Youngstown City Schools
SCIENCE: ANATOMY
UNIT #3: THE SKELETAL SYSTEM (3 WEEKS)
SYNOPSIS: Students will work with the human skeleton, diagrams, and pictures to demonstrate understanding of the structure and
function of the differnet types of bones in the human body. Extensive vocabulary development will be necessary to master all
concepts. Students will create a travel brochure of the human skeletal system.
Enablers: Biological word parts, suffix and prefix, and root words and their meanings.
STANDARDS
III. Skeletal System
A. Compare and contrast the difference between the axial and appendicular skeletons.
B. Analyze the composition and functions of the skeleton and the four kinds of bones.
1. support, storage, protection, and blood formation
2. compact, short, long, irregular
C. Evaluate and describe various types of fractures.
1. comminuted
2. compression
3. depression
4. impacted
5. spiral
6. greenstick
D. Demonstrate and analyze the location of the major bones on a skeleton including shoulder, pelvis,
and limb regions.
E. Describe the formation of bone in the fetus and throughout life.
F. Compare and contrast the bones of the skull.
G. Compare and contrast the parts of the vertebra
1. cervical
2. thoracic
3. lumbar
4. sacrum
5. coccyx
H. Demonstrate and analyze the difference in the male and female pelvis.
.
LITERACY STANDARDS
RST- 2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinion.
RST-3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
WHST-10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
YCS Science: ANATOMY UNIT 3: THE SKELETAL SYSTEM 2012-13 1
TEACHER NOTES
MOTIVATION
1. Teacher gives pre-assessment using test questions at an interactive website to find
out what students already know about the skeletal system; students complete test and
class discusses answers. http://www.vtaide.com/png/skeletal-mcq.htm.
2. Teacher provides pictures, diagrams, models and an interactive website of the human
skeleton for students to observe and label parts of the skeletal system based on prior
knowledge. http://www.bbc.co.uk/science/humanbody
3. Teacher introduces lab activity (as a demonstration or students can set up
on their own) to illustrate some of the components of bone; students make observations Attachment - Firm, But
Flexible: Chicken Bone
of the changes for 7-10 days during the unit. Class discussion follows lab work. RST-3
Lab
4. Teacher explains how the bones of the human body are identified using correct
anatomical terminology; students are provided a list of terms and view website where
they can create their own flashcards. http://quizlet.com/13660208/print
5. Students set personal and academic goals.
6. Teacher preview s the Authentic Assessment that students will complete at the end of
the unit.
TEACHER NOTES
TEACHING-LEARNING
1.
2. 1. Teacher asks question -- Is bone tissue dead or alive and why do you think so?; students
offer their opinions as class discusses it. Students read an article: Introductory Anatomy:
Bone and write a summary of ideas they read that are distinct from their prior knowledge or
opinions. III.B.1; RST-2
Attachment –
Introductory Anatomy:
Bone
3. 2. Teacher shows a video of the dissection of a chicken leg; students observe slides and
record in their notes basic terminology of structures viewed during the dissection. III.B;
RST-3 http://www.beaconlearningcenter.com/documents/1971_3291.pdf
4.
3. Teacher refers to textbook illustrations of the gross anatomy of a long bone and the
microscopic structure of compact bone to discuss the features which make bone a “living
tissue”; students label drawing of the external and internal parts of a long bone. III.B.1
4. Teacher introduces the axial and appendicular skeletons with a question – What are two
things about the human skeleton that set it off from most or all other skeletons?; students
give answers and discuss the implications of these differences. Students view a two part
video- Human Body: Bone Strength to get an idea how bone’s resiliency and strength
protect the internal organs and provide a tough, flexible frame. Students write examples of
the four functions of the skeleton which they viewed in the video III.A, III.B.1
http://videos.howstuffworks.com/discovery/6830-human-body-bone-strength-video.htm
Attachment: Anatomy of
a Bone
(correct answer: it is
built erect, as opposed
to walking on four legs,
and the hand has an
opposable thumb.)
5. Teacher lectures on the axial and appendicular skeletons and the functions of the
skeleton; students take notes. III.A, III.B.1
YCS Science: ANATOMY UNIT 3: THE SKELETAL SYSTEM 2012-13 2
TEACHER NOTES
TEACHING-LEARNING
6. Teacher discusses the process of bone formation in the fetus as the material is
transformed from hyaline cartilage to bone by the process of ossification; students record
the two steps of the process in their notes. Teacher discusses why and how long some of
the cartilage persists; students compare the differences between the types of cartilage?
III.E
5. 7. Teacher shows samples of bones classified according to shape into four groups (long,
short, flat, irregular ) without telling students where each would be found; students work in
small groups (at 4 stations) to examine each bone closely and record where they think the
bone would be found and why. Class discusses results of student observations as teacher
ask questions . Students classify the different bones and their locations on a human
skeleton drawing using a color–coding system to identify them. III.B.2
6. 8. [optional] Teacher explains that the surfaces of bone are not smooth but scarred with
bumps, holes, and ridges where muscles, tendons, ligaments were attached, and where
blood vessels and nerves passed; students refer to a list of bone markings to find each on
the human skeleton or individual bones. Teacher explains the importance to be familiar
with the terminology used to refer to these markings in order to communicate effectively
with professionals involved with healthcare, research, forensics and related disciplines.
Students create their own set of flashcards with the term, definition, and a photo of each
bone marking at website: http://www.flashcardsmachine.com/bone-markings1.html III.B
7. 9. Teacher uses skeletal models, projection unit, video or pictures of skeleton to show the
architecture of the skeleton; students work in pairs to make a visual display and
presentation of a bone and its name origin. Each pair of students sketches the bone,
locates its position in the body, states the language of origin, and explains the
meaning/significance of the bone’s name. The class completes a Bone Name Scavenger
Hunt handout from the information being presented. III.D
Attachment: Bone
Classification
Attachment – Bone
Markings
Attachment – The Origin
of Bone Names
(6 pages)
8. 10. Teacher explains that the skull is formed by two sets of bones, the cranium and the
facial bones and describes the function of each; students take notes. Students complete
two skull anatomy tutorials (cranial bones and facial bones) to describe the bone’s
location, its distinctive features, and sketch the bone from information found at two
interactive sites. III. F http://www.gwc.maricopa.edu/class/bio201/skull/skulltt.htm
http://www.csuchico.edu/anth/Module/skull.html
9. 11. Teacher describes the vertebral column in terms of its position relative to the skull, the
vertebrae which comprise it and its functions; students take notes. Students analyze the
differences among the five different vertebrae and see how these differences
accommodate the location to which each serves. Students practice identifying each
vertebra and its parts using an interactive website. III.G.1-5
http://www.gwc.maricopa.edu/class/bio201/vert/atlas1.htm
10. 12. Teacher shows a video (4:14 min.) of the anatomy of the pelvic girdle and pelvis;
students watch and listen. Students use their textbooks and the skeleton model to find all
of the bones that were mentioned in the video and use them to label drawings in the
activity. Students answer questions(attached) about the pelvic girdle III.H
Attachment – Questions
of the pelvic girdle
YCS Science: ANATOMY UNIT 3: THE SKELETAL SYSTEM 2012-13 3
TEACHER NOTES
TEACHING-LEARNING
http://www.sophia.org/gross-anatomy-of-the-pelvic-girde-and-pelvis-tutorial
13. Teacher explains the differences between the male and female pelvis; students record
information in their notes. Students discuss reasons to account for these differences. III.H
http://www.waynesburg.edu/depts/ccink/skeleton/skeletonlab.htm
14. Teacher discusses the common types of fractures with a description for each; students
record information in their notes. Students complete a matching of types of fractures with
diagrams that show the breaks. Class discusses what each illustration shows to fit the
right description. III.C.1-6
Attachment – Fractures
and Key (2 pages)
TRADITIONAL ASSESSMENT
TEACHER NOTES
1.
2.
3.
4.
5.
6.
Quizzes
Science Notebooks – includes students work on labs, activities, literacy standards
Unit Test
Lab Practical
Students evaluate their goals
Out of class work – research
TEACHER NOTES
AUTHENTIC ASSESSMENT
1. Students create a travel brochure for a journey to the human skeletal system. You have
been hired as a travel consultant to design a brochure for a luxury tour through the human
body’s skeletal system. Be sure to highlight the trendy spots, all exciting activities, and the
imports and exports of the area. For insurance considerations, point out all possible
dangers or special precautions that tourists might encounter in their visit. WHST-10
Attachments: need to be copied and added to unit
Motivation #3 Firm, But Flexible: Chicken Bone Lab
T-L #1 Introductory Anatomy: Bone
T-L #3 Anatomy of a Bone
T-L #7 Bone Classification
T-L #8 Bone Markings (2 pages)
T-L #9 The Origin of Bone Names (6 pages)
T-L #14 Fractures and Key
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T-L #12 Questions for Pelvic Girdle lab activity – on next page
YCS Science: ANATOMY UNIT 3: THE SKELETAL SYSTEM 2012-13 4
T-L #12
Questions for Pelvic Girdle lab activity
1. What bones make up each hip bone or coxal bone? Which of these is the largest?
2. Which has tuberosities that we sit on?
3. Which is the most anterior?
4. Identify the ilium, ischium and pubis of the two coxae.
5. What is the symphysis pubis?.
YCS Science: ANATOMY UNIT 3: THE SKELETAL SYSTEM 2012-13 5