Skeletal System

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Skeletal System
Wednesday Cunnington
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Objectives
1. The students will complete a KWL chart with
the teacher. 2. The students will label and color
parts of the skeletal system. 3. Students will
use the internet to build a skeleton, take a
bone quiz.gather information and locate other
internet sites. 4. Students will write a story
using six vocabulary words. 5. Through discussion
the students will talk about a musical piece
played during class. 6. The students will
complete a book that contains their works and
interesting facts about the skeletal system. 7.
Students will view a movie and put a skeleton
together. 8. Students will read books to gather
information.
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KWL Chart
K What do you know about the skeletal
system?
W What would you like to know about
the skeletal system?
L What have you learned about
the Skeletal system?
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Vocabulary
skull-head bone ribs Phalanges- toe/finger
bones Metatarsals-foot bones patella clavicle hume
rous ulna radius
pelvis-hip bone sternum scapula femur-thigh
bone tibia-leg bone fibula-leg bone tarsals-ankle
bone spine
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Write A Story
There once was a skull who was very humerous.
His friend, Mr.. Hand Bones was having ribs for
dinner. He invited Skull over and asked him to
bring his sisters Fibula and Tibia with him. The
skull was delighted.
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Build A Skeleton
Can you put me back together ?
www.medtropolis.com/vbody.asp
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CYBERMOBILE
Computers on Wheels
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Answer This ??????

• How many bones are in the skeletal system?
• What are the bones connected by?
• What helps the bones move?
• Bones contain_________which makes blood cells.
• What is the largest bone?
• What is the smallest bone?

E-mail your teacher these answers.
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MUSICCarnival of the AnimalsFossilsByC
amille Saint-Seans
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Take me apart, put me back together!
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Can you put me back together? You will find me
in the learning center.
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TRY THIS

• At home, dry chicken bones. Place half the bones
  in a bowl with a lid and cover them with vinegar.
  Place the remaining bones in a similar bowl and
  cover them with water. Cover the bowls. Check
  the bones daily for ten days. What effect did
  the different solutions have on the bones? Why?

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Students will compile their works into a book
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FIELD TRIP
INDIANAPOLIS MUSEUM
BONE GALLERY
See different kinds of skeletons? What was your
favorite skeleton?
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Internet Sites
1. www.imcpl.lib.in.us/kids_skel.html Bone
quiz 2. www.medtropolis.com/vbody.asp Build a
skeleton 3.www4.tpgi.com.au/users/amcgann/body/sk
eletal.html
Use a search engine ex www.google.com
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Books Used in the Center
Barner,Bob., DEM BONES, 1996.,Chronicle
Press,CA. Balestrino,Philip.,The Skeleton Inside
You, 1989.,Harper Collins, NewYork,
NewYork. Kindersley, Darling.,The Visual
Dictionary of the Skeleton, 1995., Kindersley,
NewYork. Johnston,Tony., The Soup Bone,
1990.,Harcourt Brace Jovanovich, San Diego,
CA. Johnson,Jinny.,Skeletons An Inside Look at
Animals, 1994.,Readers Digest Kids,Pleasantville,N
ewYork. Simon,Seymour,. Bones Our Skeletal
System, 1198.,Morrow Junior Books,NewYork.
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Activity Excellent
Satisfactory
Unsatisfactory
rubric
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Nets

• Basic operations and concepts
• Social, ethical, and human issues
• Technology productivity tools
• Technology communications tools
• Technology research tools

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Performance Indicators
Prior to completion of Grade 2 students
will Use input devices (e.g., mouse, keyboard,
remote control) and output devices (e.g.,
monitor, printer) to successfully operate
computers, VCRs, audiotapes, and other
technologies. (1) Use a variety of media and
technology resources for directed and independent
learning activities. (1, 3) Communicate about
technology using developmentally appropriate and
accurate terminology. (1) Use developmentally
appropriate multimedia resources (e.g.,
interactive books, educational software,
elementary multimedia encyclopedias) to support
learning. (1) Work cooperatively and
collaboratively with peers, family members, and
others when using technology in the classroom.
(2) Demonstrate positive social and ethical
behaviors when using technology. (2) Practice
responsible use of technology systems and
software. (2) Create developmentally appropriate
multimedia products with support from teachers,
family members, or student partners. (3) Use
technology resources (e.g., puzzles, logical
thinking programs, writing tools, digital
cameras, drawing tools) for problem solving,
communication, and illustration of thoughts,
ideas, and stories. (3, 4, 5, 6) Gather
information and communicate with others using
telecommunications, with support from teachers,
family members, or student partners. (4)