herbert learning bags of bones

Herbert Learning

Herbert Art Gallery & Museum. Coventrywww.theherbert.org/learning

A teaching resource

Bags of Bones

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Bags of Bones KS2: Contents

01 Visiting: Active Learning Session - Bags of Bones02 Curriculum Connections and Learning Outcomes03 resources teachers Notes Image Bank Supporting Documents Latin names for Bones Bones sing-a-long Fascinating Facts Why can we break? Growth and ratio investigation Bone Strength experiment teeth Brightness experiment Build your own skeleton04 Glossary05 Useful links

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Session length: 1 hour 30 minutes plus an optional 30 minute independent visit to the galleries.Session Description: KS2For costs and booking information please see the website.

A fun, interactive session, where pupils work in small groups to discover more about what lies beneath our skin. Pupils work with x-rays, a real sheep skeleton, pig bones, plus a range of animal skulls as they work through a number of activities based on our unique collections. Pupils will also experiment with size, growth and ratio, comparing their findings with their friends. the knowledge gained about human skeletons will be put to the test in a ‘build-your-own’ skeleton challenge, where pupils work together to place bone shapes into the correct places.

this teacher’s resource pack has been designed to support the KS2 school curriculum. Within the pack you will find a selection of cross curricular activities supporting the development of key skills and other useful resources to compliment your work in the classroom. the activities are suitable to be carried out pre or post visit to the Herbert and we strongly recommend a visit to the museum to get the most out of your pack.

Learning Outcomesthrough attending this session your children will build on the following skills:

• Improved speaking and listening, through group discussion and interaction.• Increased knowledge and understanding of movement and growth.• Further consideration and evaluation of evidence. Development of ideas and collecting data in science.• An improved knowledge and understanding of the functions of teeth in humans and other animals.

INtrODUCtION

Visiting: Active Learning Session - Bags of Bones 01

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Curriculum Connections and Learning Outcomes 02

Bags of BonesLiteracy

Numeracy Science

CitizenshipIdentify breaks on bone x-rays, and discuss why bones are so fragile

Discover and learn the Latin names for bones.

Explore growth and ratio by measuring different parts of your body.

Debate: Is it right to use real bones to learn about the human body? What about animal bones?

Identify and match bones using x-rays.

Discover animal skeletons - what lies beneath their skin/ how are they different from humans?

An improved skill of observational drawing.

A developed understanding of issues and debates that are present in everyday life, and how those issues affect ourselves and others and they way we view the world.

Improved investigative skills and a higher understanding of evidence.

A deeper understanding of how scientific evidence can explain what lies beneath our skin.

Improved understanding of handling data.

Increased recognition for the need of standard unit of measurement.

Compare findings with bone strength and teeth colouring experiments.

Art and Design

Look at your hand and draw what you imagine is beneath your skin.

Study and sketch some of the images in this pack, or from observation with objects you may have in school.

An increase in vocabulary.

Increased confidence in speaking, listening and writing.

A broader understanding of different languages used around the world.

Compare findings with bone strength and teeth colouring experiments.

Increased use of imagination and creativity when developing drawings and images.

Ability to make comparisons between experiment outcomes, and compare this to what they expected to happen.

record findings from experiments in graphs and charts.

Create stories, songs and poems to remember the names of the bones in our bodies.

A clear understanding of the differences between human skeletons and animal skeletons, whilst recognising similarities between the two.

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Bags of Bones KS2: teacher’s Notes 03

SKELEtONS, BONES AND tEEtH

Skeletons

Skeletons have three main purposes within our bodies and the bodies of animals; to support our body, keeping us upright and creating a body shape; to protect our vital organs, such as the heart, lungs and brain and to help us move, working with our muscles as they expand and contract.

Bones

Bones are the individual pieces of our skeleton. We are born with around 300 bones in our body, but as we fully develop into an adult, the number of bones that make up our skeleton reduces to around 206. this is because as our bodies grow, the bones grow with us, some of which fuse together creating longer or larger bones, such as our finger bones, known as phalanges, or our cranium, which was originally made up of 3 bones when we were born. Bones vary in sizes, with the largest bone of our skeleton being the femur, and the smallest bone being the stirrup, which is found in the ear. Bones join together at points known as joints. there are three types of joints on our skeleton: fixed joints (such as the skull), hinged joints (such as the fingers and toes), and the ball and socket joints (such as the shoulders and hip).

teeth

teeth are part of our skeleton, however they are not bones. Bones require marrow, which allows red blood cells to be produced in the bone. Bones are also coated in a layer of cells that allows bones to grow and be remodelled over time. teeth are unable to do this as they contain neither of these qualities. teeth, on the other hand are made up of different layers. Enamel, the top layer of our teeth, is the hardest substance in our bodies, and creates the white coating we see on our teeth. It protects our teeth from damage and decay that can be caused by the food we eat and the liquids we drink, which is why it is so important to look after our teeth.

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Bags of Bones KS2: Imagebank 03

ALBAtrOSS SKULL

Albatrosses are large seabirds and form a distinct group, having two separated nostrils on either side of their bill. they are common around the Southern Ocean and the North Pacific.

this skull is part of our stored collection.

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MONKEY SKULL


this replica is a good example for showing how monkeys have very similar features to humans, in terms of their bone and teeth structure.

this replica skull is part of our Bags of Bones Active Learning Session collection.

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SHEEP SKULL


Sheep skulls show how dominant the front incisor teeth are on a sheep, along with the large amount of premolars and molars. these are vital for sheep; as they are herbivores and are needed for cutting grass and other vegetation and then chewing and grinding it down to eat.

this skull is part of our Bags of Bones Active Learning Session collection.

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tIGEr SKULL


tigers feed on medium to large mammals, such as boar and buffalo. to tear at raw meat tigers need large canine teeth as visible in this image.

this skull is part of our Bags of Bones Active Learning Session collection.

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rABBIt SKELEtON


rabbit skeletons are very fragile, particularly the backbone, and can break easily if the rabbit is handled in a rough manner. their legs can also break easily if they fall from a jump or leap too violently onto a hard surface.

this skeleton is part of our Bags of Bones Active Learning Session collection.

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FrOG SKELEtON


A web footed amphibian, whose skull is flat, except for an expanded area that encases the small brain. the frog only has 9 vertebrae, compared to the 24 that humans have. Also, the frog has no ribs, as clear on this image.


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BAt SKELEtON


Bat bones tend to be slender and light, assisting in their ability for a powered, fast flight. the smallest bone on the wing of the bat is used to help climb, or to walk on the ground.


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MOLE SKELEtON


Moles are highly adapted for digging, which is why the arms of a mole stick out to the side to shift soil more swiftly and smoothly, the hands are broad with an extra bone for support and the claws are very strong and extremely sharp.


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SNAKE SKELEtON


Snake skeletons are primarily consisted of the skull, vertebrae and ribs. the spinal column can have up to 400 vertebra, although this image shows a much smaller snake with fewer vertebrae.


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FISH SKELEtON


the skeleton of a fish is designed to allow them to move easily through water and part of this design is clear in the flat surface of the fins and tail.


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X-rAY OF A SKULL/CrANIUM

the following images show different parts of the body as seen through x-rays.

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X-rAY OF tHE NECK/VEtEBrAE


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X-rAY OF tHE CHESt/rIBS

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X-rAY OF tHE HAND/PHALANGES/MEtACArPALS

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X-rAY OF tHE KNEE/PAtELLA

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SIDE VIEW OF KNEE/PAtELLA X-rAY

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X-rAY OF FOOt/PHALANGES/MEtAtArSALS/tArSALS

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X-rAY OF A SEt OF ADULt tEEtH

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SErIES OF X-rAYS SHOWING A BrOKEN ArM

this x-ray displays a broken arm at the beginning of the break and the process of healing. the arm has had pins, screws and plates inserted to support the bone as it heals, to ensure it heals in the correct position.

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HIP rEPLACEMENt X-rAY

As people age bones become weak and in some cases it is necessary to replace certain joints. this x-ray shows a hip replacement, where the joint has been replaced but will still work in the same way as the usual ball and socket joint that would have previously existed.

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X-rAY OF A DOG

this x-ray shows a dog’s ribs, vertebrae and part of the legs.

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X-rAY OF A rABBIt

this x-ray is great for seeing the way rabbit legs bend and also how thin their ribs are.

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Bags of Bones KS2: Supporting Documents 03

We are very familiar with the common names of bones, for instance we often refer to the bones in our legs as thigh bones, knee caps and shins. However, these are not the true names for our bones, which were derived from Latin, and are what doctor’s, scientists, physiotherapists etc, would use when referring to different bones in our bodies. On this page you will find the correct names for bones, along with the commonly used names.

LAtIN BONE NAMES

Pelvis = Pelvis/hips

Patella = Knee cap

Femur = thigh bone

tibia = Lower leg bone/shin

Fibula = Lower leg bone/shin

tarsal = Ankle

Metatarsal = Foot bones

Metacarpals = Hand bones

Coccyx = tail bone

Cranium = Skull

Maxilla = Upper jaw

Mandible = Jaw bone

Vertebrae = the collection of bones that make up our spine.

Clavicle = Collar bone

Scapula = Shoulder blade

Humerus = Upper arm bone/funny bone

radius = Lower arm bone

Ulna = Lower arm bone

Carpals = Wrist bones

Phalanges = Fingers and toes

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BONES SING-A-LONG

remembering the names of the bones in our body can be quite tricky, so singing a song is a great way to have fun whilst learning all the different names. try remembering the easy version of the song, and then move onto the advanced version, which includes the Latin names for bones.

• Add actions to the song by pointing to the correct bone as you sing the words.

• Create your own song, story or poem which includes the different bone names.

• Act out your song, story or poem in a play involving the whole classroom.

Oh those bones, oh those bones,oh those skeleton bones.Oh those bones, oh those bones,oh those skeleton bones.oh our lovely skeleton bones.

With the toe bone connected to the...foot bone,and the foot bone connected to the...ankle bone,and the ankle bone connected to the...leg bone,oh those lovely skeleton bones.

Oh those bones, oh those bones,oh those skeleton bones.oh our lovely skeleton bones.

With the leg bone connected to the...knee bone,and the knee bone connected to the...thigh bone,and the thigh bone connected to the...hip bone,oh those lovely skeleton bones.


With the hip bone connected to the...back bone,and the back bone connected to the...neck bone,and the neck bone connected to the...head bone,oh those lovely skeleton bones.


With the finger bones connected to the...hand bones,and the hand bones connected to the...wrist bone,and the wrist bone connected to the...arm bone,oh those lovely skeleton bones.


With the arm bone connected to the...shoulder bone,and the shoulder bone connected to the...shoulder bone,and the back bone connected to the...neck bone,oh those lovely skeleton bones.

Oh those bones, oh those bones,oh those skeleton bones,oh our lovely skeleton bones.

With the neck bone connected to the...head bone,and the head bone the top of our...skeleton,and the skeleton finishes...this song,oh how we know our lovely bones,oh how we know our lovely bones.

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ADVANCED VErSION OF BONE SONG Oh those bones, oh those bones,oh those skeleton bones.Oh those bones, oh those bones,oh those skeleton bones.oh our lovely skeleton bones.

With the phalange connected to the...metatarsal,and the metatarsal connected to the...tarsal,and the tarsal connected to the...fibula,oh those lovely skeleton bones.


With the fibula connected to the...tibia,and the tibia connected to the...patella,and the patella connected to the...femur,oh those lovely skeleton bones.


With the femur connected to the...pelvis,and the pelvis connected to the...vertebrae,and the vertebrae connected to the...cranium,oh those lovely skeleton bones.


With the phalanges connected to the...metacarpals,and the metacarpals connected to the...carpals,and the carpals connected to the...radius,oh those lovely skeleton bones.


With the radius connected to the...ulna,and the ulna connected to the...humerus,and the humerus connected to the...scapula,oh those lovely skeleton bones.

Oh those bones, oh those bones,oh those skeleton bones,oh our lovely skeleton bones.

With the scapula connected to the...vertebrae,and the vertebrae connected to the...cranium,and the cranium the top of our...skeleton,and the skeleton finishes...this song.Oh how we know out lovely bones.Oh how we know our lovely bones.

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FASCINAtING FACtSSkeletons, bones and teeth are absolutely vital to our bodies, and animals in the way it works, lives and heals. remembering everything about our bodies can be quite difficult because there is so much to learn, but to start you off; we have listed some fascinating facts about our skeletons, bones and teeth, and some animal facts too!

Babies have over 300 bones when they are born.

Adults, when fully developed, only have around 206 bones in their body.

14 bones are in your head.

8 bones are in each wrist.

23 bones are in each foot, including the ankle.

Bones consist of 50% water, and 50% solid matter.

Marrow inside your bones allow blood cells to form.

Broken bones have the ability to heal themselves because of the blood vessels and lymphatic tissue contained on and within the bone.

Your skull is a series of 3 bones fused together, which acts as a helmet for your brain.

Your vertebral column protects your spinal cord - a complex bundle of nerves that sends signal to and from your brain to the rest of your body.

Calcium strengthens bones, reducing the risk of breaks and bone diseases - what can you do to increase your calcium intake?

Cartilage is contained within our skeleton, for example our nose is made up of cartilage. It is a soft and flexible mate-rial, not quite like bone.

Most people have 12 sets of ribs but some people are born with more or less.

Milk teeth are also known as baby teeth, and develop in ba-bies before they are born. In most cases the these teeth do not begin to come through until the baby reaches around 6-12 months and the full set of 20 milk teeth are usually through by the age of 3.

By the age of 12-14, most children have lost all of their milk teeth and have their adult teeth, a set of 34 in total, although 4 of these are known as wisdom teeth and begin to show through between the ages of 17-25.

Fish, amphibians, reptiles, birds and mammals have a skeleton.

Vertebrates are animals that have a skeleton inside their body.

Invertebrates are animals that have their skeleton outside of their bodies, such as a crab, lobster, or an ant.

the largest known skeleton in the world belongs to the blue whale.

Antlers remain on deer skeletons, although each year during the life of a deer, their antlers fall off and then the animal grows a new pair.

Some animals have very flexible spines, such as cats and tigers, which allow them to pounce on their prey.

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WHY CAN WE BrEAK?

Bones are strong and tough, but even strong, solid objects can break when put under too much pressure. Here we will explore what causes out bones to break and the different types of breaks that can happen, along with how broken bones heal.

• Use the x-ray images of broken bones with this content.• Can the children identify the different breaks?• Have they ever broken a bone, or known someone who

has?• Using twigs, pencils, or even chicken bones, get the

pupils to experiment by breaking your chosen objects in half, slightly snapping them, dropping them, hitting them into something, to find out if they can identify the different fractures created.

Breaking a bone can hurt a lot, you may feel sharp pains, headaches, dizziness, going cold, or sick. Some people pass out or go into shock, but once their body adjusts to the sen-sation they will come around.

Some people do not realise they have broken a bone, and this is common with minor fractures among children. this is because children’s bones are much softer than adults and often, a minor fracture will not hurt as much as it would on an adult.

Good rules to follow when you think you, or someone else might have broken a bone is to:

WHAt HAPPENS WHEN YOU BrEAK A BONE?

• X-rays will be taken to discover what bone is broken and what type of fracture it is.

• An x-ray allows doctors to see what is underneath your skin, because the light passed through an x-ray can penetrate light atoms, like skin, but not through heavi-er atoms, like bone.

• Broken bones can sometimes be set back into place by the doctor using his/her hands and then the affected area is supported in a cast that stops movement of the broken bone during the healing process.

• For more severe breaks, doctors often have to insert pins and brackets around the broken bone during an operation. these pins and brackets offer extra support to the bone as it heals, allowing for it to heal in the cor-rect position.

• Broken bones produce a lot of new cells and tiny blood vessels, which cover both ends of the broken bone and then attach to each other to become whole again.

Broken bones are known as fractures and can be very thin and minor or they can completely snap in two, which would be classed as a severe break. Here are examples of different types of fractures:

COMPLEtE FrACtUrE - the bone has broken in two.

GrEENStICK FrACtUrE - the bone cracks on one side only (splits), rather than all the way through.

SINGLE FrACtUrE - the bone is broken in only one place.

COMPOUND FrACtUrE - the bone breaks and tears out of the skin.

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GrOWtH AND rAtIO INVEStIGAtION

Using this investigation, pupils will increase their understanding of growth and ratio, and also how to interpret findings and data to solve problems.

resources required:-Activity sheets from Museum visit-Measuring tape-Pencils and paper-Giant handprint

Length of Activity:-1 hour 30 minutes

Step 1Make a giant handprint, any size you like, and put this some-where in the classroom when the children are on a break.Step 2When the children enter the classroom, tell what you have found, and that they now need to find out as much informa-tion about what the person looked like as possible.Step 3remind them of the work they completed at the Herbert when they measured their feet, forearms, hands, etc. Can they use a similar process here?Step 4Work with them to measure their hands and find out how many hand lengths fit into different parts of their body - they should find that their hand fits roughly 10 times into their height.Step 5Can they work out the height of the giant using this same process with the handprint left behind?

Extension:• Include a footprint for the giant, and ask the children to

work out the dimensions of the giant’s forearm.• Create a story about why the giant was in the classroom,

where he might be now, and how did he fit the classroom door?

• Were there any other enchanted and mythical creatures in the classroom? What about a miniature handprint and footprint for a fairy or an elf?

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BONE StrENGtH EXPErIMENt

It is important to understand how bones can vary in strength and that certain impurities can cause damage to bones causing weakness and decay.Using this experiment the pupils will gain an un-derstanding of the important of calcium content in bones and how it affects bone strength.

resources required:-Egg shells or chicken bones-two large beakers per pupil/group-Water - too fill one beaker-Vinegar - too fill one beaker

Length of Activity:-1 hour plus soaking time

Step 1Place an egg shell or chicken bone in each beaker.Step 2Pour water in one beaker until it sits just above the egg shell or bone and then do the same with vinegar for the other beaker.Step 3Leave the beakers overnight or for a few days depending on how much you want the solutions to soak into the egg shells or bones.Step 4When you return to the beakers, carefully pour the solutions away, keeping the egg shells or bones in the beaker’s. Once the solution is poured away, remove the beakers contents.Step 5Pupils should feel the egg shell or bone from the water solu-tion, and discuss how it feels, and then do the same with the egg shell or bone from the vinegar solution. What differences do they notice?

By adding an acidic solution to the egg shells or bones, such as vinegar, it soaks up the calcium contained in the egg shell or bone. When this happens the egg shells and bones will become noticeably softer, and in some cases it becomes possible to tie bones in a knot because of how soft they have become. Calcium is vital for our bones to stay strong and healthy, which is why it is so important to have calcium in our diets.

Extension:• test out the difference in how soft the egg shells become

at different intervals - after 1 hour, 1 day, 3 days, or a week.

• record findings in charts and graphs.• Discuss what can be done to prevent our own bones

becoming weak.

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tEEtH BrIGHtNESS EXPErIMENt

People often say that their favourite feature about a person is their smile, but would this be the case if the teeth were stained with dull and dark colours? Food, drink and smoking are the most common factors in turning teeth yellow or brown, particu-larly food and drink with high caffeine levels.this experiment will show the damage that differ-ent drink can cause.

resources required:- Egg shells or (if possible) teeth - perhaps ask pu-pils if they have a recently fallen out baby tooth they can use, or contact a local dentist.- 4 large beakers per pupil/group- Water - too fill one beaker- Full sugar cola - too fill one beaker- Black coffee - too fill one beaker- Full sugar cherryade (or a similar bright coloured drink)

Length of Activity:-1 hour plus soaking time

Step 1Place an egg shell or tooth in each beaker.Step 2Pour water in one beaker until it sits just above the egg shell or tooth and then do the same with the other liquids for the other beakers.Step 3Leave the beakers overnight or for a few days depending on how much you want the solutions to soak into the egg shells or teeth.Step 4When you return to the beakers, carefully remove the contents and pour away the liquids.Step 5Compare the egg shells or teeth from the different solutions, discussing and recording how each one has changed in colour. talk about why this has happened, which solution has caused the most damage, and why this might be?

We cannot avoid food and drink coming into contact with our teeth, but to keep them stong, healthy and nice and white we need to take good care of them by brushing our teeth, flossing, using mouthwash, and visiting the dentist. this experiment shows the damage caused when different liquids remain on our teeth. Not only will they become discoloured, but they will also begin to decay, and nerve endings will become damaged.

Extension:• test out the difference in how the colour changes at differ-

ent intervals - after 1 hour, 1 day, 3 days, or a week.• record findings in charts and graphs.• Discuss what can be done to prevent our own teeth from

becoming discoloured or decayed.• Discuss what other products can damage our teeth, and

do they have any other effects on our bodies?

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Bags of Bones KS2: Glossary 04

Skeleton: the structure that our bones form, which keeps us upright, gives us shape, protects our vital organs a,d helps us move.

Bone: the substance that forms the skeleton of the body, and is composed of calcium phosphate and calcium carbonate.

Joint: Where two bones meet together allowing movement and providing support.

Marrow: the flexible tissue inside the centre of bones that produces white and red blood cells and platelets.

White blood cell: Formed as a defence mechanism in our body to fight off infections and disease.

red blood cell: the most common blood cell that allows oxygen to circulate around our body.

Platelets: Found in our blood cells and are essential for blood clots to form.

Blood vessel: A tube for the blood to circulate through.

lymphatic tissue: Part of the immune system that helps protect it from bacteria and other foreign entities.

Fracture: the name given to a broken bone.

X-ray: the method used to view bones within our bodies.

Vertebrate: An animal with a back bone

Invertebrate: An animal without a back bone

tooth: A hard bone-like structure in the jaws of vertebrates, used for chewing, biting and tearing food.

Milk teeth: Also known as baby teeth, these are the first set of teeth we have before our adult teeth grow through. We have two sets of teeth in our life time because as infants, our mouths are too small for the adult teeth we acquire.

Adult teeth: the second set of teeth we have in our life time. A full set of adult teeth consists of 34, including the 4 wisdom teeth.

Wisdom teeth: these develop between the ages of 17-25, and are situated at the very back of our mouths. they are largely unused once they have grown through and are considered to be a remaining body part from pre-historic times when food was more difficult to chew. People often have them removed when they have fully grown though.

Incisor: We have 8 in total, with four at the top and four at the bottom at the front of our jaws. these are used for biting into food.

Canine: the sharp point teeth next to our incisors that are used to tear and rip food, often referred to as fangs.

Premolars: the teeth next to the canines, which help us to chew and grind food.

Molars: Slightly larger than the premolars, these again assist with chewing and grinding food, and are situated after the premolars but before the wisdom teeth.

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Bags of Bones KS2: Useful Links 05

If you are interested in finding out more detailed information about bones and skeletons take a look at these websites.

• Facts about Bones http://www.kraft.com.au/ProductList/C/CheeseArticles/BoneFacts.htm

• BBC KS2 Science Living Things http://www.bbc.co.uk/schools/ks2bitesize/science/living_things.shtml

• Healthy Bones and Breaks http://www.e-learningforkids.org/Courses/Liquid_Animation/Conditions_Diseases/Breaks/index.html

• Learn about Healthy teeth http://www.healthyteeth.org/