Matthew Sugrue, Tylor McCallumore, Simone LaPlant, Rachel Grebber

Professor Raker

Education 396

October 3 2018

Animal Bones Lesson

Unit Topic: Health and Understanding Bodies

Grade: 4th

Lesson Topic or Theme:

Animal Bones

Lesson Objectives: 

• Students will be able to identify and label different parts of a animal body and connect them to a picture.
• Students will demonstrate their knowledge of a venn diagram by taking 3 animals and comparing their similarities and differences.
• Students will show show comprehension of how they relate to different animals or do not relate in their respected environment by building an essay using information they found in the previous nights readings.

Instructional Technique: 

Group work, discussion, technology, reading, writing, visuals

Instructional Materials: 

• Venn Diagram
• Skeleton and Bone website http://www.sciencekids.co.nz/gamesactivities/movinggrowing.html
• Smartboard
• Computers
• Homework (information sheet on different animals)

Theoretical Perspective: 

It is important for students to learn about the other animals in our environment and how their bodies work because humans share the environment with other species. It will help the students learn about different bone structures and their functions.

Procedure:

A. Introductory Activity

• Teacher will stand in front of class at whiteboard.
• Teacher will ask students if anyone know what similarities and differences are and begin an open discussion about examples of both whether that’s related to different topics in school (math or science) or in life (candy types).

B. Step-by-step

• Teacher will draw venn diagram and explain its functions and how it’s useful.
• Teacher will demonstrate example of how to fill out a venn diagram using examples from the class.
• Teacher will ask students to think about the reading homework from the previous night on the bone structure of mammals, insects, and amphibians.
• Teacher will ask a few students to give examples of some of the information that they read about on either mammals, insects, and amphibians.
• Teacher will bring up website on smartboard and demonstrate the skeleton activity on the website.
• Teacher will explain that after doing all four of the animals, in pairs they will fill out a venn diagram choosing three out of the four animals to compare.
• Teacher will break students into pairs.
• Teacher will ask the students to provide three similarities and three differences of the animals and include three reasons for each example as to why the bones in each animal are similar and different. Students will use their prior knowledge from the homework to help them complete the online activity and complete the venn diagram.
• Students will work together and complete online activity and venn diagram.

C. Closure

• Teacher will gather students’ attention to come to a good stopping point in their work.
• Teacher will ask a few of the students to share some of their findings with the rest of the class.
• Teacher may wrap things up by explaining why students should understand the different animals around them and explain how some of difference helps up survive in our different or similar environments

D. Adaptations for different learners

• Venn Diagrams can be used with visuals instead of words
• Non-native speakers will be working in pairs to help them further understand the vocabulary that is being used in the lesson.
• Students who are struggling readers will be able to use pictures to help aid them.
• One of the websites is able to be printed in another language and read aloud and is available in bigger fonts.
• Time is flexible for each member in this activity, every group does not need to be done with the computers to move on to the venn diagram.

E. Homework

• Evaluation:

Students will have to present their venn diagrams with the similarities and differences they have found. With the diagram, students will also write an writing assignment that showcases 2 reasons why different animals have the same bones, and 2 reasons why they would have different bones. Students would have to conclude with why these matter in their environment using information they have deducted from the venn diagram or the homework that was given out.

Students will receive the highest grade if they present  4 total reasons and explanations ( 2 for similarities and 2 for differences)  that were found from the text, and give a final explanation that uses one reason they deducted from the text or diagram.

A. How/ when will you determine if you have met your objectives?

• Standard 1 will be met when students can correctly label and identify animal parts of a picture.
• Standard 2 will be met when the students can hand in a complete and correct venn diagram.
• Standard 3 will be met by students handing in their essay with at least 70% or above on the essay.

B. Concerns or questions you have about teaching this lesson?

• Cooperation of technology
• The writing requirements are too difficult for the students.
• Students will not be able to complete the work in the allotted time frame.

Name: ________________

Animal Bones Questions

Please answer in paragraph form. Make sure to have a topic sentence and at least 2 supporting details from the homework and today's online activity.

Question 1:

Why do different species have different bones?

Name: ________________

Question 2:

What would a horse need to adapt to live in the ocean? Why?

Name: ________________

Question 3:

Why is it important to know differences and similarities of animal bones?

Animal Bones Reading Homework

Please read the following for homework. No notes or response required.

Your Bones (Skeleton) Reading

If a Spanish version is needed there is a translator built into the website to help with non english speakers.

Your Skull:

Your skull protects the most important part of all, the brain. You can feel your skull by pushing on your head, especially in the back a few inches above your neck. The skull is actually made up of different bones. Some of these bones protect your brain, whereas others make up the structure of your face. If you touch beneath your eyes, you can feel the ridge of the bone that forms the hole where your eye sits. Your lower jawbone is the only bone in your head you can move. It opens and closes to let you talk and chew food.

Your Ribs:

Ribs act like a cage of bones around your chest. It's easy to feel the bottom of this cage by running your fingers along the sides and front of your body, a few inches below your heart. If you breathe in deeply, you can easily feel your ribs right in the front of your body, too. Your ribs come in pairs, and the left and right sides of each pair are exactly the same. Most people have 12 pairs of ribs.

Your Hands:

Each arm is attached to a shoulder blade or scapula (say: SKA-pyuh-luh), a large triangular bone on the upper back corner of each side of the ribcage. The arm is made up of three bones: the humerus (say: HYOO-muh-rus), which is above your elbow, and the radius (say: RAY-dee-us) and ulna (say: UL-nuh), which are below the elbow. Each of these bones is wider at the ends and skinnier in the middle, to help give it strength where it meets another bone. At the end of the radius and ulna are eight smaller bones that make up your wrist. Although these bones are small, they can really move! The center part of your hand is made up of five separate bones. Each finger on your hand has three bones, except for your thumb, which has two. So between your wrists, hands, and all your fingers, you've got a grand total of 54 bones

Your Legs:

Your legs are attached to a circular group of bones called your pelvis. The pelvis is a bowl-shaped structure that supports the spine. Your leg bones are very large and strong to help support the weight of your body. The bone that goes from your pelvis to your knee is called the femur (say: FEE-mur), and it's the longest bone in your body. At the knee, there's a triangular-shaped bone called the patella (say: puh-TEL-luh), or kneecap, that protects the knee joint. Below the knee are two other leg bones: the tibia (say: TIH-bee-uh) and the fibula(say: FIH-byuh-luh). Just like the three bones in the arm, the three bones in the leg are wider at the ends than in the middle to give them strength. The ankle is a bit different from the wrist; it is where the lower leg bones connect to a large bone in the foot called the talus (say: TAL-iss).

Fish Bones:

Fish are vertebrates, which means they have a skeleton that includes a spins and a skull. The main skeleton helps protect the soft parts of the fish’s body, such as the organs and the muscles. In addition, parts of the fish’s skeleton grow within the skin and become the hard spines of the fins and the tiny, hard plates within the fish’s scales. Fish use their fins to steer themselves through the water. Their tail acts like a paddle to propel them along.

Horse Bones:

The horse skeleton is composed of approximately 210 individual bones, excluding those in the tail.

The horses skeleton gives support for the muscles; protection for the internal organs; and possesses enough mobility in its parts for the horse to move at differing speeds or to lie down or to graze.

Varying degrees of mobility are provided by differing types of joints in the horse skeleton. For example, the joint between the femur and tibia, forms the stifle, and this gives great mobility, while joints between pairs of vertebrae in the backbone will allow only limited movement.

There are two main parts to a horse skeleton.

The axial skeleton protects the horse’s vital parts and consists of the skull, the ribcage and the backbone. The appendicular skeleton supports the body and consists of the shoulders, forelegs, pelvis and hind legs.

Horses have a The horses relatively elongated face provides space for the teeth and their roots and the horses mouth is particularly well suited to receiving a bit.

The orbits housing the eyes are placed well above ground level when the horse is grazing.

These provide the horse with a greater area of vision to watch out for danger and the orbits allow the eyes a large degree of rotation, which allows the horse a full 360 degree field of vision, barring a point in directly front of its head.

Splint Bones …

The splint bones are on either side of the cannon bones and are remnants of the digits lost during evolution.

These bones are attached to the cannon bone by ligaments.

It is a fracture of the shaft of the splint bone; or inflammation of the ligament that attaches it to the cannon bone; that causes the painful enlargements known as splints.

Seamoids & Pedal Bones …

Other small bones which are sometimes troublesome, are the sesamoids. The sesamoids are two small bones forming the back of the fetlock joint and the navicular bone below the pedal bone.

Ant Bones

Head: An ant’s head is the sensory capital of its body. Ants have two elbowed antennae near the front of their heads, which they use to smell and touch the world around them. Unlike other insects, ants' antennae are bent in half. Ants use their mandibles, or jaws, to dig, carry, collect food and build nests. As for sight, most ants have two prominent compound eyes that contain hundreds of lenses that combine to form a single image in the brain. However, they also have three simple eyes in between the two larger eyes called ocelli, which detect light and shadow.

Thorax: The thorax, also called the mesosoma, makes up the middle of an ant’s body. The thorax is located behind the head and in front of the abdomen. It is a powerful, muscular hub. Each of an ant’s six jointed legs is attached to the thorax. Ant legs are designed for running; the creature can run quite fast for his size. Two hooked claws at the end of each leg allow the ant to grip, climb and hang. Queens and males also have temporary wings built for flying; however, they are generally torn off during or after mating.

Petiole:The petiole is one of the body parts that distinguishes ants from other insects; the other being elbowed antennae. It lies between the thorax and abdomen, and allows the ant flexibility for twisting and burrowing underground. It’s akin to the hingelike function of a waist in humans.

Abdomen: Ants' abdomens, also called gasters, hold their vital and reproductive organs, including a heart that pumps colorless blood and a digestive system often used for regurgitation. Worker ants of certain species also carry stingers on the backs of their abdomens to inject venom into enemies.

Exoskeleton: Though not technically a body part, an ant’s exoskeleton is a crucial part of his body structure. An arthropod, the ant wears a suit of armor of sorts. The ant’s exoskeleton, a hard, waterproof body covering, is made of a glucose-based material called chitin. The exoskeleton serves to protect an ant’s delicate muscle and soft tissue.

Work Cited

“Fun Facts for Kids on Animals, Earth, History and More!” DK Find Out!, www.dkfindout.com/us/animals-and-nature/fish/fish-skeleton/.

Stephens, Christina. “What Are Ants' Body Parts?” Animals - Mom.me, 21 Nov. 2017, animals.mom.me/ants-body-parts-5992.html.

https://animals.mom.me/ants-body-parts-5992.html

“The Horse Skeleton – How Your Horse Works.” Local Riding, www.localriding.com/horse-skeleton.html.

“Your Bones.” Edited by Steven Dowshen, KidsHealth, The Nemours Foundation, Aug. 2015, kidshealth.org/en/kids/bones.html.

https://kidshealth.org/en/kids/bones.html