The Bruce Museum of Arts and Science
Education Department Presents:
Educator Guide
SKELETONS
The Bruce Museum of Arts and Science Education Department develops Educator
Guides to provide detailed information on field trip planning, alignment with Connecticut
State Goals and Learning Standards and New York Education Standards, as well as
suggested hands-on classroom activities to do before, during, and after your visit to the
Museum.
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Bruce Museum
 Educator Guide
Teacher Notes:
This educator’s guide is separated into eight parts:
 Exhibition guide
 Curriculum Connections
 Teacher and Student Resources
 Games and Puzzles
 Activities
 Vocabulary List
 How to schedule your Museum visits
 Education Staff List
In the Skeletons program, students will identify the location and purpose of major bones
in humans and animals and develop related vocabulary. Through discussion,
demonstration and hands-on activities, students will distinguish between endoskeletons
and exoskeletons and describe the functions of a skeleton. Students will dissect owl
pellets to uncover and identify rodent bones.
School programs are inquiry based and promote critical thinking, written, and oral
expression. They feature hands-on-learning activities using objects from Museum
collections and exhibitions. Many are interdisciplinary and address various learning
styles.
For Brucemobile program information contact Sheean Haley, Manager of Outreach
Education at 203-869-6786 Ext. 323 or by email [email protected].
For reservations contact Anne Burns at 203-869-6786 Ext. 338 or by email
[email protected]
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Bruce Museum
 Educator Guide
Exhibition Guide:
Types of Skeletons
There are two types of skeletons, endoskeletons and exoskeletons. An endoskeleton is
an internal support structure of an animal that allows the body to move. It also gives the
body structure and shape. Humans, other mammals, reptiles, amphibians and birds all
have endoskeletons. In contrast, an exoskeleton is an external skeleton that supports
and protects an animal's body. Some organisms that have exoskeletons include
crustaceans, worms and insects.
Function of a Skeleton
The primary functions of a skeleton, whether it’s inside or outside the body, are:
1) Protection: Certain delicate and important organs of the body are protected by a
casing of bone or chitin.
2) Support: The skeleton suspends the vital organs, prevents them from crushing
each other and maintains the shape of the body, despite vigorous activity.
3) Movement: To produce movement, many bones of the skeleton perform the
function of levers. When muscles pull on these bones, movement is produced.
4) Muscle Attachment: For effective movement to occur, muscles must be securely
attached to the skeleton. One end of the muscle must be attached to the part of
the skeleton to be moved, while the other must be attached to the part to be held
stationary.
An important advantage of
an endoskeleton over an
exoskeleton is that it
provides more structural
support.
The Human Skeleton
The human skeleton is
made up of both fused and
individual bones supported
and supplemented by
ligaments, tendons,
muscles and cartilage. The
longest and heaviest bone
in the body is the femur
and the smallest is the
stapes bone in the middle
ear. In an adult, the
skeleton comprises around
An illustration showing the difference between tendons and
20% of the total body
ligaments (from www.nim.nih.gov).
weight, and half of this
weight is water. A typical
adult human skeleton consists of 206, 208 or more bones depending on how they are
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Bruce Museum
 Educator Guide
counted. The count of 208 considers the sternum to be made up of three bones instead
of one; manubrium, body of sternum (gladiolus) and xiphoid process. Anatomical
variation may also result in the formation of more or less bones. More common
variations include cervical ribs or an additional lumbar vertebra. Babies are born with
around 300 to 350 bones, many of which fuse together.
Tendons, Ligaments and Joints
Tendons (or sinew) are tough, flexible bands of fibrous tissue that attach to the skeletal
muscles that move your bones. Tendons enable one to move since they act as
intermediaries between the muscles creating the motion of the bones. Perhaps the
most famous tendon is the Achilles tendon. The Achilles tendon is a large tendon which
connects the muscles of your calf to your heel. It was named because the mythic hero
Achilles was said to have been killed due to an injury to this area. Ligaments are similar
to tendons, but they connect bone to bone and help to stabilize joints. Made up of long,
stringy collagen fibers which create short bands of tough fibrous connective tissue,
ligaments are
slightly elastic, so
they can be
stretched to
gradually lengthen
increasing
flexibility. A joint is
the location at
which two or more
bones make
contact. They are
constructed to
allow movement
and provide
mechanical
support. Joints
may be joined by
fibrous connective
tissue, by cartilage,
or not directly
An illustration of one type of joint, a synovial joint. Synovial joints
joined.
are not directly joined and are the most common and most
moveable type of joints in the human body. The elbow is one
example of a synovial joint (Image from www.wikipedia.org).
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Curriculum Connections:
Connecticut
Greenwich
Grades 3-5
•Meets standard 5.2
•Identify and describe the function of the nervous system
•Differentiate between voluntary and involuntary muscles.
•Recognizes that skin senses pressure, temperature and pain.
•Identify and describe the major function of the lens, cornea and pupil of the eye.
•Name the four areas of the tongue and the taste that each senses.
•Recognize that the nose senses smell and affects taste.
•Recognize interrelated body systems work together to ensure survival.
•Recognize that food provides the energy that the body needs for growth and repair.
New York
Grades 3-4
•PI 4 (1.1a) Students will observe and discuss objects and record observations.
•PI 4 (1.1b) Students will articulate appropriate questions based on observations.
•PI 5 (1.2) Students question the explanations they hear from others and read about,
seek clarification and comparing them with their own observations and understanding.
•PI 7 (2.1) Students develop written plans for exploring phenomena or for evaluating
explanations guided by questions or proposed explanations they have helped formulate.
•PI 11 (3.2c) State orally and in writing any inferences or generalizations indicated by
the data collected.
•PI 12 (3.3) Share their findings with others and actively seek their interpretations and
ideas.
•PI 13 (3.4) Students adjust their explanations and understanding of objects and events
based on their findings and new ideas.
•PI 76 (1.2) Describe the life processes common to all living things.
•PI 76 (1.2a) Living things grow, take in nutrients, breathe, reproduce, eliminate waste
and die.
•PI 78 (2.2) Students recognize that for human and other living things there is genetic
continuity between generations.
•PI 79 (3.1a) Each animal has different structures that serve different functions in
growth, survival and reproduction.
•PI (3.1a)A Legs enable animals to seek shelter and escape predators.
•PI (3.1a)B The mouth, including teeth, jaws and tongue enables some animals to eat
and drink.
•PI (3.1a)C Eyes, nose, ears, tongue and skin of some animals enable the animals to
sense its surroundings.
•PI 82 (4.2) Students will describe evidence of growth, repair, and maintenance such as
nails, hair and bone, and the healing of cuts and bruises.
•PI 83 (5.1a) All living things grow, take in nutrients, breathe, reproduce and eliminate
waste.
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Bruce Museum
 Educator Guide
•PI 85 (5.3) Students describe the factors that help promote good health and growth in
humans.
•PI 85 (5.3a) Humans need a variety of healthy foods, exercise and rest in order to grow
and maintain good health.
•PI 88 (7.1a) Humans depend on their natural and constructed environments.
•PI 88 (7.1c) Humans, as individuals or communities change environments in ways that
can be either helpful or harmful for themselves and other organisms.
Grade 5
•Same as 4th Grade plus
•PI 218 (1.2) Students explain the functioning of the major human organ systems and
their interactions.
•PI 227 (5.1) Students compare the way a variety of living specimens carry out basic life
functions and maintain dynamic equilibrium.
•PI 227 (5.1a) Animals have a great variety of body parts and internal structures that
contribute to their ability to maintain a balanced condition.
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Student and Teacher Internet Resources:
http://vilenski.org/science/humanbody/hb_html/skeleton.html
http://www.enchantedlearning.com/themes/skeleton.shtml
http://www.innerbody.com/htm/body.html
http://emuseum.mnsu.edu/biology/humananatomy/skeletal/skeletalsystem.html
http://kidshealth.org/kid/htbw/bones.html
http://www.einsteins-emporium.com/human-anatomy/sh721.htm
http://yucky.discovery.com/noflash/body/pg000124.html
Games and Puzzles:
 Wireframe Skeleton
http://www.2flashgames.com/f/f-220.htm

Skeleton Game
http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml

Name the Bones
http://www.forjunior.com/Games/Primary/Skeleton-Game.htm

Skeleton Shakedown
http://www.harcourtschool.com/activity/skel/skel.html
Suggested Reading:
Balestrino, Philip. The Skeleton Inside You : Harper Trophy, 1989.
Barner, Bob. Dem Bones: Chronicle Books, 1995.
Colombo, Luann. Uncover the Human Body : Silver Dolphin Press, 2003.
Cumbaa, Stephen. The Bones Book and Skeleton : Workman Publishing Company,
1992.
Cuyler, Margery. Skeleton Hiccups : Aladdin, 2005.
Glassman, Jackie. Skeletons (The Magic School Bus, A Science Fact Finder):
Scholastic Inc., 2002.
Nicola-Lisa, W. Shake Dem Halloween Bones: Houghton Mifflin, 2000.
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Bruce Museum
 Educator Guide
Activities
Macaroni Skeleton
Materials:
Black construction paper (approximately 6" x 11.5")
Glue that will dry clear
Lima beans (head, thorax, hips)
Short, small macaroni in a tube (spine)
Thin twisted macaroni (arms, legs)
Elbow noodles (ribs)
Small shells (joints)
Spaghetti (fingers, toes)
Black permanent marker
White crayon
What to do:
As preparation for this project, study the human skeleton. Talk about symmetry between
the two sides of the body, and how many ribs, fingers and toes we have.
1) Build a sample skeleton for the children to copy from. Review the key features
with them.
2) Let them build their skeleton and have them work from the head down (i.e., head,
neck/trunk, ribs, etc.), gluing the macaroni and beans to the paper as they go.
3) When the glue and macaroni has set, have them draw a smile and eyes on the
"head".
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 Educator Guide
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 Educator Guide
Vocabulary List:
Clavicle - collar bone
Cranium - top of skull
Endoskeleton - located inside of body (e.g., humans, vertebrates) and provides
structure, support and protection
Exoskeleton - hard outer covering (e.g., insects, lobsters) that provides structure,
support and protection
Femur - top of leg
Fibula - smaller bone in lower leg
Humerus - top of arm
Joint - area where two bones meet, most allow for movement and include fluid for
lubrication and cartilage for protection.
Ligament – strong connective tissue fibers that hold bones together
Mandible - jaw bone
Patella - kneecap
Phalanges - fingers and toes
Pelvis - hip bone
Radius - thumb side of forearm
Scapula - shoulder blade
Sternum - center of chest
Tendon – strong connective tissue fibers that hold muscle to bone
Tibia - larger bone in lower leg
Ulna - outside of forearm
Vertebrae - back bones
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 Educator Guide
How to schedule your museum visits
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Adult and school groups of 8 or more require advance reservations and are subject to a
special group fee.
Museum-Based School programs are available Tuesday through Friday at 10:00 am,
11:15 am, and 1:00 pm
After-School Museum-Based programs are available Tuesday through Friday, last one
hour, and start no later than 4:00 pm.
The Bruce Museum is accessible to individuals with disabilities.
Call Bruce Museum Reservations Manager, Anne Burns, at 203-869-6786 ext.338. You
may leave a voicemail message at this number at any time. Please leave a choice of
times to return your call.
Fees
A confirmation/invoice will be mailed four weeks prior to the program. Pre-payment is
preferred, however, Museum programs may be paid on day of visit. Payment is by check
only, payable to Bruce Museum, Inc.
Museum-Based Programs: $45 per program.
Scholarships
Thanks to the generosity of our corporate members and sponsors, scholarships are
available under special circumstances. Please contact the Museum for more information.
Cancellations
There is a $15 charge if cancellation is less than two weeks in advance of the scheduled
program.
No Eating Facilities are available at the Museum
In case of bad weather, classes will be permitted to eat in the Education Workshop if
they reserve the room in advance.
Class Size
In order to maintain quality education, classes are limited to 25 students. Pre-school
class size is limited to 20 students.
Supervision: REQUIRED for all programs
Museum visit: 1 adult for every 5 children, to accompany the children at all times.
Self-guided tours: If you would like your class to tour the rest of the Museum before or
after the scheduled program, you must tell us when you make your reservation to avoid
conflict with other groups.
Nametags: Help to personalize program and enhance student behavior.
Conduct
In order to enhance everyone's enjoyment of the Museum, please go over these rules
with your students in advance:
o Please do not run in the Museum.
o Please talk in quiet voices.
o Please do not touch paintings or objects
Special requests or curriculum needs
All of the programs are flexible and can be adapted to audiences with special needs or to your
curriculum objectives. Please discuss with the Museum Education staff in advance.
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Bruce Museum
 Educator Guide
Education Department Staff List
Robin Garr
Director of Education and Public Programs
(203)-869-6786 ext. 325
[email protected]
Diane Clifford
Manager of School and Tour Services
(203)-869-6786 ext. 324
[email protected]
Sheean Haley
Manager of Outreach Education
(203)-869-6786 ext. 323
[email protected]
Caroline Shields
Museum Educator
(203)-869-6786 ext. 364
[email protected]
Anne Burns
Reservations Manager
(203)-869-6786 ext. 338
[email protected]
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Bruce Museum
 Educator Guide