The Bone Connection

Artis, Emma           Emmet School
                      854-2650
                                
   
Objectives: 
1. The student should be able to list the functions of the human 
   skeletal system 
2. The student should be able to name some bones in the human skeletal 
   system and at least one function of each
             
Apparatus Needed:
1. Model of a house under construction (made out of popsicle sticks)
2. Parts of the skeleton (cut into puzzle pieces and placed in an 
   envelope)
3. A rag doll, A doll with a stand, A model of a skeleton               
4. A bone cut in half (uncooked chicken or turkey bone)             
     
Recommended Strategy:
 1. Show the class a model of a house under construction and pass out a 
    ditto sheet with a picture of a house under construction.
 2. Ask students if they can give the purpose of the framework of a 
    house (expected response: Acts as a support for the house)        
 3. Ask students if they can explain the system in the human body 
    that has a similar function (expected response: The skeleton)
 4. Show the students a rag doll and a doll supported by a stand. Ask 
    them why is it that the rag doll can not sit up, but the doll 
    supported by the stand can and why they can sit up in their 
    seats? (expected response: The skeletal system supports the human 
    body and the stand supports the doll, but the rag doll has no 
    support system.) 
 5. Ask the students to describe how the skeleton differs, if at all, 
    from the frame of a house (expected response: the skeleton is 
    made of living substance.) 
 6. Pass out activity 2:3 (the student will fill in the body part and 
    the number of bones in each using the model of the human skeleton 
    to count the bones.) 
 7. Activity 2:4 (Mastering Concepts: similar bones, different 
    function, example: arm and leg bone (humerus) is similar to the leg 
    and foot bone (femur) but they have different functions)
 8. Have the class move their finger over their skull to feel the 
    extent (ask if any one can think of the function the skull serves) 
 9. Give some background information on the long bone of the leg, 
    include that it provides the greatest possible strength with the 
    least possible weight. (roll a piece of note paper and secure it 
    with a rubber band and place a book on top of it. To show how the 
    legs support the body weight.  Cut the bone to show marrow 
    (explain). 
10. Give some background information on the muscle (include that bones 
    are moved at the joints by muscles (show a cardboard model of the 
    arm with a balloon attached for muscle and tape as the tendons). 
    Explain further (biceps, triceps, etc.).
11. Pass out the skeleton and let the student assemble it, label the 
    parts and give the function of each.