Lesson Plan – Dissecting a Chicken Leg
Author Identification
Name: Birgit Self
Course Number: EDUC 5131
Date: 2/28/09
Instructor: Dr. Carol Thomas
Lesson Overview
Grade Level: 3rd
Subject Area: Science
Lesson Title: Dissecting a Chicken Leg and Comparing It’s Similarities to the Human Leg
Time Frame of Lesson: 1 hour
Purpose: Students learn the elements of the skeletal system and how they interrelate
Lesson Goal(s):
Dissecting a chicken leg and thigh to learn about muscular and skeletal systems. Our own leg
is very much like that of a chicken, including the femur (thigh bone), knee (hinge joint), fibula
and tibia (smaller bones of the shin), cartilage, and ligaments that are all part of our skeletal
system. We also have a similar muscle structure, tendons, fat and skin. We will be exploring
each of these similar characteristics.
Student Objectives (in behavioral/measurable terms):
This lesson explains the muscle and skeletal system of a chicken and how it relates to the
human leg. These systems are crucial for students to learn about and to retain this knowledge
because this subject matter will be covered in later biology and science classes throughout
elementary, middle, high school, and college.
1. The students will be able to identify the parts of the chicken leg by name with 100%
accuracy.
2. The students will be able to compare and contrast the similarities and differences of a
chicken leg compared to the human leg.
This lesson is “hands-on” and the students practice by doing, which according to the “Learning
Pyramid” developed by the National Training Laboratories, carries an average retention rate of
75%.
TEKS Standards Addressed (code and description):
§112.5. Science, Grade 3.
(a) Introduction.
(4) A system is a collection of cycles, structures, and processes that interact. Students should
understand a whole in terms of its components and how these components relate to each other
and to the whole.
5) Investigations are used to learn about the natural world. Students should understand that
certain types of questions can be answered by investigations, and that methods, models, and
conclusions built from these investigations change as new observations are made. Models of
objects and events are tools for understanding the natural world and can show how systems
work. They have limitations and based on new discoveries are constantly being modified to
more closely reflect the natural world
(b) Knowledge and skills.
(4) Scientific processes. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:
(A) observe and identify simple systems
(B) observe a simple system and describe the role of various parts
source: www.tea.state.tx.us/teks/
Other Considerations
Procedures (step-by-step implementation of lesson):
1. Many animals have skeletal systems that are very similar to ours. Our leg is very much
like that of a chicken leg including:
 Femur (thigh bone)
 Knee (hinge joint)
 Fibula and tibia (smaller bones of the shin)
 Cartilage
 Ligaments
These are all part of our skeletal system. Beyond that, we also have similar muscle
structure, tendons, fat, and skin. We will be exploring each of these similar
characteristics.
2. Place the chicken leg, skin side up, on the wax paper. Notice the texture of the skin.
Note the follicles where feathers grew.
3. Turn the chicken over. The part of the chicken we call the meat is actually the muscle.
Notice the yellow jelly-like substance, which is fat. Pull off some of the fat and observe
the difference in the consistency of muscle and fat. Locate the end of the bone that may
be seen at the either end of the leg. The cartilage is the white tissue that surrounds the
end of the bone to protect it. The purpose of the cartilage is to keep bones from
touching each other. It stops the wearing down of bone that would occur if the bones
were in constant contact with each other (show photo #1)
4. Return the chicken leg to the skin up position. Pull the skin of the thigh back to show the
underside of the skin. Locate the blood vessels of the skin. (photo #2)
5. Remove the remainder of the skin. Review the other tissue that is now visible (fat,
muscle, cartilage, and bone). (see photo #2)
6. Pick up the leg and bend the joint. Notice it is a hinge joint because it only moves in one
direction. (photo #1)
7. Using your plastic knives and forks, carefully cut away some of the muscle to expose
tendons (white areas of muscle) that connect the muscle to the bone. Tendons are part
of the muscular system. Tendons are near the ends of the bones. Ligaments are more
difficult to locate. Ligaments attach the bones to other bones. Look around the joint and
try to locate ligaments. Also expose the cartilage for viewing. The cartilage surrounds
the bone where it would be touching another bone. Cartilage is the protective cushion
between bones.
8. Carefully cut away the muscle, fat, tendons, and practice identifying the different parts of
the muscular system.
(This next part is optional for student – Teacher will demonstrate)
9. Carefully break the hinge joint. Notice both parts of the hinge joint and how they fit
together. Note the amount of cartilage protecting each part of the joint.
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Cartilage is between bones
Ligaments hold bone to bone
Tendons hold muscle to bone (see photo #5)
10. Carefully break the largest bone. Do not crush the bone. Observe the red jelly-like
tissue inside the bone. This is the bone marrow. Marrow produces red blood cells and
platelets for use throughout our body. Red blood cells carry food and oxygen to all cells
in our body. Platelets allow blood to clot rather than continue free flowing. Poke the
marrow with the point of your plastic knife to feel the consistency of the marrow. Also
note how brittle the one is and how easily it can be broken. Your own bones can break
this easily too. (photo # 6)
11. The skeletal system holds muscles in place and in return the muscular system moves
the skeletal system. The skeletal system makes red blood cells and platelets, and in
return the circulatory system feeds the cells of the skeletal system. The skeletal system
protects the lungs with ribs and in exchange, the respiratory system supplies oxygen to
keep the cells of the skeletal system alive. The skeletal system protects the spinal
column and brain, and in exchange, the nervous system keeps the entire body running
correctly.
Because muscles are so important to any animal, the are incredibly complex. They are
efficient at turning fuel into motion, they are long lasting, they are self-healing, and they
are able to grow stronger with practice. They do everything from allowing you to walk to
keep your blood flowing!
Anticipatory Set: Teach the students about the skeletal system, the muscle system, and to
learn the following terms and to be able to identify the parts on a dissected chicken leg:
cartilage, ligament, tendon, fat, skin, muscle, blood vessel, bone, and joint.
Instructional Strategy:
1. Instruct students on the different leg parts, showing them a PowerPoint presentation,
which contains pictures of the dissection process and labels different chicken leg parts
(cartilage, ligament, tendon, fat, skin, muscle, blood vessel, bone, and joint).
2. Demonstrate the dissection by having the students gather around teacher’s desk and
teacher performs the dissection. Teacher explains the process and parts while
demonstrating, talking, explaining, and informing.
3. Answer any questions the students may have.
Modeling:
Demonstrate dissection of the chicken leg.
Guided Practice:
The students perform the dissection in groups of two with teacher assistance when necessary.
The plastic knives and forks are safer for the students to use, but teacher may need to assist
with a sharp steel knife in cutting to the bone.
Check for Understanding:
Ask the students questions about the parts of the chicken leg. Randomly call on the students to
check for understanding. Assess the student’s knowledge of the lesson by giving them the
“Check for Understanding” quiz to match vocabulary words and the correct definition.
Independent / Further Practice:
Let the students continue to dissect further if they would like and if time allows.
Allow a few students to “teach the class” this lesson. Let students come to the front of the
classroom and give a teaching demonstration themselves of the dissection process for the
class. Students who give this type demonstration, are teaching others, are displaying
immediate use of learning, and are at the 90% average retention rate for learning according to
the “Learning Pyramid”.
For students who like to draw, the teacher should encourage them to draw illustrations of what
they learned and observed. (This helps solidify the lesson for visual learners as well as bringing
fine arts as an interdisciplinary unit into this lesson plan.)
Closure: Summarize the lesson and have the students discuss what they learned.
Materials & Equipment:
 Raw chicken leg quarter – one for each two student team
 Plastic knives and forks – one set per student
 Latex gloves for each student
 Copies of activity instructions – one per student
 Wax paper, about 2 ft. x 2 ft. – one per team
Technology Requirements:
 PowerPoint presentation presented by the teacher to the class containing pictures of the
dissection process and labeling different chicken leg parts.
 PowerPoint presentation will also be part of the handout that each student receives.
 PowerPoint presentation will be available on the teacher’s web site for reference.
Assessment (should relate to objectives): The following quiz will be given to the students upon
completion of the chicken leg dissection lesson to check for understanding:
Dissecting a Chicken Leg
Check for Understanding
Match the vocabulary word to the correct definition:
_____cartilage
_____ligament
_____tendon
_____fat
_____skin
_____muscle
_____blood
vessel
_____ bone
_____ joint
A). Fibers that contract and relax to effect body movement
B). An elastic tube through which blood circulates
C). A tough, semi-rigid, calcified part of the skeleton
D). connects two bones together
E). protective covering
F). It covers the surface of joints, allowing bones to slide over one another,
thus reducing friction and preventing damage. Keeps bones from
touching one another.
G). connects muscle to bone
H). A point of connection between two movable parts
I). is important in energy metabolism, heat insulation, and cushioning.
A yellow jelly-like substance
It is the teacher’s goal to have students achieve 100% accuracy.
Accommodation Strategies for students with special needs:
Being paired in teams will accommodate students with special needs. Special needs students
will be paired with peers who are strong leaders and are sensitive to classmates with special
needs. The teacher shall closely monitor this team to assure the special needs student is being
included and is actively engaged in learning the lesson.
All IEP modifications will be implemented including needed specialized assistance for identified
sensory disorders.
The ABCD’s of Writing Instructional Objectives
A = Audience = 3rd Grade Students
B = Behavior = Given the parts of a chicken leg, the learner will demonstrate an understanding
of those parts (cartilage, ligament, tendon, fat, skin, muscle, blood vessel, bone, and joint), by
pointing to them and/or completing a “check for understanding quiz” with 100% accuracy.
C = Conditions = The learning will answer questions presented by the teacher with 100%
accuracy.
D = Degree = Criteria used to measure competency = The Check for Understanding Quiz and
being able to point out the different chicken leg parts.