ANATOMY & PHYSIOLOGY INTERLUDE: BONES Essential Question ... L7.pdf · axial, appendicular, long...

Health Sciences Module: Bones Pathways to Prosperity Network

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ANATOMY & PHYSIOLOGY INTERLUDE: BONES

Essential Question: What Are Bones?

Learning Targets:

Students will:

Explain the role of bones in the functioning of the human body.

Describe the microscopic features of the skeletal system.

Effectively engage in collaborative discussions with peers.

Use a variety of media to develop and deepen understanding of a topic or idea.

Lesson Overview

The skeletal system is often oversimplified. In reality, bones perform a diversity of crucial

functions. While the overall skeletal system provides structure and allows for movement of the

body, the inside of bones make red and white blood cells critical for life. In this anatomy and

physiology interlude, the young professionals will deepen their knowledge of bones and their

various functions in the human body.


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Lesson Agenda Opening (10 min)

Science Talks

Work Time The Skeletal System: Crash Course (20 min)

Rotation Stations (30 min)

Closure (5 min) Science Talk Debrief

Materials

Young Allied Health Professional student packet

Technology to project video

Videos: https://www.youtube.com/watch?v=rDGqkMHPDqE&nohtml5=False,

http://www.discovery.com/tv-shows/other-shows/videos/other-shows-human-body-

videos/.

Alternative video:

https://www.youtube.com/watch?v=i42FSNA9bAY&nohtml5=False.

Chart paper for the Science Talk Norms

Rotation Stations Student Directions (to display)

Sentence Starters (to display)

Timer

Rotation Station #1:

20 sheets of paper

Tape

String

Backpack

Textbooks

Scale


Chicken bones

Magnifying glass or microscope

Colored pens or pencils


Measuring tape

FACILITATION NOTES

Science Talks Protocol. Similar to a Socratic Seminar, Science Talks are designed to help

students inquire and build new theories collaboratively. Listen carefully to students’ comments

to help guide them through this inquiry-based protocol. Use their comments as a framework for

establishing norms for collaborative inquiry and discussion throughout. Science Talks are

https://www.youtube.com/watch?v=rDGqkMHPDqE&nohtml5=False

http://www.discovery.com/tv-shows/other-shows/videos/other-shows-human-body-videos/


https://www.youtube.com/watch?v=i42FSNA9bAY&nohtml5=False


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student-centered, so students should direct their comments to each other rather than the

teacher. You may choose to have students sit in a circle on the floor or set up their desks in a

circle. Review the following video for an overview of Science Talks: https://vimeo.com/76178452

(3:52). Supporting Evidence Based Thinking https://www.teachingchannel.org/videos/evidence-

based-discussion-ousd (9:18) provides specific strategies to structure evidence-based thinking if

this is new for your group. Consider starting the Science Talk as a whole group activity, and

then move to smaller groups as students become more comfortable practicing the norms.

A&P Crash Course. The A&P Crash Course on bones

(https://www.youtube.com/watch?v=rDGqkMHPDqE&nohtml5=False) is a fast-paced video that

is packed with vocabulary and new information about bones. Show only from 2:23-8:39 (the

other portions of the video share interesting information about the effects of staying in space on

your bones; this is not necessary information for the lesson, but could be an extension for

advanced and interested students). If using this video, ask students to focus on structures and

functions as opposed to memorizing the vocabulary words. Highlight the cartoon

representations that accompany the verbal explanations, and take moments to pause the video

throughout to check for understanding.

The Human Body. The Discovery Channel formerly aired a show titled “The Human Body”,

which recounted unique situations that highlighted the human body’s amazing structures and

functions. Show this clip (http://www.discovery.com/tv-shows/other-shows/videos/other-shows-

human-body-videos/) following the A&P Crash Course (or alternative video) to highlight bones’

functions in action.

Alternative Video. If the A&P Crash Course is too fast-paced for your class, consider showing:

https://www.youtube.com/watch?v=i42FSNA9bAY&nohtml5=False.

Rotation Stations. To implement the Rotation Stations Protocol, set up the station materials

and display the student directions and the sentence starters around the room. Decide how you

will group students. If you do not feel comfortable implementing this protocol for classroom

management reasons, pace all students through each activity as a whole group. These stations

were adapted from the haspi.com health science curriculum.

IN ADVANCE

Preview the videos and decide which will be most appropriate to show your students. If

showing the A&P Crash Course, determine places to pause the video to check for

understanding.

Set up each Rotation Station in advance and have the directions and sentence starters

ready to project or displayed around the room. Assign student groups ahead of time.

https://vimeo.com/76178452

https://www.teachingchannel.org/videos/evidence-based-discussion-ousd

https://www.teachingchannel.org/videos/evidence-based-discussion-ousd




https://www.youtube.com/watch?v=i42FSNA9bAY&nohtml5=False


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Vocabulary

Content Tier II

axial, appendicular, long bone, short bone,

flat bone, irregular bone, bone marrow,

osteon, osteoblasts, osteoclasts, bone

remodeling, histology

inquire, analyze, synthesize

Opening (10 min)

Science Talks

In today’s lesson, we will be learning more about bones with another Anatomy and

Physiology crash course. To do this, we will engage in Science Talk. Some people imagine

scientists working alone in the labs. In reality, science is a very collaborative process where

scientists work in teams; they also discuss and debate new ideas with other scientists. Today

we will talk as real scientists exploring the various structures and functions of our bones.

1. Invite students to sit in a circle on the floor. Ensure they bring something to write

with, their student packets, and a hard surface to write on (i.e. a folder or

notebook).

2. Share: In a science talk, scientists discuss and debate questions that lead to new,

evidence-based understanding about the world. Ask: What will help us talk like

scientists?

3. Encourage YPs to share their thoughts as part of a conversation.

4. Record their thoughts and comments on chart paper. This will become the

<Science Talk Norms> anchor chart.

5. Listen for: Give everyone a chance to talk, repeat and rephrase ideas, ask

clarifying questions, add comments, use content vocabulary, provide evidence to

support ideas, share evidence for thinking not just opinions.

As scientists, we will be asking questions and exploring new knowledge that will help us

answer these questions together. Talking together is one of many ways scientists build

new theories. Today, we will be exploring the question: What are the hidden structures

and functions of bones?

Science Talks

encourage

collaboration

among students

and help them

anticipate the work

of an actual

scientist. Ensure

that students are

following the

norms they

established and

continue to

address each

other, rather than

the teacher. Watch

the short video to

see a Science

Talk in action if

you have not

experienced the

protocol.


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This video is fast-

paced and contains

a lot of new

information. Pause

throughout to check

for understanding.

Highlight function

over memorization

of new vocabulary.

During checks for

understanding,

encourage students

to address each

other to maintain

the Science Talk

protocol.

6. Direct the YPs’ attention to the <Hidden Functions of Bones KWL Chart> in their

student packets.

7. Explain that they will use this chart as a guide throughout their Science Talk.

8. Ask: What do we already know about the functions of bones?

9. Instruct the YPs to begin their Science Talk by sharing information they already know

about bones. Encourage them to record this information in the K: Know column of the

KWL chart.

10. After students finish discussing and writing down information they already know, ask:

What burning questions do you have about bones?

11. Tell students to share their burning questions with each other, and encourage them to

record these in the W: Want To Know column of the KWL chart.

12. Ensure the YPs follow their Science Talk norms as they share and discuss information.

Work Time

The Skeletal System: Crash Course (20 min)

Now that we have spent some time discussing what we know and what we want to learn about

bones, let’s dive into our crash course to begin gaining new knowledge.

1. Explain that they will watch a short video that will provide a lot of new information

about the hidden structures and functions of bones.

2. Tell the YPs to record the interesting new facts they learn in the L: Learned

column of their KWL charts as they watch the video.

3. Project: The Skeletal System: Crash Course A&P #19-

https://www.youtube.com/watch?v=rDGqkMHPDqE&nohtml5=False.

○ Show from 2:23-8:39.

4. Pause throughout to check for understanding:

o Ask: What did you learn about this structure/function of our bones?

What is still confusing?

o Encourage students to address each other as they share what they’ve

learned and ask clarifying questions.

5. After the video, provide time for the YPs to share new information they learned to

complete their KWL charts as a class.



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We just learned a lot of new information about the hidden structures and functions bones.

Before we put some of this knowledge into practice, let’s take a look at some of these functions

in action.

6. Project: http://www.discovery.com/tv-shows/other-shows/videos/other-shows-human-

body-videos/.

7. Ask: How was the man able to survive his fall without a single broken bone?

8. Listen for: Bone is stronger than concrete, but half of what makes up our bones is soft

and alive, allowing them to bend. Every 7 years our bone cells are renewed, which

keeps the bones strong.

Rotation Stations: What Are Bones? (30 min)

Although we just completed our crash course on the skeletal system, many allied health workers

must take hours of courses in anatomy and physiology to better understand the body. Medical

professionals who work with the skeletal system also have to know a lot about the composition

of bones and how they heal. As a body system, it has a crucial role in supporting our tissues

and allowing us to move.

For this activity, the young professionals will move around in small groups to different stations

as they work together to respond to prompts or completing tasks.

1. Explain that the activity will get them moving around the room to different stations in

order to explore bones.

Moving around and talking with your group about the task at each station keeps your brains

alert and helps you remember what you are learning.

2. Draw the young professionals’ attention to the different stations by explaining what they

can expect to learn about at each station.

o Station #1: Long Bone Strength- You will build a model bone from paper and test

the strength it has based on its shape.

o Station #2: Skeletal System Histology- Histology just means you are studying the

microscopic parts of tissues. You will examine the insides of bones closely,

sketch what you see, and answer a few questions.

o Station #3: Bone Length and Height- You will take measurements of yourself and

your colleagues to see the relationship between the length of certain bones in the

body and height.

3. Review the student directions.




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o Tell the young professionals they will have 10 minutes at each station, and they

may collaborate together in a whisper.

o Emphasize that they are expected to interact with their group members to

process the material at each station, practicing their Science Talk Norms.

o Remind young professionals that the <Sentence Starters> can help them

communicate with each other about their work.

4. Assign each group to a station and instruct them to move there and begin.

5. Circulate, listen, and support the young professionals as needed.

6. Use a timer to keep the young professionals on track with how many minutes they spend

at each station. Check in to see if groups need more time and make adjustments as

needed.

7. Before changing stations, provide feedback about ways the young professionals are

interacting effectively, following the Science Talk Norms.

o I notice…

o I saw an example of a scientist in action...

8. Continue until the YPs have rotated through all the stations.

Closure (5 min)

Science Talk Debrief

Together, we’ve done the work of scientists by exploring new knowledge to answer our inquiries

about bones. Now, let’s revisit our Science Talk Norms.

1. Have the YPs return to a circle on the floor or at their desks. 2. Ask: What were the goals of our Science Talk? Did we achieve those goals? 3. Provide time for the YPs to share and discuss as a group. 4. Ask: What might we work on to help us achieve our goals for the next Science

Talk? 5. As students discuss with each other, adjust the Science Talk Norms if

necessary.

Science Talks may

be a new concept

for some students

and can take time

to get used to.

Emphasize using

a growth mindset

when setting goals

and establishing

new norms for the

next Science Talk.


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Name:

Date:

A&P INTERLUDE: What Are Bones?

Today’s Learning Objectives:

I can:

Explain the role of bones in the functioning of the human body.

Describe the microscopic features of the skeletal system.

Effectively engage in collaborative discussions with peers.

Use a variety of media to develop and deepen understanding of a topic or idea.

Bones, while seemingly a simple system of the body, actually perform a lot of different and

crucial functions. While the overall skeletal system provides structure and allows for movement

of the body, the inside of bones make red and white blood cells, without which we could not stay

alive! In this anatomy and physiology interlude, I will deepen my knowledge of bones and their

various functions in the human body.

Today’s Activities:

Science Talks

Skeletal System: Crash Course

Bones Rotation Stations

Science Talk Debrief


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The Hidden Functions of Bone KWL Chart

K (Know) W (Want To Know) L (Learned)


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Rotation Stations: Station #1

Long Bone Strength

Long bones are hard, dense bones that provide strength, structure, and movement. The femur

(thigh bone) is a long bone. A long bone has a shaft and two ends.

There are also bones in the fingers that are classified as "long bones," even though they are

short in length. This name is due to the shape of the bones, not the actual size.

Long bones contain yellow bone marrow and red bone marrow, which produce blood cells.

The construction materials and shape of bone give it its strength and the ability to deal with

great amounts of force.

Collagen fibers, formed from a type of protein, allow bone to endure stretching forces.

Harder mineral salts allow bone to endure compression forces.

Bone construction is similar to that of reinforced concrete in that steel rebar allows

concrete to resist stretching forces, while the cement resists compression.

The circular shape of osteons, or round structures in the bone, are able to deal with

greater amounts of force.

Unfortunately, bone construction does not tend to resist twisting forces. In fact, twisting is the

primary cause of bone fractures. In this activity, you will examine the ability of the concentric

circular shape of bone to withstand direct forces.


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Directions when

complete

Step 1 Obtain 20 sheets of paper, tape, and string.

Step 2

Starting with the first sheet of paper, roll it longwise as tightly as

possible. The paper roll should be 11“ long. If needed, use a small piece

of tape to hold it together.

Step 3

Roll the second sheet of paper around the first as tightly as possible. If

needed, use a small piece of tape to hold it together.

Step 4

Continue rolling the sheets of paper around the paper roll using tape as

needed, until all 20 sheets have been added, to create a very thick roll of

paper. This paper represents the concentric shape of a long bone and/or

osteon.

Step 5

Cut approximately 24” of string and tie it tightly around the center of the

paper roll. Tie the other end of the string around the handles of a

backpack. Make sure there is enough room to fit textbooks in the

backpack.

Step 6

Place the very ends of the paper roll (long bone) at the ends of two

desks or two chairs so the bag hangs between the desks/chairs and

does not touch the ground.

Step 7

Place a textbook into the backpack. Continue to place textbooks into the

backpack until the paper roll (long bone) bends and falls off the

desks/chairs. If you completely fill the backpack and the paper roll still

has not bent, add another string and backpack to the paper roll and

continue filling it until the paper roll bends.

Step 8

Record the number of textbooks before the paper roll (long bone) bent in

the table below.

Step 9 Use a scale to weigh one of the textbooks and record its weight in the

table

Step

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Multiply the number of textbooks it took to bend the paper roll by the

textbook weight to determine how much total weight the paper roll was

able to withstand before bending.

Long Bone Strength

Number of Textbooks Weight of Each Textbook Total Weight to Bend Paper Roll


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Skeletal System Histology

Histology is a fancy name for the study of the microscopic structures of tissues–bones, in this

case. At this station, you will be analyzing a chicken bone to examine the internal structures of

bones.

Instructions

1. Observe the outsides of the bones with and without the magnifier.

2. In your notebook, draw the exterior view of the bone.

3. Ask your teacher to break open the bones for your group.

4. Observe the insides of the bone with and without a magnifier.

5. In your notebook, draw the interior view of the bone.

6. Answer the following questions in your notebooks:

Are bones solid or hollow?

What might be the advantages of this type of structure?

What is inside bones?

Bone marrow is another important component of the bone matrix. Bone marrow is a gelatinous

organic tissue (tissues are a group of identical cells) found within the cavities of spongy bone in

some of our bones, such as the hip and thigh. Bone marrow contains stem cells which give rise

to the different blood cells. There are two kinds of bone marrow: red marrow and yellow marrow.

Red marrow produces red blood cells, platelets, and white blood cells and is found in the ends

of long and flat bones (i.e. femur, ribs, vertebrae, and pelvic bones). Yellow marrow stores fat

and is found in the middle of long bones (i.e. most of the bones of our limbs).

7. Summarize the paragraph above:


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Bone Length and Height

Inferring the height of an individual based on the length of long bones is common in forensic

pathology, or crime scene investigation. When skeletal remains are found, the sex, race, and

height can be crucial clues to identify the patient. In fact, a single long bone can be used to

calculate approximate height. Gender and race also contribute to these numbers to give a close

approximation of height. In this activity, you will calculate your height using the length of your

long bones.

Directions when

complete

Step 1 Select a partner and a tape measure.

Step 2

Use the tape measure to determine the length of the radius on your

partner. To do this, measure from the wrist to the elbow. Have your

partner also find the length of your radius. Record the measurements in

inches in the table below.

Step 3

Determine the length of the humerus by measuring from the elbow to the

shoulder on both you and your partner. Record the measurements in

inches in the table.

Step 4

Determine the length of the femur by measuring from the hip to the knee

on both you and your partner. Record the measurement in inches.

Step 5

Using the following formulas, calculate your approximate height from

your radius, humerus, and femur measurements. Record your

calculations in the table.


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Male

(Length

of

Radius x

3.3) + 34

= Height

(Length

of

Humerus

x 2.9) +

27.8 =

Height

(Length

of Femur

x 1.9) +

32 =

Height

Female

(Length of Radius x 3.3) + 32 = Height

(Length of Humerus x 2.8) + 28.1 = Height

(Length of Femur x 2.0) + 28.7 = Height

Step 6

Use the tape measure to measure you and your partner’s actual heights.

Record in the table.

Bone Length & Height

Student Radius

Length

Humerus

Length

Femur

Length

Calculated

Height

from

Radius

Calculated

Height

from

Humerus

Calculated

Height

from

Femur

Actual

Measured

Height

Partner A

Partner B


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Facilitator Documents:

Rotation Stations

Directions:

1. At the signal, move to your assigned station.

2. Work with your group to respond to complete the task.

3. Complete the task on a graphic organizer or data table.

4. At the signal, move to the next station and repeat.

Sentence Starters:

What does everyone think about…?

I’m wondering if we want to…

I agree/disagree with the idea _______ because _______.

So we’re saying…


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It sounds like we agree that…

What will we all write down?

What are some additional ideas about…?

Do we all agree that…?

Is there anything here we have a question about?

ANATOMY & PHYSIOLOGY INTERLUDE: BONES Essential Question ... L7.pdf · axial, appendicular, long...

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