Grade: VII Subject: Expedition Unit: SKELETAL SYSTEM

Standards

Explains the interrelationships between various parts of the skeletal system to determine how it functions.

Learning Targets

- I can explain the role of various parts of the human skeletal system.

-

Plan Outline

- What if I didn’t have bones

- Discussion of functions of bones
- Framework
- Protection
- Movement
- Blood cells
- Storage of minerals
- Crew Work: each crew comes up with at least 5 analogies which correspond to the functions of
bones/ skeleton

All Resources
1. IRA Joe's Bones
2. R1_Skeletal System
3. Bones.pdf

Day 1:

Hook:Time allocated: 15 mins

Refer to Slide 3 of R1_Skeletal System Ask the students to write/ depict creatively in their notebooks

(it can be a poem, opinion, creative passage, narrative, comic strip, cartoon)

‘What if I didn’t have bones…’

Share a few at the end of 10 mins

Instructions:

Time allocated: 15 mins

Task 1: IRA - I am Joe’s Body - Humerus: After the students have shared the creative writing, instead of discussing
the details of functions of bones in our body, tell the students about the IRA and ask them to make notes during
the read aloud session. Refer to the Slide 4 of R1_Skeletal System for the link.
Listener’s Purpose:
- What is the role of Joe’s bones?

Time allocated: 25 mins

Task 2: Analogies - Bones’ Functions
No discussion needed even after the IRA. Now project the analogies to the functions of bones given from Slides 5 to
Slide 29 and keep discussing the 5 main functions of the bones in our body.

Slide 30 consolidates the role of bones. Given as follows:

- Provide a framework; give us form and support our body

- Protect internal organs, like heart, brain, senses etc.

- Help in movement, along with muscles

- Store minerals like calcium and phosphorus

- Marrow in their inner part produces blood cells - RBCs, WBCs and Platelets.

After the discussion, students update their notes with functions of bones.

T projects the 2 questions and asks students to note them in their NB.

Closure/HOTS/Synthesis:
Time allocated: 5 mins
Ask the students by show of fingers how well they have understood the functions of bone - 5 being the maximum
and 1 being the least.

CFU/Exit Tickets/ HW:

Answer the following questions in your notebook: (Discussion in next class)

- What is a Skeleton?

- Are bones living or non-living? Explain with necessary details.

Ask the students to bring a calf length sock to the school on the next day.

Day 2:

Hook:Time allocated: 10 mins

Discuss the answers to the previous day’s HW.

Q1. What is a Skeleton?

All the bones in our body together form the skeleton

Q2. Are bones living or non-living? Explain with the help of evidence.
Bones are living because they grow, repair themselves, have their own nerves & blood supply, and cells in
them.

Instructions:
Time allocated:5 mins

Task 1: ask the S if the bones can be categorized in any way?

EA: yes. Some ways can be the shape or size of the bones. Skeleton also has some parts like Skull, Ribcage,
Limbs, Girdles and Backbone

Time allocated: 30 mins

Task 2: Parts of a Skeleton
Distribute the Worksheet in the beginning of the discussion and ask the students to focus on the first
page of the same to make notes during the class discussion.
From Slide 35 to Slide 45 of R1_Skeletal System ppt, discuss each part of the skeletal system and establish
the role of each part one by one.
Make a note of the following:
- Skull: Does not allow any movement of bones for efficient protection of brain and sense organs.
Brain is protected by the head part (CRANIUM) and the rest are the FACIAL BONES. Lower Jaw
bone is also called the Mandible
- Ribcage: A cage allows some movement to the bird. Similarly ribcage allows little movement to
allow the lungs to expand and contract during breathing in and out. It has 12 pairs of ribs.
Connected at the back with backbone and in front with breast bone (sternum). Last 2 pairs of
bones are not attached to sternum in the front. They are
called floating ribs.
- Vertebral Column: allow partial bending. Spinal cord is
threaded through the backbone; 33 vertebrae stacked on
one another; Runs through the back
(T can show the analogy of a staircase : even though each
step is slightly ahead of previous one, total distance
 between the 1st and last step is very large.
- Girdles: Group of bones through which the limbs connect with the body. There are 2 - shoulder and
pelvic
- Limbs: Connected to the main body and help in movement and maintaining balance. Legs and arms
are together called limbs.
Project Slide 45 and consolidate the parts of the skeleton. S can draw a rough diagram and label the 5
parts in their notebook.

Release the Learning Target (Slide 46)

Time allocated: 5 mins

Project Slide 47 and read the Bones Trivia with the students

Closure/HOTS/Synthesis:

Take a clean sock and put it over your right hand. Imagine your hand with the sock to be an animal (only till
your wrist). You need to make this animal move. The catch is that you cannot move your fingers
individually and this animal has no joints.

How will you make this animal move? Is twisting, bending, forward or any other movement possible?

What would happen if the animal had 1 joint?

If the number of joints increased to 4, how would the animal be different from when it had no joint?

CFU/Exit Tickets:
Time allocated: 15 mins

Bones.pdf and allow the students to read the names of major bones. They complete the task at
home.

Day 3:
Hook:
Time allocated: 10 mins
T to take a stock of how many students have completed the autonomous activities.
Do a Rapid Fire about the Functions of bones, parts of skeleton and names of bones.

Some questions can be (T can ask more questions)

- The only movable bone in the skull (Mandible)
- The part connecting limbs to the body (Girdle)
- Any 2 minerals stored in the bones (Ca, P)
 - Longest bone in the body (Femur/ thigh)
- Total bones in the body (206)
- Protects the spinal cord (Backbone)
- Appears like a cage (Ribcage)
- Bones are living because (grow, repair, have cells, nerves and blood supply)

Instructions:
Time allocated: 35 mins

Task 1: Autonomous Discussion - till Types of Joints only

Begin the discussion by asking the students about their experience of Activity 1 A and 1 B. Arrive at an
understanding of what joints are and how they allow movement in our body. (Refer to Text in the
autonomous for more details)
Discuss each step/ prompt of the autonomous one by one and develop an understanding of the following:
❖ What are Joints and what is their role in our body? (Ref Slide 53 in R1_Skeletal System )
❖ What are the types of joints based on the extent of movement they allow? (Ref Slide 54, 55, 56 in
R1_Skeletal System ). The Slide 54 mentions SYNOVIAL FLUID.
❖ CREW TASK (5- 10 mins within Task 1) : Ref Slide 57 in R1_Skeletal System: PROVIDE each crew with 2 full
chalks/ Popsicle Sticks/ straws/ sticks/ even pencils and ask them to figure out ways to join them.
➢ Instruct the students to write the materials that can be used to join these and
➢ how each material will enhance the efficiency of this joint
➢ In addition to joining the materials, what can be done to reduce damage due to wear and tear
➢ The 2 bones are very close to each other at a joint. When the bones move, they will rub against one
another. How can wear and tear of bones be reduced?
❖ After the crew task, discuss the materials which the crews come up with.
➢ EA: Glue, string, rubber band, rope, fabric piece, shoe lace, tyre tube piece etc
➢ EA: Glue: : immovable joint. No movement. For movable joints, All materials except rubber band
and tyre tube will either break when the joint will move or will hang loose in a relaxed position. Only
rubber band and tyre tube which are stretchable will not hang loose or break when the joint will
move.
➢ EA: Bones can rub against each other because they are close to each other. Friction needs to be
reduced. Which can be done by adding some padding at the ends of the bones.
At this stage explain the structure of a synovial joint to the students. Following discussion can be useful at
this stage: (Ref Slide 58, in R1_Skeletal System ).
As the discussion continues, show the Model of the Synovial joint to the students and indicate all parts of a
synovial joint. Focus on - synovial fluid, ligament, cartilage and how each supports free movement at a joint.
❖ Why do you think there is this fluid between the two bones at a joint? How does this help?
EA: so that there is cushion between the two bones
❖ While providing this cushion, won’t this fluid drain out into our skin or in blood vessels? How is this
ensured?
EA: there is a cavity which has a covering of synovial membrane and is filled with synovial fluid. This is an
enclosed chamber and thus does not drain out
❖ If you have to connect two sticks with each other, to make a puppet, so that they hold together, how will
you do it?
 EA: we will need to attach some bands/ threads/ rubber bands so that the parts do not fall off.
❖ Is there a similar mechanism in the joints too?
EA: Ligaments - the strong elastic bands which connect bones at joints holding them together and limit their
movement.
❖ T picks 2 pieces of chalk. Mentions that bones and chalk are similar because both are rich in calcium. When
we rub 2 chalks to each other, they start to wear away. Similar action can occur even at a joint when 2
bones are moving and are rubbing against one another. How can this wearing away be prevented?
EA: If we cushion the ends of the two bones, wearing away can be reduced. In our body, this cushioning is
provided by cartilage.

Closure/HOTS/Synthesis:
Time allocated: 5 mins

a. Answer the following question in your notebook (to be completed by next day) and
b. then Create a poster/ Infographic about the following:(give a week’s time for completion) (TBR on
Teamie as a lesson page)

- How can we take care of our bones and joints?

(Reference websites: 5 Things You Can Do to Keep Your Joints Healthy ; 7 Tips for Healthy Bones )

CFU/Exit Tickets: Time allocated: 5 mins

An oral quiz of names and description of parts of a synovial joint and types of joints can be done
by the T to get an understanding of student understanding.

Day 4:

Hook: Time allocated: 10 mins

Discuss the answers of previous day’s question (taking care of the bones and joints and
Instructions:

Task 1: Time allocated: 15 mins

Complete the discussion about the types of joints and structure of a synovial joint, in case not already
done. (wrt to Day 3 plan)

Task 2: Time allocated: 30 mins SYNOVIAL JOINTS

Continue the discussion of types of synovial joints with the help of the Twig video.
TWIG VIDEO FOLLOWED BY Class Discussion: SYNOVIAL JOINTS
Having spoken about the structure of a synovial joint, move onto the types of synovial joints and project
the following video in class (Ref Slide 60, in R1_Skeletal System ). Play the video twice so the students can
complete their notes.
Video link: Joints
Viewer’s Purpose:
1. What are joints?
2. What are the parts of a movable joint?
3. What are the types and examples of synovial joints?

Explain the functioning of the 3 types of synovial joints (hinge, pivot and ball and socket) with class.
Students can update their notes wherever needed. (Ref Slide 61, in R1_Skeletal System )
T can use the following analogies to explain the 3 types of Synovial Joints
- Hinge Joints: Door hinges; a book opening and closing;
- Pivot Joints: stone flour mill; a wheel around an axle
- Ball & Socket Joint: Joystick

Closure/HOTS/Synthesis:
Time allocated: 5 mins
Discuss the exercise at the end of the autonomous (Match the column). Answer key is

a2

b4

c6

d3

e1

f5
CFU/Exit Tickets:
Homework:
Notebook Work HW
Answer the following questions on the A5 sheet provided and upload on Teamie (Ref Slide 62, in
R1_Skeletal System )

1. What are the parts of a Synovial Joint? Draw a diagram in your notebook/A5 sheet and label.
2. Explain the role of each part in functioning of a synovial joint?
3. List the three types of synovial joints, write the extent movement they allow and give at least 1 example
each.

Day 5:

Hook: Time allocated: 10 mins

Discuss the answers of previous day’s 3 questions.

Instructions:

Task 1: Time allocated: 5 mins

Ask the students - they answer by show of thumbs up, thumbs down or Maybe
Can the skeleton move the body by itself? (Ref Slide 64, in R1_Skeletal System )
EA: No.
How does the skeleton move then? (Ref Slide 65, in R1_Skeletal System )
EA: with the help of muscles

Task 2: Time allocated: 15 mins TYPES OF MUSCLES

Ask the students where the muscles are found in our body.
EA: in limbs, abs, moving parts etc.
Are the muscles only found with the bones or are they found in other parts as well?
EA: they are found in internal organs and even in the heart.

Let’s now understand the types of muscles found in our body by watching the following video. (Ref Slide 66,
in R1_Skeletal System )

Video Link: Cardiac and Smooth Muscles

Viewer’s Purpose:
1. How many types of muscles are there in your body?
2. Where is each type of muscle found in the body? Give examples.
Play the video twice and explain the types of muscles and their basic characteristics/ location to the students and
display the Slide 67, in R1_Skeletal System for greater understanding

Task 3: Time allocated: 25 mins ANTAGONISTIC MUSCLES

● Ask the students to stretch their arm and feel the Biceps (without naming the muscle). Now ask them to flex
their arm (bend) and feel their biceps. Follow it up by extending/ straightening the arm.
What do you observe?
EA: Biceps swell when we flex and they flatten when we extend the arm
● Now explain to the students that each muscle can only PULL and not push. If we flex the arm, with biceps
pulling it, how will you straighten the arm?
EA: There is another muscle, the Triceps, which pulls it back. Thus the two muscles - Biceps and Triceps -
work in pairs and in opposite directions.
● Now, show the students the cardboard model of the muscles. This can show how the contraction and
relaxation of muscles happen. After explaining the model, introduce the term ANTAGONISTIC PAIRS OF
MUSCLES.
● Consolidation Videos: Slide 68, in R1_Skeletal System
○ Twig (3.00 mins to 6.00 mins): How do Muscles Function
○ Youtube: B009 Sensitivity muscles and movement
Viewer’s Purpose:
1. How do the muscles bring about movement in the body?
2. What are antagonistic pairs of muscles and why do muscles always work in pairs?

3. Give two examples of the location in the body where antagonistic muscles are present.

Explain the concept with the help of Slide 69, in R1_Skeletal System

Closure/HOTS/Synthesis:
Time allocated: 5 mins

CFU/Exit Tickets:
Homework:
Model Making Task to be Released - WIP

Day 6:

Hook: Time allocated: 5 mins

Discuss the model making task and figure out any challenges S might be facing

Instructions:
Task 1: Time allocated: 10 mins
Ref Slide 71, 72, in R1_Skeletal System and ask the S to feel their tendons.
Explain to the students that these are strong/ tough bands which connect muscles with bones/ muscles. (Ref Slide
73, in R1_Skeletal System )

Task 2: Time allocated: 15 mins Tendons vs Ligaments

Ask the students how tendons are different from ligaments?
And arrive at the following differences

Release the LT ( Slide 74, in R1_Skeletal System )

I can describe the role of muscles, ligaments and tendons to make our body move.

Task 3: Time allocated: 25 mins ANTAGONISTIC MUSCLES

Explain the concept with the help of

Closure/HOTS/Synthesis:
Time allocated: 5 mins

CFU/Exit Tickets:
Homework: in notebook: ( Slide 75, in R1_Skeletal System )

1. How are tendons and ligaments different from each other? What are the similarities between
them?
2. With the help of an example as well as diagram, explain the antagonistic nature of muscles and
describe how they bring about movement.