Map of 10-Day Unit
Day 1:
Introduce the unit by viewing the video song Dem Bones (http://www.brownielocks.com/dembones.html) and reading the book Dem Bones by Bob Barner. Create a “bones” KWL chart. (KWL chart will help students identify their prior knowledge about the skeletal system, what they would like to know and after completion of the unit what they have learned.) Dem Bones Song Lyrics , KWL chart
Day 2:
Watch the online movie to answer basic questions about the Skeletal System. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59294&cat_id=20607 Using information gained add to the KWL chart started on Day 1. (Adding to the L part of the KWL assesses what the students have learned.) Student’s will cut out skeleton parts put it together. For added interest students could work with a partner and time their partner to see how long it takes to put the skeleton together. Skeleton Cut Out, Skeleton Cut Out #2
Day 3:
Read and discuss the online article What Are Bones Made Of? http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_What_Are_Bones_Made_Of_ and use the interactive diagram to learn the parts of the bone. Students will create a clay model of the bone. Students will then label the parts of the bone on a worksheet. Bone makeup activity diagram , Parts of Bone Worksheet
Day 4:
Read and discuss the poem Ballad of a Boneless Chicken by Jack Prelutsky. Hollow Strength activity. In cooperative learning groups, students will do the experiment “Hollow Strength.” Students will observe both models of bones (hollow and solid) and understand that hollow bones are stronger than solid bones. They will record the differences. (Students will be able to describe the make up of a bone. Students will recognize that hollow bones are stronger then solid bones.) Poem , Hollow Strength Experiment Directions , Hollow vs Solid Data Sheet
Day 5:
Read and discuss online article “How Bones Grow” http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_How_Bones_Grow click on page 2. In cooperative groups students will read and follow directions to complete the “Deboning activity.” In this activity students will observe then compare/contrast chicken legs soaked in vinegar and bones not soaked in vinegar. Students will deduce that the bones that were placed in vinegar were weaker and more flexible. Students will comprehend that the depletion of calcium in bones causes them to become weak. Students will record the results of the experiment on the data sheet. Deboning Experiment Directions , Deboning Venn Diagram
Day 6:
Read and discuss the online article "Joints" and observe the animated diagram on how joints work. http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_Your_Joints click on p 7.
Teacher will introduce joints of the human body and demonstrate the movements of the joints. Teacher will provide examples of each joint (Gliding, Ball and Socket, and Hinge). Students will match up joints with examples. Types of Joints , Joints match up activity
Day 7:
Read and discuss the online article Taking Care of Your Bones http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_Taking_Care_of_Bones click on page 8. Students will work in small groups to design a poster for one of the four ways to take care of your bones. Four Ways to Care for Your Bone Poster
Day 8:
Each student will be given the name of a bone to research. Working independently, students will research their bone using the internet. They will find a picture of the bone, its location, its purpose and any additional information they want to share. The students will add this information onto a trading card” template to be traded with their peers. (The trading cards will be used on Day 10. This activity will provide each student with a trading card about each of the bones to be used to study for the test on bones.) Trading card template
Day 9:
In this lesson, students will compare their body parts, based on commonly used terms, to the bones of the "Turkana Boy" found in the roots of a thorn tree by Africa's Lake Turkana. Using the interactive feature in Xpedition Hall called The Dig (http://www.nationalgeographic.com/xpeditions/hall/index.html?node=48), students will see what a 1.6 million-year-old human skeleton can teach them about their own bodies, and connect with the past by relating to a fossil! Students will work in pairs or small groups for this lesson. Students will trace their partner on life-size paper and label their artwork, using a lighter color marker for words they already knew and a darker marker for new words. (This lesson connections geography and science.) Students will be able to list the words that label a fossil; label their own body parts, using common language; associate the parts of a fossil with the parts of their own body; and label their life-size models using terms learned in the Xpedition Hall exhibit.
Day 10:
“Bones” trading card day. Each student will have 18 copies of their bone trading card. The students will have a bones check off sheet. Each student must go around and collect a trading card from each of their peers. Using the information on the trading cards, the students will complete the bones data sheet. These will be used to study for their test. The test will be given after a few days of study time. Trading Card Checkoff , Bones Data Sheet, Labeling the Skeleton Sheet Easy Version, Labeling the Skeleton Sheet Hard Version.
Introduce the unit by viewing the video song Dem Bones (http://www.brownielocks.com/dembones.html) and reading the book Dem Bones by Bob Barner. Create a “bones” KWL chart. (KWL chart will help students identify their prior knowledge about the skeletal system, what they would like to know and after completion of the unit what they have learned.) Dem Bones Song Lyrics , KWL chart
Day 2:
Watch the online movie to answer basic questions about the Skeletal System. http://kidshealth.org/PageManager.jsp?lic=1&article_set=59294&cat_id=20607 Using information gained add to the KWL chart started on Day 1. (Adding to the L part of the KWL assesses what the students have learned.) Student’s will cut out skeleton parts put it together. For added interest students could work with a partner and time their partner to see how long it takes to put the skeleton together. Skeleton Cut Out, Skeleton Cut Out #2
Day 3:
Read and discuss the online article What Are Bones Made Of? http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_What_Are_Bones_Made_Of_ and use the interactive diagram to learn the parts of the bone. Students will create a clay model of the bone. Students will then label the parts of the bone on a worksheet. Bone makeup activity diagram , Parts of Bone Worksheet
Day 4:
Read and discuss the poem Ballad of a Boneless Chicken by Jack Prelutsky. Hollow Strength activity. In cooperative learning groups, students will do the experiment “Hollow Strength.” Students will observe both models of bones (hollow and solid) and understand that hollow bones are stronger than solid bones. They will record the differences. (Students will be able to describe the make up of a bone. Students will recognize that hollow bones are stronger then solid bones.) Poem , Hollow Strength Experiment Directions , Hollow vs Solid Data Sheet
Day 5:
Read and discuss online article “How Bones Grow” http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_How_Bones_Grow click on page 2. In cooperative groups students will read and follow directions to complete the “Deboning activity.” In this activity students will observe then compare/contrast chicken legs soaked in vinegar and bones not soaked in vinegar. Students will deduce that the bones that were placed in vinegar were weaker and more flexible. Students will comprehend that the depletion of calcium in bones causes them to become weak. Students will record the results of the experiment on the data sheet. Deboning Experiment Directions , Deboning Venn Diagram
Day 6:
Read and discuss the online article "Joints" and observe the animated diagram on how joints work. http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_Your_Joints click on p 7.
Teacher will introduce joints of the human body and demonstrate the movements of the joints. Teacher will provide examples of each joint (Gliding, Ball and Socket, and Hinge). Students will match up joints with examples. Types of Joints , Joints match up activity
Day 7:
Read and discuss the online article Taking Care of Your Bones http://kidshealth.org/PageManager.jsp?lic=1&article_set=54029&cat_id=20607#a_Taking_Care_of_Bones click on page 8. Students will work in small groups to design a poster for one of the four ways to take care of your bones. Four Ways to Care for Your Bone Poster
Day 8:
Each student will be given the name of a bone to research. Working independently, students will research their bone using the internet. They will find a picture of the bone, its location, its purpose and any additional information they want to share. The students will add this information onto a trading card” template to be traded with their peers. (The trading cards will be used on Day 10. This activity will provide each student with a trading card about each of the bones to be used to study for the test on bones.) Trading card template
Day 9:
In this lesson, students will compare their body parts, based on commonly used terms, to the bones of the "Turkana Boy" found in the roots of a thorn tree by Africa's Lake Turkana. Using the interactive feature in Xpedition Hall called The Dig (http://www.nationalgeographic.com/xpeditions/hall/index.html?node=48), students will see what a 1.6 million-year-old human skeleton can teach them about their own bodies, and connect with the past by relating to a fossil! Students will work in pairs or small groups for this lesson. Students will trace their partner on life-size paper and label their artwork, using a lighter color marker for words they already knew and a darker marker for new words. (This lesson connections geography and science.) Students will be able to list the words that label a fossil; label their own body parts, using common language; associate the parts of a fossil with the parts of their own body; and label their life-size models using terms learned in the Xpedition Hall exhibit.
Day 10:
“Bones” trading card day. Each student will have 18 copies of their bone trading card. The students will have a bones check off sheet. Each student must go around and collect a trading card from each of their peers. Using the information on the trading cards, the students will complete the bones data sheet. These will be used to study for their test. The test will be given after a few days of study time. Trading Card Checkoff , Bones Data Sheet, Labeling the Skeleton Sheet Easy Version, Labeling the Skeleton Sheet Hard Version.