SUBJECT: INTEGRATED SCIENCE

SCHOOL: WATERFORD HIGH SCHOOL

TEACHER: FREGDRIAN HUTCHINSON

GRADE: 12 AND 13

DATE: JANUARY 16-27, 2023

DURATION: 2 WEEKS

TOPIC: THE SKELETAL SYSTEM

Specific Objectives:
1. Define the skeletal system
2. Identify the major bones of the skeleton
3. Relate the structure of the skeleton to its functions;
4. Relate the structure of a typical bone to its functions;
5. Distinguish between bone and cartilage;
6. Explain the importance of cartilage;
7. Draw labelled diagram showing the structure of the skeleton

8. Construct table to outline the function of the skeletal system

9. the adaptations of components parts of the human skeleton for its functions.

10. Students’ should be able to appreciate the importance, and the integral role of the skeleton
in movement, support and shape, protection, the production of red blood cells, as well as a
reserve for calcium and phosphorus.
11. Students will appreciate classmates’ individual differences and similarities.
Key Vocabulary:
Skeleton, axial skeleton, appendicular skeleton, cranium, clavicle, scapula, vertebral

column, humerus, radius, ulna, rib cage, sternum, pelvic girdle, femur, tibia, fibula,

bone, cartilage.

Materials/Resources:
Textbook, skeletal system, textbook,
Teaching Strategies/Methodologies:
Individual activities, discussion, and cooperative groups

Content Outline:

The skeleton provides a framework to support the parts of the body. Muscles are attached to the

skeleton so that movement can occur. For movement the bones act as levers. The important

organs of the body are enclosed and protected by the hard bones of the skeleton. In humans

bones have a cavity containing the red bone marrow, where blood cells are produced. The bones

also store calcium and phosphorus.

The axial skeleton is made up of the skull (enclosing the brain) and the vertebral column

(backbone). The appendicular skeleton is made up of the girdles (shoulder and hip) to which

upper limbs (arms) and lower limbs (legs) are attached.

The skull and the ribcage have a protective function. The skull protects the brain and

the rib cage protects the lungs and the heart. The vertebral column (backbone) and the

girdles mainly provide support. The vertebral column supports the body and the head,

while the girdles support the bones in the limb. The limb bones act mainly as levers to

which muscles are attached for body movement. It also protects the spinal cord which is

an important nerve passing through it. The main part of the skull is the cranium that acts

like a box to enclose and protect the brain. It also consists of the bones of the face and it
holds the teeth. Large sockets contain the eyes so that they are protected from

accidental blows to the head. There are tiny irregular structures called sutures at points

where the broad flat bones of the skull are joined.

The vertebra in the different regions of the spine has special characteristics.

However, all vertebra have certain features in common. The body, which is called

the centrum and is the anterior part of the vertebra, is the thickest part of the bone. These

drum-shaped vertebral bodies aligned in a row provides the support for the body. The

intervertebral discs fastened in between provides shock-absorption and cushioning.

Projections at the front and back end of each vertebra lock into the neighbouring ones

for support and to prevent rotation. The spinal cord runs down from the brain through a

channel in the vertebrae called the neural canal. There are other projections from the

vertebra, called processes. The transverse process serves as an attachment point for

various ligaments and muscles. The superior and inferior articulating facets have

cartilage coatings which join each vertebra to the one above and below, forming joints.
 The cervical vertebrae are the top seven bones that are found in the neck. The

top two vertebrae, the atlas and the axis, are specially adapted to support and allow

movement of the head. The next twelve vertebrae are found in the thorax and are called

the thoracic vertebrae. These have hollow areas to support the ribs and allow movement

of the ribs during breathing. Projections that can be felt as knobs along the spine give

points of attachment for the back and shoulder muscles.

The proceeding five vertebrae, the lumbar vertebrae, are the largest and are well

supplied with projections for the attachment of the powerful back muscles. The sacrum,

made up of five fused (joined) vertebrae and also fused to the pelvic girdle is next. The

leg bones are joined to the girdle. Lastly, the coccyx is made up of four fused vertebrae,

being a remnant of the tail found in other mammals.

 The rib cage consists of twelve pairs of ribs joined to the thoracic vertebrae at the

back. All but the last two ribs are joined to the sternum at the front by cartilage. The ribs

that are not joined are known as floating ribs. Apart from protecting the vital organs in

the thorax, intercostal muscles attached to the ribs help breathing movements.

Girdles. The pectoral or shoulder girdles consists of a pair of bones called clavicles,

joined to the sternum at the front and the scapula or shoulder blade on top at the back.

The pelvic or hip girdle is made up of three bones fused together on each side. The

pelvis girdle helps protect the female reproductive organs and the lower parts of the

abdomen is not well protected and can be damaged by blows.

Bone. The bone is a living hard connective tissue made up from a ground

substance or matrix or bone cells. The matrix contains tough protein collagen fibres

along with calcium phosphate and calcium carbonate. The bone secreting cells are

arranged in rings around central canals. These canals carry nerves and blood capillaries

so that the bone is a living tissue. Channels pass out through the matrix from the central

canals. There is an outer layer of compact bone and an inner layer of spongy bone and

this surrounds a central marrow cavity. Hence a tubular bone. The red and white blood

cells are made in the red bone marrow. The yellow bone marrow cavity does not make

red blood cells but stores fat. The ends of the bones are swollen which facilitates the

attachment of muscles by tendons to the bone. They also have surfaces that work against

other bones. This is why they are covered with smooth glossy cartilage.
Cartilage. The cartilage is a flexible connective tissue with a smooth glossy appearance.

The ground substance of cartilage mainly contains protein. The cells secreting the protein

are arranged in groups with more at the end of the cartilage. Cartilage spreads load to

prevent shock between bones (eg. The discs in the backbone). It forms a cushion-like,

load-spreading covering at the body surfaces. It also forms a slippery surface on the ends

of bones to reduce friction when they rub together.

 Properties Bone
Types Bones are either compact
or spongy. Bones are
classified into long, short,
flat, irregular, sesamoid
and sutural bones.
Function Protect the body against
mechanical damage, assist
in the movement of the
body, provide a framework
and shape for the body,
store minerals, and produce maintaining the shape and
red blood & white blood
cells.
Structure Bones are made up mostly
of osteoblasts (progenitor
cells), osteocytes (mature
bone cells), and osteoclasts
(large cells that breakdown
bone tissue for growth and
repair). A bone is highly
vascularized.
Location Bones make up the
majority of the axial and
appendicular skeleton.
Fibrous Covering Periostium, rich in sensory
Cartilage
Hyaline cartilage,
fibrocartilage and elastic
cartilage
Reducing friction at joints,
supporting the respiratory
tract, acting as shock
absorbers between weight-
bearing bones, and
flexibility of fleshy
appendages.
Cartilages comprise
chondroblasts, (precursor
cells), chondrocytes, and a
dense matrix of collagen and
elastic fibers, in which the
mature chondrocytes are
embedded. Cartilage is
avascular.
Cartilage is a much softer,
more pliable component that
is mostly found in between
joints of bones (articular
cartilage), along the
respiratory tract, and in a few
other places where flexibility
is needed.
Perichondrium (but does not
 nerve endings. surround articular cartilage).

Learning Outcome: Students will be able to:

Accurately identify the major bones of the human skeleton

Relate the structure of the human skeleton to is function

Relate the structure of a typical bone to its functions;

Distinguish between bone and cartilage;

Explain the importance of cartilage

Procedures/Activities:

Engage:
To begin this lesson students will be asked the following questions:
1. What if there were no bones in our body how would it look?
2. Have you ever broken a bone? How does your arm look?
3. How many bones do you have in your body?
4. Can you name one?
5. What are bones made off?
6. In your own words define the skeletal system
7. What is the purpose of the skeletal system?
Explore
 Students will construct a table stating the function of the skeletal system and how they
are adapted for its specific function. Teacher will guide students to decipher the
adaptations for each function
 To get students more enthused about the topic, a picture of the skeletal system will be
placed on the board while simultaneously the skeletal song will be played. After the
song, students will identify the bones mention in the song.
 After identifying the bones students will be asked to relate the function of these bone
with their specific functions.
 Students will be asked to draw the skeletal system.
Explain:
 Students will be asked the following question:
 1. When eating the meat from fry chicken leg after reaching to the bone can you see a hard-
white connection of the meat to bone?
2. What is it called? Ans: cartilage
3. What is its main function?
4. Where can it be found?
Misconceptions will be cleared.
 Engaging students in a discussion, students will be asked to state how the bones differ
from cartilage.
 Students will be made aware of the function of the cartilage
Elaborate:

Students will be asked to investigate the effect acid and burning has on the properties of bone.

Evaluate:

 A pictorial representation of the human skeletal system will be placed on the board.
Student will be given strip of paper contain the different bones in the skeletal system.
Student will match the specific bone to the are it can be found on the diagram. Student
will be asked to stake the function of each bone.
 Will answer a series of question from a handout.

Post Lesson Reflection January 16 ,2023

The class began five minutes late and most students were unsettled the teacher had to reprimand
students the teacher introduce the topic with diagram of the skeletal system most students were
aware so as a result learning took place according to teachers most the teacher wrote information
and explain to students and then afterwards they were ask several oral questions base on the topic
the teacher gave students and assignment base on the topic at end of the lesson most students
understood the topic well except for two students who was unsure of the classification and the
labelling of most part of the skeletal system the teacher will reinforce the lesson in the next class
Post Lesson Reflection January 18 ,2023

The class started on time and the students were fully settled and prepared for learning the teacher
reinforece the lesson from previous class in order to facilitate learning. the teacher continue the
lesson by teaching the types of bones and majority of the students responded well the teacher
showed students a diagram of the skeletal system and most students were able to identify the
types of bones e.g vertebral column irregular bone all students were able to identify the type of
bone on their body. The students were given an activity but the time was too short so as a result
the activity will be marked in the next class.

Post Lesson Reflection January 19 ,2023

The students were given an activity based on the last two classes majority of the students
understood which shows that the teachers delivery was good.

Post Lesson Reflection January 23 ,2023 (12 and 13)

The class started early and most students were fully settled and prepared the teacher started a
new subtopic which is joints the teacher drew two types of synovial joints on the board hinge
joints and ball and socket joint the students were able to tell the difference between each. The
teacher wrote and explain the difference between five types of joints and tell the purpose and
movement the student were brainstorm based on the lesson and most students responded well
based on the questions. Three other students show poor interest so the teacher encourage student
to remain focus.
Post Lesson Reflection January 24 ,2023 (12 and 13)

The class started early and most students were fully settled and prepared the teacher continue by
teaching gliding pivot and condyloid joint the teacher wrote the type of movement and drew the
structure of each joint the students were given an activity based on the topic and most students
answered the question correctly except for two students who did understand fully the teacher will
reteach the lesson so that all students fully understand.