Framework Biology 8
An Inquiry Based Science Teaching and Learning Framework
Topic/Learning Activity
Skeletal and Muscular systems.
OB24 – OB27
Student Cohort
Student Level
1st Year.
B8
Bio
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Prior Knowledge
1C1 – Living things: vertebrates, organs and systems.
Stimulus to Engage
Large model of human skeleton.
Picture of a jellyfish in the sea and one on the beach.
Science Questions
Initial questions leading to the questions students will
work on during the activity:
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What happens to jellyfish when they are out of the sea?
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Why don’t you collapse like jellyfish do when you come out of water?
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What does your skeleton do for your body?
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What is your skeleton made of?
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How do your bones move?
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Do all your joints allow the same amount of movement?
Learning Outcomes
Content Knowledge
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Students will identify the main parts of the skeleton and describe its functions as support,
movement and protection.
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Students will locate the major bones in the human body including the skull, ribs, vertebrae,
collarbone, shoulder blade, humerus, radius, ulna, pelvis, femur, tibia and fibula.
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Students will describe the function of joints and muscles (including antagonistic pairs), tendons
and ligaments, and the relationship between these and bones.
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Students will describe the general structure and action of different types of joints: fused, ball
and socket and hinged, and identify examples of each: skull, shoulder, elbow, hip, knee.
Process
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Students will develop their own methods to remember the facts associated with the skeletal
and muscular system.
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Students will learn how to classify different types of joints.
Skills
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Information processing
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Communicating
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Framework Biology 8
An Inquiry Based Science Teaching and Learning Framework
Questions during Activity
Questions to drive student learning (directing them to the learning outcomes):
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What are the names of the bones in the arm?
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What type of joint is at the shoulder/hip/knee/elbow/in the skull?
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What are the muscles in the upper arm called?
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What connects muscle to bone / bone to bone?
Questions to probe understanding:
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What is the skull’s job?
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Why do you have a ribcage?
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Why is the head of the femur round?
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Why do you need two muscles to move a bone?
Questions to get students thinking about their own learning (metacognition):
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What did you learn about your skeleton?
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What did you learn about your muscles?
Developing the Activity
How do you stimulate students to ask even more questions/think further?
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How do jellyfish move?
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Why do some people need hip or knee replacements?
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Why do some old people break bones easily?
Possible supporting activities:
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Matching exercises – labels with bone names to diagram of skeleton
Questions for supporting activities:
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What controls movement of the skeleton?
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How do we get our arms or legs to move?
Reflecting back to Learning Outcomes
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How many of your intended outcomes were achieved?
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Do any of your intended outcomes need to be revised?
Additional Resources
Stimulus materials, websites, etc.:
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Model of human skeleton.
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Animation of how the arm’s antagonistic muscles work.
How has the use of ICT enhanced the learning?
Evidence of enhancement:
Use animations to demonstrate operation of the arm’s antagonistic muscles.
Additional Comments
2
B8
Bio
log
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