Lesson Plan Unit: 3 Anatomy & Physiology Topic: Identify Axial and Appendicular Skeletons
Framework: 3.5
ELA Framework: W.5.10.8, 5.11.8, 5.12.8
CCSS: WHST 10.10, 11.10, 12.10
Authors: Joy Peebles
 What concept within the framework is to be developed? What is the specific objective of
the lesson?
Identifying and learning the differences between axial and appendicular skeletons
 What do students probably already know about the content? What prior knowledge
needs to be activated?
Students know some of the bones of the body.
 What don’t they know?
Students do not know all of the major bones of the body or in what category to place them.
They do not know what determines axial placement or appendicular placement.
 Is there potential for misconception?
Yes, students may know that axial means a center or pivotal area, but not how it relates to the
skeletal bones. The same applies for the word appendicular. Students may know that it could
mean appendages (sticking out) like fingers or toes, but not all the categories of skeletal bones.
 What should students be able to do at the end of the lesson?
Students should know the meaning of axial and appendicular and how it applies to the skeletal
system. They should become familiar with the skeletal bones and where they are placed in
either the axial or appendicular skeleton area.
 What resources are available to develop the concept?
Textbooks, audiovisuals, hands-on activity, diagrams
 What questions will focus students’ thinking on the concept and help guide learning?
Where do you find the sternum and which area axial or appendicular?
Where do you find the humerus and which area axial or appendicular?
Where do you find the femur and which area axial or appendicular?
 How will I assess students’ understanding of the essential concepts and major details?
Recall, labeling diagrams, monitoring labeling the human skeleton display, quiz, test
Description of Lesson
Part of
Lesson
Before
During
Strategy
Brainstorm with partner for 3
minutes and write as many bones
Brainstorming
of the body as possible.
Cornell
Vocabulary
notes
Worksheet on
skeleton
After
What Students Will Do
What Teacher Will Do
Time brainstorming
Students will define and construct
a picture for each term on the
graphic organizer.
Provide graphic organizer and list
or words.
Place the definition on the
vocabulary words and place in the
correct number on the diagram.
Provide diagram.
The students will compare their
diagram with mine at the end of
class and make corrections as
needed.
Provide correct diagram and
monitor the comparisons.