|Lesson Plan ID:
The Skeletal System
This lesson is designed to teach children about the skeletal system. Children will learn about the different bones that make up the body and be able to identify those bones. Students will have the opportunity to navigate the Internet to learn more about the skeleton.
|SC(5) ||8. Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|SC2015(4) ||9. Examine evidence to support an argument that the internal and external
structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem,
phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to
support survival, growth, behavior, and reproduction. |
|SC2015(4) ||10. Obtain and communicate information explaining that humans have systems
that interact with one another for digestion, respiration, circulation,
excretion, movement, control, coordination, and protection from disease. |
|Primary Learning Objective(s):
Students will describe what the skeletal system is (the number of bones and what bones are made of).
Students will describe at least two ways in which our bones protect our body.
Students will describe how our bones enable movement.
Students will discuss why human growth occurs.
Students will state ways to keep our bones healthy.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Material for Pasta Skeleton:
Five cups of different shape pasta (ex. elbow, bow tie, and spiral), pre-cut cardboard cut in rectangles about 9" x 12", black construction paper the size of the cardboard, white glue, brushes, black poster paint; copy of attached worksheet for each student
|Technology Resources Needed:
Computer with Internet access, printer, LCD projector or other projection device, floppy disks for each student(optional)
The teacher will need to bookmark the websites prior to the lesson on the computers the students will be using. Download the worksheet from Step 6 to each computer or a floppy disk for each student.
1.)Introduce the lesson by asking students if anyone has ever broken a bone. Allow students to share experiences. Then have students share why they feel bones are important. Visit the website below as a class and discuss bones. Have the class complete the first two sections of a KWL chart on the board: what they know and what they want to know about bones.
)This site gives important facts about bones.
2.)Tell students they are going to explore the Internet to learn the bones in our skeleton system and facts about keeping them healthy.
Have students name the bones they already know and locate them on their bodies. Bring in a model of a skeleton if one is available.
Then allow students to start their Internet exploration. Ask them to complete the bone sheet (see attached) as they explore the Internet.
(Pathfinders for Kids: The Skeletal System - The Bone Zone
)A website with a wealth of info on the skeletal system.
5.)Next, students will complete the worksheet from the following website by navigating the websites listed within and finding the answers.
)This site has a worksheet about bones with links to websites in it.
6.)After students have finished navigating the different sites, have them share their facts about bones. Complete the final section of the KWL chart about bones together as a class.
7.)In conclusion, ask students to make a Pasta Skeleton that resembles a human skeleton out of pasta. Then let them play the skeleton game on the website below.
)This site lets students put the skeleton together.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
The teacher will check students' sheets for accuracy.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: