Skeletal System Lesson Plan + Free Music Video, Worksheet, Activity
Grade level: 3th-7th grade
Total lesson time: 45 minutes
This lesson consists of:
- 3-minute opening
- 7-minute introduction of material
- 10-minute guided practice
- 20-minute independent practice
- 5-minute closing
At the end of this lesson:
- Students will be able to discuss the location and importance of bones in the human skeletal system.
- Students will be able to identify the location of bones in their bodies.
- Students will be able to understand the specific roles and functions of bones within their bodies.
- Students will be able to create a visual representation of their skeletal systems with labels.
- Computer/projector to play The Human Bones Song
- Printed Skeletal System Worksheets
- Post-it Notes
- Construction paper or poster board
- Art supplies for creating skeletal systems on paper (dry noodles, cereal, beans, and other art materials of your choice)
1. Opening (3-minutes)
Begin the lesson by putting an image of the human skeleton on the board. You can use the image included in the activity sheets, print an image from Google, or draw a human skeleton on the board.
Pass each student one Post-it Note and one Skeletal System Worksheet. Or have these prepared on their desk before they arrive.
Sample dialogue: “Today we are going to learn about the human skeletal system. Our skeletons have 206 bones and we are going to learn about the major bones today. Before we get started, I’m curious to see what you already know about the human skeleton. With the Post-it Note I have given you, I want you to write the name of a bone in your body you already know. Then I will call you up group by group to label the bone you named. At the end of our lesson we will see how much we’ve learned. It is okay if you and other members of the class label the same bones.”
Give students a moment to write the name of their bone, then have students come up in groups to label the image on the board.
2. Introduction to the Human Skeletal System (7-minutes)
To introduce the topic, you will show your students the Human Bones Music Video to your students two times.
While students view the video the first time, have them write down as many bone names as they can on their Skeletal System Worksheet.
Sample dialogue: “We are going to watch a music video about the Human Skeletal System to introduce us to the many bones in the human body. While we are watching I want you to write down the name of as many bones as you can from the video on a piece of scrap or blank paper. We will watch the video twice.”
As you play the video, students should be noting different bones while they watch.
Play the video again and have students write down more bone names.
Sample dialogue: “Now that you’ve seen the video twice, I want you to star the name of any bones you already knew. Circle the bone you identified at the beginning of class. Did you name it and label it correctly? Where you close? Where you totally off?”
Give students a moment to review their list.
Sample dialogue: “Thumbs up if your label was perfectly correct. Thumbs in the middle if you were kind of close. Thumbs down if you didn’t know at all. It is okay if you didn’t know at the beginning of class. That’s why we are learning about the skeletal system today. Testing our prior knowledge was just a fun way to see what we already know or how much we have to learn.”
3. Interactive Skeletal System Activity (10-minutes)
For this activity, have students properly label the skeleton up on the board from earlier. Using more Post-it notes, have students come up to the board and add in the bone names that are missing from earlier (optional: teacher can have the Post-it notes pre-made with all the bones to be identified if time is an issue).
Work your way with students through the human skeletal system, labeling each bone, and talking through the following three questions:
- What are bones mostly made up of?
- What is the purpose of the skeletal system?
- What happens inside bones?
After completing the diagram and talking about the different roles of the bones. Have students stand up.
Sample dialogue: “We are going to practice identifying human bones now by finding them on our own body. When I say a bone, you should point to where that bone is on your body.”
Go through the bones, review specific bones that students struggle with and referring back to the diagram as needed. Be mindful of your available time. Most likely, you will only be able to identify a few bones before moving on to the next part of the lesson.
4. Independent Practice (20-minutes)
*depending on time, you have the option to turn this into a multi-day project or homework assignment
For independent practice, students will create a visual representation of the human skeletal system. Using the art supplies given, students will glue supplies into the shape of a human skeleton.
Students will label at least twelve different bones on their skeleton, but can choose the bones they wish to label. Allow students to draw details as needed. Some bones, such as the cranium (skull) may be difficult to create out of art supplies.
Sample dialogue: “Now that we have a good understanding of the human skeletal system, we are going to create a visual representation of the human skeleton using the art supplies you have on your table. In addition to making a skeleton on your paper, you will need to label at least twelve of the bones we learned about today. You may draw additional details to your skeleton if needed.”
As students work on their project teacher circulates the room to provide feedback, monitor student work, and answer any questions students may have.
5. Closing (5-minutes)
To close the class, play the Jam Campus song again. But instead of showing the video, only play the song out loud and have students touch each bone on their body as it is mentioned in the song. Singing along to the song is also welcome!
Sample dialogue: “We are going to listen to the Human Bones Song again. Feel free to sing along. While we listen, I want you to point to the different bones that are mentioned either on your own body, or on your skeleton project.”
This will give the teacher a chance to quickly check students understanding and close out the lesson with a review of the topic.
Common Core State Standards (CCSS)
- CCSS.ELA-LITERACY.RST.9-10.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
- CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.