Boning Up on Your Bones (The Human Skeletal System)
Updated: May 10, 2004
Grades: 3-5
Curriculum Connections: Science and technology
Standards Connection: Arizona State Frameworks/Content Standards/Benchmarks
| • | Science Standard 4 Life Science
4SC-E4: Identify the systems involved in such vital functions as digestion, respiration, reproduction, circulation, excretion, movement, control, coordination.
PO 2: Identify the functions of systems (e.g., digestion, respiration, reproduction, circulation, excretion, movement, control, coordination). |
| • | Technology Standards
3T-E1: Use formatting capabilities of technology tools for communicating and illustrating.
PO 1: Use word-processing editing tools to revise a document (e.g., cut and paste, tabs and margins, font size, font style, delete and undo, selecting, spell check, click and drag).
PO 2: Design a word-processing document with graphical elements (e.g., clip art, digital photographs, symbols, using text wrap, cropping, sizing, drawing tools).
3T-E3: Publish and present information using technology tools.
PO 1: Design and create a multimedia presentation or Web page using multiple digital sources.
PO 2: Publish or present the above production. |
Required Software: Microsoft® PowerPoint®, Microsoft Publisher 2002, Microsoft Internet Explorer
What's in this Lesson:
Teacher Guide (including How to Begin)
Teacher Guide
Summary:
How many bones are in the human skeletal system? Which is the longest? The smallest? In this month-long unit, students "bone up on their bones" (and learn all about the human skeletal system) by creating and sharing multimedia presentations, newsletters, and Web sites. The unit consists of twenty 45-minute sessions that include direct instruction by the teacher as well as hands-on time for the students to use Microsoft PowerPoint and Microsoft Publisher to demonstrate their mastery of the instructional material.
Objectives:
Students work in pairs to predict, create, analyze, and report information about the human skeletal system. In the process they are able to:
| • | Describe what the skeletal system is (the number of bones and what bones are made of) |
| • | Describe at least two ways in which our bones protect our body |
| • | Describe how our bones enable movement |
| • | Define why human growth occurs |
| • | State ways to keep our bones healthy |
Students construct new information based on the bulleted list above and then present that information in a multimedia presentation. They are given a PowerPoint template for this presentation, as well as the rubric by which it is graded.
Then students, working with a different partner, present information related to the bulleted list above in a newsletter. They are given a Publisher template for this presentation, as well as the rubric by which it is graded.
Finally, students work with another partner to present information related to the bulleted list in a Web page. They are given a Publisher template for this presentation and are instructed on how to save the file in HTML format. They are also given the rubric by which the Web site is graded.
Prerequisite Skills:
| • | Basic computer operations and concepts |
| • | Basic understanding of technology communication tools |
Time Allotted:
Twenty 45-minute class periods, plus additional time for students to become familiar with PowerPoint and Publisher software.
How to Begin:
Week 1: Engage students in a dialogue about the human skeletal system. Ask: "What do you know about the bones in your body? What else would you like to know about the human skeletal system? Where do you think we might find this information?" You may also want to use the Skeletal System Unit Introduction (below) to provide students with an overview of the unit. At the end of the week, give students the worksheet titled "The Bones Inside Us." (See Student Hand-Outs below.)
Unit Introduction (213 KB PowerPoint file)
Week 2: Assign each student a partner, provide students with a rubric for production of a PowerPoint presentation, and view the presentations with the entire class.
Week 3: Assign students a new partner, and provide a rubric for the production of a Publisher newsletter. (Note: The newsletters can be sent home as a classroom communication tool and can also allow the teacher to assess what students have learned about the skeletal system.)
Week 4: Assign students a new partner, and provide a rubric for the production of a Web site, starting with a Publisher file.
Accommodations for Different Learners
Resource Student
These students can be paired with a specific partner of higher ability to enable the optimal learning environment for these students.
Handouts
Bones Inside Us Worksheet (46 KB PowerPoint file)
Assessment
For the multimedia, newsletter, and Web site projects, students are given the following rubrics and told that these rubrics will be used to assess their work.
PowerPoint Rubric (46 KB Microsoft Word file)
Publisher Rubric (42 KB Microsoft Word file)
Web Site Rubric (32 KB Microsoft Word file)
Resources
MSN® Learning & Research Plus/Dictionary and Thesaurus from Encarta®
Virtual tour of a skeleton game to build a skeleton:
http://www.medtropolis.com/vbody.asp
Description of bone:
http://www.innerbody.com/htm/body.html
Overview of skeletal system:
http://www.innerbody.com/htm/body.html
Newton's Apple:
http://www.ktca.org/newtons/14/bones12.html
Great ProTeacher Web sites for bones (including a word search):
http://www.proteacher.com/prosearch/search2.cgi?c=nil&s=skeleton&n=1
