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Subject/Lesson Title/Grade: Estimated Time:

nd
STEM/Skeletal System/2 Grade STEM Thursdays (All day)

Standard(s):
Concept 1: Characteristics of Organisms
Understand that basic structures in plants and animals serve a function.
Learning Goal(s): Resource/Materials:
Students will be able to know what the Various types of pasta
skeletal system is by constructing a Construction paper
skeleton with pasta. Video Learn Human Body
Skeleton System by AppuSeries
on YouTube.
Bones book, by Steve Jenkins
Skeleton bones cut out paper
Anchor Chart paper
Markers
Internet picture of a skeleton
Coffee filters
Glue
Q-Tips
Dixie Cups
Anticipatory Set:
Students will gather on the carpet and I will ask students what they know about
the skeletal system. From their answers, I will write them on the anchor chart
paper so students can reference it in the future. Then, I will show students a book
called, Bones by Steve Jenkins and read students a couple of pages. We will then
compare and contrast the bones in the human body vs. an animals body. We will
also talk about if bones bend and their various sizes.

Mini-Lesson:
Students will be given a cut out human skeleton worksheet containing bones that
are separated. Students will then cut out the bones individually and place them
on a piece of construction paper in the correct form of a human skeleton.
Students can reference the skeleton picture from the book, Bones or an internet
picture on the SmartBoard. Students will then glue the skeleton on their paper
and wait for my direction when everyone is finished. If a student finishes early,
they can read to self, or write in their Squiggle Journals.
Students will then be given another piece of construction paper and will be
instructed to place dried pasta in the shape of a skeleton. The goal of this activity
is to figure out if your bones are made up of many tiny bones or one big or thick
bone. Students also need to match the pasta to the bone. For example, your
tibia and fibula would be a Casarecce pasta. The bones in your hands (carpals,
metacarpals, and phalanges), would be Ditalini pasta because they are small and
made up of many small bones.

Worktime:
Anticipatory Set: 10-15 minutes
Students cutting out their skeleton and putting it together: About 60 minutes
Students using pasta: About 60 minutes

Closure:
When students are done with their skeleton, I will ask students to talk to a partner
next to them and explain what the skeletal system does and why it is important.
Differentiation for Student Needs:
Students who are having a difficult time focusing, or have ADHD, will be given a
weighted shoulder snake toy to calm them down and help them focus.

Questions: Integration Areas:


What do you know about the Students can learn more about the
skeletal system? skeletal system in different animals.
Can bones bend? Students can compare and contrast
Are the bones in my hands made between the bones in a humans body
up of one big bone or many small vs. an animals body more in depth.
ones? Students can do the pasta activity for
an animals skeletal system.
Are the bones in my arms made
up of one big bone or many small
ones?
What does the big pasta
represent?
What does the small pasta
represent?
Can I use the big pasta for my
fingers?
Formative Assessment:
I will assess students by walking around, observing, and correcting students work
on their pasta and cut out skeletons.