LO: Today we are going to study and explore the human skeleton so that we can identify parts of the skeletal system and their function AFL To know if bones are alive, make blood, protect the body, help with movement, and to support the body. Worksheet answers, random selection and rotating around class to get answers to blanks. Opportunities for students to show prior knowledge. Equipment : skeleton model Starter:Crossword of bone names. Then ask if they can guess. Skeleton model to give clues. MAIN ACTIVITY Show objectives and get pupils to write objectives Show keywords - allow them to copy down. Give all pupils sticky notes to label Skeleton as best they can together. Label skeleton diagram as best they can. Go through diagram on slide, asking for volunteers who might know the parts. Give clues and help pronunciation. Consolidate + paste in notebooks Ask if bones are living? Mini discussion w/elbow partner - yes /no? Explanation of inside of a bone with marrow that makes blood Brief mention of Ligaments and tendons (covered more in joints section) Fill in 2nd worksheet about function of the skeleton Feedback on sheet / correct with answers on slide Summary/Takeaway Question/Plenary: Broken bones - can they heal? (c/f bones alive, growing etc)

Describe how muscles, joints and bones work to move your body Other Broader/Cross-curricular links – PSHE/Body/Self, PE, sports science Starter: Have a think: are muscles like elastic bands? | Dispel misconceptions, ask them to think about models Recap on bones, joints, ligaments, tendons. Shoulder blade = scapula Functions of bones are – protection, support Where a bone meets (joint) Softer bit on the end of the bone (cartilage) The cushioning liquid on a join (synovial fluid) Connects bone to bone (ligaments) Muscle to bone (tendon) Revision Worksheet & Questions Main Activity Muscles –long and stretchy? Animation / video of muscle Muscle fibre ‘model’. Can change shape. Remind about Antagonistic Pair Is an elastic band a good model? How would you better represent a muscle? Cardiac –heart, what is special about it? Tendons can’t, ligaments can’t muscles can Types of muscle - smooth, skeletal, cardiac Match type of muscle worksheet + stick in book Slide w/Q: What would happen if our skeletal muscles were replaced by tendons? (so heart still works etc!) – couldn’t move Get them to write and articulate. What would happen if all skeletal muscles were replaced by cardiac muscles? Ext: if you need to make a muscle bunch up and get shorter, what do you need to use up? (energy) Takeaway Question/Plenary: How many muscles will you use on the way to break now? To have them thinking that they use muscles to move and realise/value what they have learned.

Y7/KS3 - Resources - skeleton model if you have one as well as any joint models. Builds on previous skeletal system lesson. Overview: Thunk - gives space/starter worksheet to fill in - BBC Bitesize video about muscles Memory game - labelled diagram of joint, return to desks to fill in Different joint types Summary - write sentence to explain how joints enable movement