KeyStage3|LeSSonpLan1-MUSCLeSandboneS
Muscles and Bones
Lesson aim
To familiarise students with the function of the skeleton and how muscles attached to the skeleton allow
us to move.
Lesson objectives
Students will be expected to:
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Work effectively within a group.
Discuss within a group.
Communicate effectively with others.
Understand that our skeleton provides support, protection and a framework of levers onto which
muscles can be attached.
• Understand that muscles work in pairs in order to allow the range of movement we are capable of.
• Appreciate the wide variety of different healthcare science roles involved in the care of our joints.
Lesson Outcomes
By the end of this lesson:
All students will be able to appreciate the functions of the skeleton and that muscles can only
contract.
Most students will be able to appreciate how muscles work in antagonistic pairs and how they are
attached to the skeleton.
Some students will be able to appreciate how muscles use glucose and oxygen in order to function
and some of the things that may go wrong with skeletal or muscular function.
Curriculum links
KS3 Science
Sc1; 2i
Sc2; 1c,e 2e,j
QCA Scheme of Work for Science
The work in this lesson plan relates to Unit 9b: Fit and Healthy
Suggested age group suitability
Year 8&9
Time required
One hour.
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Pre-Lesson preparation required
If possible, arrange tables so that students can work in separate pairs.
Students should have access to one Elbow Kit per pair. The Elbow Kits will need to be made up prior
to the lesson and instructions on how to do this are provided in the Technician Notes at the end of this
lesson plan.
Materials and equipment required
For the students (per pair)
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1 Elbow Kit
1 retort stand, boss and clamp
1 set of slot masses
1 copy of Student Resource Sheet 1.1 – Build Your Own Elbow Joint
2 copies (1 per student) of:
Student Resource Sheet 1.2 – Torn Ligament Patient Journey
Student Resource Sheet 1.3 – Joints
Student Resource Sheet 1.4 – Who’s Who in Joint Care?
For the teacher
• Model skeleton
• Some genuine bones
• Student Resource Sheet 1.5 – Fascinating Facts. This can be kept for reference and to provide a
source of fascinating facts for the lesson or can be directly distributed to students.
Prior knowledge required
Students should be aware that human beings and other larger creatures have internal skeletons called
endoskeletons. Insects have external skeletons called exoskeletons.
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Lesson structure (including approximate timings)
Housekeeping:
Introduction of lesson and explanation of aims and objectives.
Arrange students into pairs. (4 minutes)
Intro. Activity:
Ask students in pairs to spend 1 minute thinking about why we have a skeleton then
ask for responses. The three key answers they should provide are:
• For supporting soft tissue
• Protection of vital organs (brain, lungs etc.)
• Provides a framework of levers for muscles to attach to.
If there is an anatomical skeleton available you can ask students to indicate on
the skeleton where an example of a bone or bones acting in each particular
capacity might be found. You can also point out to students that blood cells are
manufactured in the bone marrow (at a rate of about 2 million per second).
(5 minutes)
Class Activity:
Briefly explain to students that they are now going to build their own joint and
muscle assembly. Hand out copies of Student Resource Sheet 1.1 – Build Your Own
Elbow Joint and go through the instructions with the students.
The instructions will take them through assembly of the joint and muscle structure.
They will then be required to put the joint under a small load and to cut some of the
‘ligaments’ to see what happens.
During this process they will be asked to record their observations and to write down
how they might treat this kind of joint injury. Once they have completed this part
of the activity, distribute Student Resource Sheet 1.2 – The Torn Ligament Patient
Journey and discuss the differences and similarities between their ideas and the
process outlined on this sheet.
As part of the activity ask them to consider how a radiographer might position the
arm to get the best possible image of the injury. If facilities allow they could place
the damaged joint on an overhead projector to see the image produced. They also
need to take into account that the patient may be in pain and find it difficult to move
the injured limb.
Get students to begin the activity. (40 minutes)
Class Instruction: Explain that bones are incredibly strong, but do get broken from time to time. It is
possible that some students may have experienced a broken bone and could share
their experience. (8 minutes)
Closing:
Summarise key points.
• T hat there are different types of joint and that not all joints in the body
allow a wide range of movement
• That synovial joints allow the widest range of motion
• That muscles work in antagonistic pairs and are attached to bones by tendons
End. (3 minutes)
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Extension/Homework
Ask students to investigate what other types of joint there might be within the human body and how
they work. They could also be asked to consider how the function of the joint relates to the job it does.
For example, would it be useful to have our heads connected to our bodies with a ball and socket joint?
If students complete their work an interesting challenge to set them is to ask them to sit on a chair with
their feet flat on the floor and their right hand laying palm down on their right thigh so that their arm is
bent at a right angle. Then ask them to adjust their position so that their hand is laying on their thigh,
but palm upwards. The catch is that they must do this without turning their wrist.
This is very difficult to do unless you know the trick. It will certainly get students thinking about the
nature of their elbow joint. The solution is to do the following:
1.Move your hand and forearm horizontally towards the left until it touches your stomach.
2.Swing your hand and forearm upwards, pivoting at the elbow until your hand and forearm are
vertical. You should now be in a position which looks like you are just about to deliver a karate
chop.
3.Bring your hand and forearm down to the knee. Your palm should now be at 90 degrees to your
thigh.
4.Repeat the movements described in steps 1 to 3 and you should find your hand is now resting on
your knee – with the palm facing upwards!
Differentiation
Adapt discussion sessions to suit ability and age group.
Provide extra support during group activity for those students who require it.
Risk assessment
It is the responsibility of the supervising teacher to carry out all risk assessments with regard to this
activity and to make sure that any such risk assessment complies with the requirements of the particular
institution in which it is being conducted.
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Key Stage 3 | Lesson plan 1 - MUSCLEs and bones
Technician Notes - Assembling the Elbow Kits
The Elbow Kits are designed to be a permanent resource which can be used repeatedly with different
groups.
They are easily constructed and each kit will require the following materials:
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Two pieces of 15 mm dowel, each approximately 25 cm long
One 3 cm length of 15 mm dowel
One 12 cm length of 10 mm dowel
One 2 cm length of 6 mm dowel
Two 1cm lengths of 10 mm diameter flexible PVC tubing
Four small screw eyes
Three 20 mm countersink screws
3 cm length of 21.5 mm diameter plastic water pipe
Junior hacksaw
Two or three thick elastic bands
Four medium sized cable ties
Two long balloons
String
The following tools will be needed to build the kits
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PVA wood glue
Epoxy glue
Sand paper
Bradawl
Electric drill with 6 mm, 3mm, 2mm bits and countersink
Craft knife
Square/rectangular section file
Step 1
Take the 12 cm length of 10 mm dowel and drill a 3mm hole 1cm from one end. Then use the 2 mm drill
bit to drill two further holes as in the diagram below. Counter sink one end of the 2mm holes.
On the opposite side of the dowel use the file to make two grooves approximately 3 mm deep. These
grooves are for passing the cable tie ends through so make sure that the cable ties you intend to use will
fit comfortably.
6cm
4cm
2mm holes
3mm hole
1cm
5cm
10cm
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Step 2
Line the 10 mm dowel up with one of the lengths of 15 mm dowel as shown in the diagram below.
Use a narrow brush to paint some PVA glue onto the 15 mm dowel. Be careful not to block the grooves
where the cable ties will pass through. Then screw the two parts together. This part will be your
‘forearm’.
15mm dowel
3cm
3mm hole
10mm dowel
Step 3
cut
Use the junior hacksaw to cut a 100° section out of the 21.5
mm pipe as shown in the diagram opposite. Place one half on
the elbow end of the forearm and use a pencil to mark where
to drill a screw hole for the pipe section. This pipe section will
form the socket of the elbow joint. It is important that when
the screw fixing it to the forearm is tightened it does not press
against the 10 mm dowel and bend.
discard this
section
100°
Drill a 3 mm hole at the point you have marked in the pipe.
Then carefully add a small counter sink. Use the bradawl to
mark a start point for the screw as it goes into the 15 mm
dowel. Sand the outer surface of the pipe.
cut
Mix up some epoxy glue and dab a generous amount on the end of the fore arm where the socket needs
to be placed. Place the socket in position and fix it with a screw.
Leave this to set.
15mm dowel
epoxy glue
10mm dowel
Step 4
Drill a 6 mm hole in the centre of the 3cm length of
15 mm dowel. Be careful not to let the drill go all the
way through. Drill another 6 mm diameter hole in the
centre of the end of the remaining length of 15 mm
dowel. Now use the 6 mm dowel as a peg to fix the
two parts together. Check that the holes are deep
enough so that the parts fir together snugly. When
you are happy with the fit remove the peg, paint it
with PVA glue and put the parts together again.
15mm dowel
6mm dowel
Leave them to set.
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Key Stage 3 | Lesson plan 1 - MUSCLEs and bones
Step 5
Make sure all the parts have set, then use the bradawl to make starter holes as shown below. Screw the
three screw eyes into these holes. These screw eyes will form the fixing points for muscle tendons. The
fourth screw eye can be screwed into the ‘hand’ end of the forearm to provide a fixing point for the slot
masses.
screw eye
20cm
2cm
Step 6
The kit is now ready for use. Before you hand it to pupils you will need to add the following parts:
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Two long balloons
Four small to medium cable ties
Two or three thick elastic bands
60 cm of string
Two 1 cm lengths of 10 mm diameter flexible PVC tubing – use the craft knife to slit them
lengthways.
Final assembly instructions are given in Student Resource Sheet 1.1 – Build Your Own Elbow Joint. The
completed and assembled kit should look something like the photo below.
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