TEKS 10 A & B, 11C
Skeletal System
TAKS Objective 2 – The student will demonstrate an understanding of
living systems and the environment.
TEKS Science Concepts 10 A & B
The student knows that, at all level of nature, living systems are found
within other living systems, each with its own boundary and limits. The
student is expected to:
(A) interpret the functions of systems in organisms including
circulatory, digestive, nervous, endocrine, reproductive,
integumentary, skeletal, respiratory, muscular, excretory, and
immune;
(B) compare the interrelationships of organ systems to each other
and to the body as a whole;
11 C
The student knows that organisms maintain homeostasis. The student is
expected to:
(C) analyze the importance of nutrition, environmental conditions, and
physical exercise on health
TAKS Objective 2
page 1
TEKS 7.9 A
For Teacher’s Eyes Only
Teacher Background: There are twelve major organ systems in the human body
(i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous,
digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In
this TEKS, we will introduce students to the common structures of each system
and their basic functions. A brief description of these systems follows:
Skeletal System – The skeletal system has five major functions in the body,
provide structure and support for the body, protect internal organs, attachment for
muscles for movement, make blood cells, and store mineral. There are
approximately 206 bones in the mature adult body. These bones are categorized
into two different skeletons, the axial skeleton consisting of the skull, vertebral
column and rib cage and the appendicular skeleton, which includes all of the
bones of the appendages. Bones of these two skeletons are further subcategorized
into long bones (femur), short bones (ankle and wrist bones), flat bones (sternum),
irregular bones (facial bones), sesmoid bones (patella) and sutural bones (located
in sutural joints between cranial bones) vary greatly in number from person to
person. All bones consist of two main types of bone tissue, compact and spongy
tissue. These two types of tissue are what provide the strength, mineral storage
ability and blood producing ability of bones. Compact tissue forms the very hard
outer shell of the bone, whereas the spongy (cancellous) bone is a meshwork of
bones called trabeculae that contains bone marrow.
Student Prior Knowledge
Students should be familiar with the components associated with body systems
TEKS 6.10 (C) identify how structure complements function at different levels of
organization including organs, organ systems, organisms, and populations and the
functions of these systems.
TAKS Objective 2
page 2
TEKS 7.9 A
No Bones About It!
5 E’s
ENGAGE
Osteoporosis Questionnaire (Blackline Masters)
Teacher Demo-Deboned
What would happen if humans did not have bones?
Your body would be limp like a rag doll. Could you stand up? No way. Could
you walk? Forget about it. Without bones in your body, you would be like the
blob.
Use the “Deboned” activity in the blackline masters.
Place the table on the board, overhead or projector and as a class, have students
compare and contrast chicken legs soaked in vinegar and those that were not
soaked in vinegar. Observations should include things such as the bones soaked
in vinegar were weaker and more flexible. Teacher explanation should include
talk about mineral stores in bones and that vinegar (acid) dissolves calcium
phosphate in bones causing them to become weak. Hence the importance of
balanced diet with calcium to maintain strong bones.
EXPLORE
Exploration 1
The Calcium Test
Students will test various types of materials to determine the presence or absence
of calcium.
TAKS Objective 2
page 3
TEKS 7.9 A
Exploration 2
Computer Lab
http://www.medtropolis.com/VBody.asp
Students will visit the above website and answer the following questions while
navigating through the narrated skeletal system section: (In blackline masters)
1. List the 5 main functions of our skeletal system.
2. What are two things that our skeletal system stores?
3. What type of bone cells break down bone? What type of event would
cause them to break down bone?
4. What type of bone cells form bone tissue? What event causes them to
form more bone tissue?
5. How many bones does the average mature adult have in their body?
6. What are three things that our bones need to stay healthy?
7. List 5 different bones that are found in our body.
EXPLAIN
Complete the Skeletal System Power Point Presentation with question and
discussion of the following type of information:
1. Bones have five main functions:
1. provide structure and support for body
2. protect internal organs
3. make blood cells
4. store minerals
5. attachment for muscles for movement
TAKS Objective 2
page 4
TEKS 7.9 A
ELABORATE
Elaboration1
How Much Calcium Do I Eat?
Students will calculate their most recent calcium intake to determine their dietary
calcium needs and how to reduce their risk of osteoporosis.
EVALUATE
1. After observing the chicken bone soaked in vinegar and water and
participating in a class discussion, the learner will produce a Venn
diagram, table or sketch in his/her journal to compare and contrast the
bones. A grade of pass/fail will be given.
2. Using the text, and class notes, the learner will produce a labeled sketch in
his/her journal that describes the components of a bone. A grade of
pass/fail will be given.
3. Using the text, information from the website, and class notes, the learner
will demonstrate an understanding of the structures and list at least 4
functions of the skeletal system by creating labeled drawings and
providing a 100-word summary of the overall function of the skeletal
system. A minimum score of 70% on the rubric is required.
4. After completing the Q-tip skeleton, the learner will identify the following
major bones of the body: skull, spine, ribs, pelvis, femur, tibia, fibula,
humerus, radius, ulna, phalanges, and clavicle.
TAKS Objective 2
page 5
TEKS 7.9 A
TAKS Objective 2
page 6
TEKS 7.9 A
Obtained from http://www.girlscouts-rh.org/docs/bbones-ipa-book.pdf
TAKS Objective 2
page 7
TEKS 7.9 A
Deboned
1. Observing the bones soaked in acid and the bones soaked in water, list as many
similarities and differences that you can you can detect with your senses.
2. After compiling your list and participating in class discussion, produce a Venn
diagram or labeled sketch to demonstrate the similarities and differences between
the bones.
Similarities
TAKS Objective 2
Differences
page 8
TEKS 7.9 A
The Calcium Test
Overview:
One job of the skeleton is to support the body. Bones are specially suited
for this job because they are made of strong material.
Bones are made of calcium. In nature, limestone contains calcium, and
many animals use calcium’s rocklike strength to construct their shells.
Seashells, for example, are constructed with calcium.
Scientists use weak hydrochloric acid to see if something contains
calcium. This acid will react with calcium in a test sample and will produce
gas bubbles. In this investigation, you will test six substances for calcium by
adding a weak acid to a small sample of each substance. If bubbles are
produced, then the test is positive and the sample contains calcium. If no
bubbles are produced, then the test is negative and no calcium is present in the
sample.
Materials:
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Test Tube Rack
Six Test Tubes
Dilute Hydrochloric acid (or full strength vinegar)
Safety goggles and apron
Test Samples (refer to data chart)
Pipette
Forceps or tweezers
Procedure:
1. Carefully place in a test tube one of the samples listed on the chart.
2. Make a prediction concerning whether or not the sample will test positive
or negative for calcium.
3. Record your prediction in the data table below.
4. Fill a pipette with acid and add the acid to this test tube.
5. Wait a few seconds, then check to see if bubbles are released.
6. Record your results on the chart before you proceed to the next sample.
Experimental Set Up
TAKS Objective 2
page 9
TEKS 7.9 A
Data:
Prediction:
If you think the sample will yield a positive test for calcium, then place an X in
the positive prediction box.
If you think the sample will yield a negative test for calcium, then place an X in
the negative prediction box.
Actual Results:
If the sample produces a positive result, bubbles seen, place an X in the “Test is
Positive” box.
If the sample produces a negative result, bubbles not seen, place an X in the “Test
is Negative” box.
Data Table
Sample
Positive
Prediction
Test is Positive
(bubbles seen)
Negative
Prediction
Test is Negative
(bubbles not seen)
1. Eggshell
2. Seashell
3. Rock
4. Chalk
5. Wood
6. Bone
TAKS Objective 2
page 10
TEKS 7.9 A
Analysis and Conclusions:
1. List the substances that contain calcium.
2. List the substances that do not contain calcium.
3. Why is it important for bones to have calcium?
4. List three or more functions of the skeletal system.
Modified from Testing for Calcium – The Center for Applied Research in Education 1993
TAKS Objective 2
page 11
TEKS 7.9 A
Bone Up Your Knowledge!
Computer Lab
1. Visit the following website:
http://www.medtropolis.com/VBody.asp
2. Read and listen to the narration about the skeletal system to answer the
questions at the end of the page.
3. Complete the “Build a Skeleton” game.
4. Visit the “Zoom In!” section of the website to complete your tour of the
website and finish answering any questions that may remain.
Questions:
1. List at least three functions of our skeletal system.
2. What are two things that our skeletal system stores?
3. What type of bone cells break down bone? What type of event would
cause them to break down bone?
4. What type of bone cells form bone tissue? What event causes them to
form more bone tissue?
TAKS Objective 2
page 12
TEKS 7.9 A
5. How many bones does the average mature adult have in their body?
6. What are three things that our bones need to stay healthy?
7. List10 different bones that are found in our body and provide their relative
locations.
TAKS Objective 2
page 13
TEKS 7.9 A
TAKS Objective 2
page 14
TEKS 7.9 A
Skeletal Structure and Function Rubric
Accuracy
Label
Drawing
Revise and
Resubmit
Fewer than 70%
of the assigned
details are
present OR
most details are
difficult to
identify.
Less than 70%
of the items that
need to be
identified have
labels OR it is
not clear which
label goes with
item.
Less than 70%
of the assigned
structures are
drawn AND/OR
labeled
accurately.
70-79 Points
80-89 Points
90-100 Points
70%-79%) have
been added. A
few details are
difficult to
identify.
Almost all
assigned details
(at least 80-89%)
have been added.
The details are
clear and easy to
identify.
Almost all items
(80-89%) that
need to be
identified have
labels. It is clear
which label goes
with which
structure.
80-89% of the
assigned
structures are
drawn accurately
and are
recognizable. All
assigned
structures are
labeled
accurately.
All assigned
details have been
added. The
details are clear
and easy to
identify.
Most items (7079%) that need
to be identified
have labels. It
is clear which
label goes with
which structure.
Every item that
needs to be
identified has a
label. It is clear
which label goes
with which
structure.
70% -79% of
90% or more of
the assigned
the assigned
structures are
structures are
drawn
drawn accurately
accurately and
and are
are
recognizable. All
recognizable.
assigned
94-85% of the
structures are
assigned
labeled
structures are
accurately.
labeled
accurately.
This rubric was created using information from the following website:
http://rubistar.4teachers.org/index.php
TAKS Objective 2
page 15
TEKS 7.9 A