J.5.1 Student Activity Directions
 J.5.1 Student Handout 1: PowerPoint® Notes: Bone Breaks and Repairs
 J.5.1 Student Handout 2: Engineering a Bone Splint
 J.5.1 Evaluation: Bone Breaks and Repairs
 Wooden cooking skewers
 Spool wire or straight wire in various sizes
 T-pins, screws, anchors and hooks
 Wire clippers, scissors, screw drivers and clamps
 Additional items as needed to create and engineer a bone splint
 Copies of handouts from Foam Bone Dissection kit for each student in the class
Procedure:
1. Respond to the Question to Consider as a writing or discussion prompt as directed by
your instructor.
2. Watch carefully as your instructor breaks a bone. Participate in a class discussion about
what happened to the bone and how you might go about helping it to mend.
3. Utilize J.5.1 Student Handout 1: PowerPoint® Notes: Bone Breaks and Repairs to take
notes from the J.5.1 PowerPoint® Presentation: Bone Breaks and Repairs.
J.5.1: Student Activity Directions
Student
4. Your instructor will demonstrate how to perform the Foam Bone Lab.
5. Use J.5.1 Evaluation: Bone Breaks and Repairs to visually determine the different types of
breaks and to prepare for the bone lab.
6. Utilize J.5.1 Student Handout 2: Engineering a Bone Splint to engineer a splint during the
bone lab.
7. You will need to follow the instructions on the handout as a supplement to the Ward’s
Foam Bone Lab Activities and design your own make-shift splint to stabilize a broken bone.
8. Complete the questions on Student Handout 2: Engineering a Bone Splint and submit
them as directed by your instructor.
J.5.1: Student Activity Directions
Student
J.5.1 Student Handout 1: PowerPoint® Notes
Bone Breaks and Repairs
Name:
Types of Bone Breaks:
Main Types:
Complete: ____________________________________________________
Incomplete: ___________________________________________________
Compound: ___________________________________________________
Simple: _______________________________________________________
Types of Simple Breaks:
_______________________________ – incomplete break caused by bending of the bone in an arc
shape; a break most commonly found in long bones
_______________________________ – complete break across the bone and perpendicular to the
bone
_______________________________ (non-displaced) - complete break at a diagonal to the bone,
when the bone does not shift apart
_______________________________ (displaced) – complete break at a diagonal to the bone, when
the bone shifts apart; often leads to compound fractures but can be simple, as well
_______________________________ – complete break at multiple points; also known as “shattered”
__________________________ or _______________________ – incomplete break parallel to the bone
and often caused by bones pushing against other bones
_______________________________ – break due to twisting of the shaft of the bone; bone can be
broken anywhere and can lead to oblique, comminuted or fissured breaks, as well.
Bone Repair
(______________________________  _____________________________ 
______________________________  ______________________________)
J.5.1: Student Handout 1
Student
J.5.1 Student Handout 1: PowerPoint® Notes:
Bone Breaks and Repairs
Stages of Repair
Name:
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
J.5.1: Student Handout 1
Student
Step 7
Step 8
Step 9
Step 10
Step 11
Step 12
J.5.1: Student Handout 1
Student
J.5.1 Student Handout 2: Engineering a Bone Splint
Bone Breaks and Repairs
Name:
1. Break into groups of 2 or 3 students.
2. Obtain a Ward’s Science Foam Bone from your instructor.
3. Pick a type of bone break from your instructor and circle which type of break you will
recreate with your Foam Bone
i. Comminuted
ii. Fissured
iii. Greenstick
iv. Oblique
v. Spiral
vi. Transverse
4. Describe the type of break that you have selected to replicate for the lab activity.
5. Break the bone. Follow the procedure as outlined in the Ward’s Science Foam Bone Lab,
adapting the break to match what you have selected. Follow all safety precautions,
including the use of goggles as needed.
6. Once your bone is broken, draw what the bone now looks like.
7. Design and develop a system to fix your bone and to keep the repair secure. You can
use any material provided by your instructor. Work to engineer a system that will be the
most beneficial to the animal and LEAST invasive for the animal. What materials do you
need to accomplish your task?
J.5.1: Student Handout 2
Student
8. Working as a group, develop and build your bone repair structure. Be sure to apply the
Foam Bone Repair Bond to the break in order to determine if your design works to mend
and hold the bone in place. Follow appropriate safety as outlined by the Foam Bone Lab.
9. Draw and describe the final apparatus that you design to help support your bone. Be
sure to include any changes or problems that arose from your initial idea.
10. Place your bone in a safe location for 24 hours to allow the repair enough time to set.
11. At the beginning of the next period, spend five minutes looking at each design. Listen
carefully as each group briefly explains how they engineered their structure. For each group,
write a brief description about the type of break and the solution each group created.
12. After seeing the other repaired bones, remove the engineered structure. Draw and
describe what your bone looks like AFTER the structure has been removed.
J.5.1: Student Handout 2
Student
13. Test your bone by bending and bumping is lightly. Does it hold up to simple stresses
and strain?
14. How could your design be changed to be less invasive for the animal or to work better?
Would other designs work better?
15. Would your design work for other types of breaks? Why or why not?
16. Would this design work on other types of bones (i.e. different shapes and sizes of
bones)? Why or why not?
17. Self-Evaluation: Assign a number score from 1-5 to each category below, with one
meaning poor and five meaning excellent:
a. _____My contributions as a team member
b. _____How well my team worked together
c. _____My team planning BEFORE beginning to create the splint
d. _____Our success as a team at completing the task
J.5.1: Student Handout 2
Evaluation
J.5.1 Evaluation: Bone Breaks and Repairs
Name: ________________________________________
Label each picture with the correct bone break:
Comminuted, Fissured or Linear, Greenstick, Oblique (displaced), Oblique (non-displaced),
Spiral, Transverse
A.
B.
C.
D.
E.
F
J.5.1: Evaluation
Student
J.6.1 Skeletal Diseases and Genetic Issues:
Disorders and Diseases
Name:
Purpose:
Bone disease and disorders can impact the longevity and use of an animal.
Key Point:
Diseases and genetic issues of the skeletal system can impact
bodily functions and/or specific parts of the skeletal system.
Know and Do:
 Research common skeletal diseases and disorders found in animals.
 Teach classmates about common skeletal diseases and disorders found in animals.
 Identify and discuss common skeletal diseases and disorders found in animals.
Terminology:
No new terminology
Materials:
 J.6.1 Student Activity Directions
 J.6.1 Student Handout 1: Disease Research
 J.6.1 Evaluation: Skeletal Diseases and Genetic Issues
 Bone Disorder Match Game, one set of cards per group
 Internet access
Procedure:
1. Listen carefully as the instructor presents the Question to Consider as a writing or discussion
prompt.
2. Your instructor will share a story. Participate in a classroom discussion about it.
J.6.1: Student Activity Directions
Student
3. Look at Student Handout 1: Disease Research. There is a series of diseases listed. Your
instructor will assign one disease for you to research individually.
4. Research the disease and take notes regarding it.
5. Pair together with a classmate who researched the same disease. Share your findings
6. Working with your partner, choose five pieces of information that are the most important
to know about your disease.
7. Share them with the class when directed. Take notes from the other speakers and record
them in the table on J.6.1 Student Handout 1: Disease Research.
8. Play the Match Game with a partner. Have your instructor check the work.
9. Complete the form and turn in J.6.1 Evaluation: Skeletal Diseases and Genetic Issues for
evaluation.
J.6.1: Student Activity Directions
Student
J.6.1 Student Handout 1: Disease Research
Diseases and Disorders
Name:
Pyramid Learning:
Your instructor will select a topic for you to research individually for homework from the
table below.
1. Research the assigned bone-related disease on the Internet. Find out what species is
impacted most commonly and some common effects of the disorder. Write short notes on
the disorder to be shared with the rest of the class.
2. Meet with anyone else in the class who has done the SAME disease or disorder and
compare your research. Determine the five key pieces of information about the disease or
disorder that you believe the class must know.
3. Split into groups with at least one representative of each disease and disorder in your
group and share your research with others as you all record the top five pieces of
information for each identified disease or disorder.
My topic
J.6.1: Student Handout 1
My research
Student
Bone disorder
Top Five pieces of information
Metabolic Bone Disease
1.
2.
3.
4.
5.
Osteogenesis imperfecta
1.
2.
3.
4.
5.
Osteochondrosis Dissecans
1.
2.
3.
4.
5.
J.6.1: Student Handout 1
Student
Canine Hip Dysplasia
1.
2.
3.
4.
5.
Panosteitis
1.
2.
3.
4.
5.
Hypertrophic
1.
Osteodystrophy
2.
3.
4.
5.
Osteopetrosis
1.
2.
3.
4.
5.
J.6.1: Student Handout 1
Student
Osteopenia
1.
2.
3.
4.
5.
Fibrous Osteodystrophy
1.
2.
3.
4.
5.
Epiphysitis
1.
2.
3.
4.
5.
J.6.1: Student Handout 1
Evaluation
J.6.1 Evaluation:
Skeletal Diseases and Genetic Issues
Name:
Identify which disease is being described using the provided list. Some will be used more than once.
Canine hip dysplasia
metabolic bone disease
osteopenia
epiphysitis
osteochondrosis dissecans
osteopetrosis
fibrous osteodystrophy
osteogenesis imperfecta
panosteitis
hypertrophic osteodystrophy
1. This is the most common canine skeletal disorder.
2. Without the removal of dead bone cells, the bones overgrow and thicken with this
condition.
3. Calcification does not occur during normal bone growth, but the cartilage continues to
grow and becomes thicker than normal, and blood vessels cannot grow through the bone
marrow.
4. Calcified cartilage is too hard, and blood vessels cannot grow through it. This causes
death of the bone tissue and the bone marrow.
5. Overweight animals and larger breed animals are more at risk of this disorder.
6. This disease is the opposite of Osteoporosis.
7. This is the loss of bone mass in the Coffin Bone caused by calcium deficiency and limited
use of Vitamin D.
8. Fragments of cartilage will break off from the bone and get lodged in the joints, leading
to pain when the afflicted animal moves
9. This disease shows a change in the angles in the bones of the head and face.
J.6.1: Evaluation
Evaluation
10. Most animals which have this disorder are not kept in a herd because of their bone
breaking proclivity.
11. Calcium levels in reptiles afflicted with this become extremely low.
12. This disease is the most severe disorder for breaking bones and can occur in any
species.
13. This is a common disease in horses which love a high bran diet and low quality hay.
14. This disease is caused by osteochondrosis of the physeal plate.
15. This disease shows a lower bone mass and bone brittleness, but it is not as severe as
osteoporosis.
J.6.1: Evaluation
Student
J.7.1 Student Activity: Joints and Ligaments
Skeleton and Body Movement
Name:
Purpose:
Identifying the key parts of a chicken wing allows for observation of bone structure and
the connections created with ligaments, tendons and fasciae. All of these components
working together enable flight.
Key Point:
Joints, ligaments and tendons allow the bone components of the
skeletal system to work together for body movement and support.
Know and Do:
 Follow all procedures for lab safety and wear gloves to prevent contamination from
salmonella.
 Identify and describe the parts of the external and internal anatomy of the chicken
wing.
 Manipulate the chicken wing in order to see how tendons, ligaments and fasciae
work together to allow movement to occur.
Terminology:
Joint: location where two bones meet
Ligament: strong band of connective tissue which connect bone to other bone at joint
Cartilage: soft, shock absorbing substance which covers the ends of bones and reduces
bone-on-bone injury; also, connective tissue that becomes bone with age
Tendon: connective tissues which connect muscles to bones at a joint. (When the muscle
contracts, it pulls the bone in the direction of the contraction.)
Materials:
 Student Activity Directions
 J.7.1 Student Handout 1: PowerPoint® Notes: Joints: They’re All about Movement
J.7.1: Student Activity
Student
 J.7.1 Student Handout 2: Chicken Wing Dissection
 Raw chicken wing (one per student)
 Paper plate or dissecting tray (one per student)
 Dissecting scissors (one per student)
 Dissecting knife/scalpel (one per student)
 Lab gloves (one or more pair per student)
 Paper towels, soap and water or bleach clean-ups for hands and table services
Procedure:
1. Listen carefully as the instructor presents the Question to Consider. Respond through
classroom discussion or writing prompt as directed.
2. Utilizing Student Handout 1: PowerPoint® Notes: Joints: They’re All about Movement,
takes notes from the PowerPoint® Presentation: They’re All about Movement.
3. Review the dissection directions on J.7.1 Student Handout 2: Chicken Wing Dissection.
4. Perform the activity. Be sure to follow sanitary practices during and after the dissection
so as to not get sick.
5. The activity, J.7.1 Student Handout 2: Chicken Wing Dissection, will be collected for
evaluation. Pass it in with the J.7.1 Evaluation Rubric: Joints and Ligaments.
J.7.1: Student Activity Directions
Student
J.7.1 Student Handout 1: PowerPoint® Notes
They’re All about Movement
Name:
Types of Joints in the Body:
 Immovable: ________________________ joints
Created by:
Location(s):
 Slightly movable: ________________________ joints
Occur when:
Location(s):
 Freely movable: _________________________ joints
There are six of these that include the following: the ball and socket joint, the condyloid
joint, the saddle joint, the hinge joint, the pivot joint and gliding/plane joints.
J.7.1: Student Handout 1
Student
Name:
Name:
Location:
Location:
Use:
Use:
Name:
Name:
Location:
Locations:
Name:
Use:
Use:
Location:
Use:
Name:
Location:
Name:
Name:
Location:
Location:
Use:
J.7.1: Student Handout 1
Use
Use:
Student
Ligament
Definition:
Locations:
Tendons
Definition:
Locations:
Fasciae
Definition:
Locations:
Cartilage
Definition:
Locations:
J.7.1: Student Handout 1
Student
J.7.1 Student Handout 2: Chicken Wing Dissection
Joints and Ligaments: Skeleton and Body Movement
Name:
1. Follow all safety procedures outlined by your instructor for the use of scalpels and scissors during
dissecting.
2. Wear laboratory gloves to prevent contamination from salmonella which may be present on the
raw chicken.
3. Wash your hands thoroughly with soap and water upon completion of this lab. Also, wipe down
all surfaces with 10% bleach solution or prepared bleach-based towelettes after the lab is completed.
4. Obtain all needed materials from your instructor:
a.
Chicken wing on dissecting surface
b. Scalpel
c.
Dissecting scissors
d. Gloves
5. Rinse the chicken wing under cool water and pat it dry with paper towels prior to beginning the
dissections.
6. Lift your chicken wing and stretch it out. Identify whether the chicken wing is from the left side or
the right side when looking at the bird. Figure J.7.1.a shows the right wing on a chicken.
Figure J.7.1.a
7. A chicken wing is the equivalent of a human arm. Refer to figure J.7.1.a to answer the following
questions:
What types of joints (described in Student Handout J.7.1) are more likely found between the
Scapula and Humerus:
J.7.1: Student Handout 2
Student
What types of joints (described in Student Handout J.7.1) are more likely found between the
Humerus and Radius/Ulna:
What types of joints (described in Student Handout J.7.1) are more likely found between the
Radius/Ulna and Metacarpals:
Describe the outside of your chicken wing. What tissue is located on the outside of the body?
Tissue
Description of Tissue
Gently remove the skin from your chicken wing. Start by slipping your scissors under the skin closest
to the humerus and working your way toward the metacarpals. This is delicate and is not easy. You
will need to work your fingers between the skin. Pull hard away from the fatty layer below the skin.
Describe the fatty layer you have just uncovered.
Tissue
Description of Tissue
Now that you have carefully removed the skin, you will to begin to expose and observe muscle. What
does it look like?
Tissue
J.7.1: Student Handout 2
Description of Tissue
Student
Now that you have removed the skin from your chicken wing, draw what you have exposed.
You can use J.7.1.a as a guide to determine where each part of the wing is positioned.
Chicken Wing without Skin
Pick up the chicken wing and flex it at each joint. What happens with the muscles when the wing is
extended and retracted?
Find a tendon (shiny white in color) or a muscle and pull on it to see how it moves the chicken wing.
Record in the above picture what impacts what.
Remove the muscles and tendons from the bone to expose the joint, located where the scapula and
humerus come together. Pull the bones apart at the joint. At this location there are two cruciate
ligaments which hold the bones together. Describe what you see below:
Tissue
J.7.1: Student Handout 2
Description of Tissue
Student
Next observe where the humerus and radius/ulna come together. The bright white connective tissue
is a tendon. Describe what you see and how the attachment(s) move the lower portion of the wing:
Tissue
Description of Tissue
What other tissues do you see on your wing? (Hint, they look like reddish brown lines.)
Tissue
Description of Tissue
Finally, draw what the bones of a bird look like once tissue has been removed from their surface.
J.7.1: Student Handout 2
Student
8. CLEAN UP: Throw away all chicken parts and any other disposable items used. Wearing gloves,
wash all equipment in warm, soapy water. Rinse well, and put on paper towels to dry. Be extra careful
with all sharp objects. Return knives and scissors to your teacher.
9. After removing your gloves, wash your hands with soap and warm water to prevent cross
contamination.
10. Final Thoughts: Chickens are basically flightless birds due to the size of their breasts, but other
smaller birds have the same basic wing shape and muscle structure. Explain how bones, muscles,
tendons and ligaments work together to move a wing. Why is this important to birds?
J.7.1: Student Handout 2
Evaluation
J.7.1 Evaluation Rubric: Skeleton and Body Movement
Joints and Ligaments
Name:
PARAMETER
POSSIBLE
POINTS
18-20 Answered fully and correctly
20
16-17 Answered fully and correctly
17
Presented in
14-15 Answered fully and correctly
14
Student Activity 1
13 or FEWER Answered fully and correctly
0-10
Answers to
Questions
0 – not complete
Skin
2
Fat
2
Muscle
2
Tendon
2
Ligament
2
Blood vessel
2
Drawing and comparisons of chicken wing
12
Description of
Tissue Types
anatomy (Questions 11, 13 and 17)
Final thought analysis: making connections
6
between chickens and other bird species
Spelling
5
Grammar
5
Written Description
of System
Score = ___________ points/60 points
Comments:
J.7.1: Evaluation
SCORE