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Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 1

This resource sheet may have been changed from the original.

The skeleton

AimsThis is a lesson for The skeleton. In this lesson, students start by looking at a 6-mark question.

The aim of the lesson is to move students towards answering the question, using knowledge they

have from previous lessons, and covering new learning objectives.

It covers the following learning objectives:

! Describe the structure and function of the skeleton and skeletal system.

!

Apply knowledge in the context of a 6-mark question.

Big Question

Explain using specific examples how the skeleton provides the body with physical protection and

protection against infection (QWC, 6 marks)

Question requirements

For students to be able to answer the question, they need to:

Statement Answer

Describe the structure of the

skeleton.

All the bones in the body make up the skeleton. They are

joined together to make a framework. The main bones in the

human body are the: skull, jaw bone, collar bone, sternum,

humerus, vertebral column (back bone), pelvis, ulna, radius,

femur, fibula, kneecap, tibia, and ankle.

Describe how the skeleton protects

vital organs.

Bones are strong but flexible. The bones in the skeleton

protect vital organs.

Give specific examples of bones

protecting vital organs.

The ribcage protects the heart and the lungs.

The skull protects the brain.

The vertebral column protects the spinal cord.

Explain how the skeleton protectsagainst infection.

Some bones in the body contain bone marrow (e.g. thelonger bones in the arms and the legs). Bone marrow is a

soft tissue that produces blood cells. White blood cells are

needed to fight infection.

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Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 3

This resource sheet may have been changed from the original.

Starter Support/Extend Resources

Introducing the question (5 minutes)

Give students the Question-led lesson student sheetand write the Big Question on the board. Explain to

students that by the end of this lesson, they will be

able to answer the question. Students should record

key words and answers to the question requirements

table as they move through the lesson.

Name those bones! (5 minutes)

This interactive resource asks students to label a

diagram of the skeleton, using the names of some of

the major bones in the body provided.

B1 2.4 Activity:

Question-led

lesson

B1 2.4

Interactive:

Name those

bones!

Main Support/Extend Resources

Build your own skeleton (25 minutes)

Students use the activity sheet and photocopied

images of bones to build a skeleton.

They then use the model skeleton and the

information in the student book as a resource to

label the bones on their own activity sheet. For the

purpose of this lesson, students should only

complete questions 1, 2, and 3 on the activity sheet.

As an alternative to the questions, ask students to

draw a table that lists several regions of the skeleton(skull, ribcage, long bones in the arm and leg) in the

first column. They can then fill in the second column

with the functions of the bones in these regions,

helping them work towards answering the Big

Question.

Question-led activity (15 minutes)

Students answer the big question and then use the

mark scheme to check their answers.

Support:Students

should work in mixed-

ability groups.

Extension:Students

should include in their

functions an explanation

of how the function is

achieved.

B1 2.4 Activity

sheet: Build

your own

skeleton

Plenary Support/Extend Resources

Identifying ways to improve (510 minutes)

Working in pairs, students should list ways to

improve their work, first suggesting their own

improvements and then looking at their partners

work to suggest improvements or to look for good

ideas on how to improve their own answer.

Support:Students may

struggle identifying how

they can improve the

quality of their writing

(structure, spelling).

Sharing the best answer

from the class will help

students appreciate the

difference in QWC.

Homework

Students should revise their answer using their

improvements identified in the plenary.