Skeleton Lesson Plan1
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Transcript of Skeleton Lesson Plan1
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7/24/2019 Skeleton Lesson Plan1
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Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 1
This resource sheet may have been changed from the original.
The skeleton
AimsThis is a lesson for The skeleton. In this lesson, students start by looking at a 6-mark question.
The aim of the lesson is to move students towards answering the question, using knowledge they
have from previous lessons, and covering new learning objectives.
It covers the following learning objectives:
! Describe the structure and function of the skeleton and skeletal system.
!
Apply knowledge in the context of a 6-mark question.
Big Question
Explain using specific examples how the skeleton provides the body with physical protection and
protection against infection (QWC, 6 marks)
Question requirements
For students to be able to answer the question, they need to:
Statement Answer
Describe the structure of the
skeleton.
All the bones in the body make up the skeleton. They are
joined together to make a framework. The main bones in the
human body are the: skull, jaw bone, collar bone, sternum,
humerus, vertebral column (back bone), pelvis, ulna, radius,
femur, fibula, kneecap, tibia, and ankle.
Describe how the skeleton protects
vital organs.
Bones are strong but flexible. The bones in the skeleton
protect vital organs.
Give specific examples of bones
protecting vital organs.
The ribcage protects the heart and the lungs.
The skull protects the brain.
The vertebral column protects the spinal cord.
Explain how the skeleton protectsagainst infection.
Some bones in the body contain bone marrow (e.g. thelonger bones in the arms and the legs). Bone marrow is a
soft tissue that produces blood cells. White blood cells are
needed to fight infection.
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Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 3
This resource sheet may have been changed from the original.
Starter Support/Extend Resources
Introducing the question (5 minutes)
Give students the Question-led lesson student sheetand write the Big Question on the board. Explain to
students that by the end of this lesson, they will be
able to answer the question. Students should record
key words and answers to the question requirements
table as they move through the lesson.
Name those bones! (5 minutes)
This interactive resource asks students to label a
diagram of the skeleton, using the names of some of
the major bones in the body provided.
B1 2.4 Activity:
Question-led
lesson
B1 2.4
Interactive:
Name those
bones!
Main Support/Extend Resources
Build your own skeleton (25 minutes)
Students use the activity sheet and photocopied
images of bones to build a skeleton.
They then use the model skeleton and the
information in the student book as a resource to
label the bones on their own activity sheet. For the
purpose of this lesson, students should only
complete questions 1, 2, and 3 on the activity sheet.
As an alternative to the questions, ask students to
draw a table that lists several regions of the skeleton(skull, ribcage, long bones in the arm and leg) in the
first column. They can then fill in the second column
with the functions of the bones in these regions,
helping them work towards answering the Big
Question.
Question-led activity (15 minutes)
Students answer the big question and then use the
mark scheme to check their answers.
Support:Students
should work in mixed-
ability groups.
Extension:Students
should include in their
functions an explanation
of how the function is
achieved.
B1 2.4 Activity
sheet: Build
your own
skeleton
Plenary Support/Extend Resources
Identifying ways to improve (510 minutes)
Working in pairs, students should list ways to
improve their work, first suggesting their own
improvements and then looking at their partners
work to suggest improvements or to look for good
ideas on how to improve their own answer.
Support:Students may
struggle identifying how
they can improve the
quality of their writing
(structure, spelling).
Sharing the best answer
from the class will help
students appreciate the
difference in QWC.
Homework
Students should revise their answer using their
improvements identified in the plenary.