skeleton lesson plan2

7/24/2019 Skeleton Lesson Plan2

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The skeleton

AimsThis is a lesson for 7cc 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 obectives.

It covers the following learning obectives!

"escribe the structure and function of the skeleton and skeletal system.

#pply knowledge in the conte$t of a 6-mark question.

Big QuestionExplain using specific examples how the skeleton provides the body with physical protection and

protection against infection (QWC, 6 marks

Question requirements

%or students to be able to answer the question, they need to!

Statement Answer

"escribe the structure of the

skeleton.

#ll the bones in the body make up the skeleton. They are

oined together to make a framework. The main bones in the

human body are the! skull, aw bone, collar bone, sternum,humerus, vertebral column &back bone', pelvis, ulna, radius,

femur, fibula, kneecap, tibia, and ankle.

"escribe how the skeleton protects

vital organs.

(ones are strong but fle$ible. The bones in the skeleton

protect vital organs.

)ive specific e$amples 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.

*$plain how the skeleton protects

against infection.

+ome bones in the body contain bone marrow &e.g. the

longer bones in the arms and the legs'. (one marrow is a

soft tissue that produces blood cells. hite blood cells areneeded to fight infection.

Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 1!is resource s!eet may !ave "een c!anged from t!e original.
http://www.oxfordsecondary.co.uk/acknowledgementshttp://www.oxfordsecondary.co.uk/acknowledgements


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Question marking guidance

Explain using specific examples how the skeleton provides the body with physical protection and

protection against infection (QWC, 6 marks

/ marks

There needs to be a basicdescription of how the skeleton protects the body. +tudents also need to

have included at least two of the scientific point listed below to achieve any marks.

01 marks

There needs to be a clear descriptionof how the skeleton is structured to help it protect the body,

giving at least one e$ample of a particular set of bones. +tudents should give at least four of the

scientific points given below. +pelling and grammar is mostly correct, and the answer is presented

logically.

26 marks

There is a full and detailed explanationof how the skeleton is structured to help it protect the

body, giving at least two e$amples of a particular set of bones, and a suitable e$planation for both

physical protection and protection against infection. The answer is well structured and spelling and

grammar nearly all correct. +tudents should give at least si$ of the scientific points given below.

+cientific points

The skeleton provides support for the body and holds vital organs in place.

The skeleton is made up of bones.

(ones are strong, but slightly fle$ible &from calcium'.

There are specific bones to physically protect specific vital organs.

The skull protects the brain.

The ribcage protects the heart and lungs.

The backbone protects the spinal cord.

+ome bones, such as long bones in the arms and the legs, contain a soft tissue called bone

marrow.

(one marrow produces white blood cells.

hite blood cells are needed to protect against infection.



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Starter Support/Extend Resources

ntroducing the question !" minutes#

)ive students the 3uestion-led lesson student sheet

and write the (ig 3uestion on the board. *$plain to

students that by the end of this lesson, they will be

able to answer the question. +tudents should record

key words and answers to the question requirements

table as they move through the lesson.

$ame those bones% !" minutes#

This interactive resource asks students to label adiagram of the skeleton, using the names of some of

the maor bones in the body provided.

( /.1 #ctivity!

3uestion-led

lesson

( /.1

Interactive!

4ame those

bones5

&ain Support/Extend Resources

Build 'our own skeleton !(" minutes#

+tudents 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. %or the

purpose of this lesson, students should onlycomplete questions , /, and 0 on the activity sheet.

#s 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 (ig

3uestion.

Question)led acti*it' !+" minutes#

+tudents answer the big question and then use the

mark scheme to check their answers.

Support,+tudents

should work in mi$ed-

ability groups.

Extension,+tudents

should include in their

functions an e$planation

of how the function isachieved.

( /.1 #ctivity

sheet! (uild

your own

skeleton

-lenar' Support/Extend Resources

dentif'ing wa's to impro*e !".+ minutes#

orking 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,+tudents may

struggle identifying how

they can improve the

quality of their writing

&structure, spelling'.

+haring the best answer

from the class will help

students appreciate the

difference in 3.

0omework



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+tudents should revise their answer using their

improvements identified in the plenary.


skeleton lesson plan2

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