Skeletal System Mitchell High School
Skeletal System Mitchell High School
Skeletal System Mitchell High School
Program Area: Course Title: Unit Title: Suggested Time for Instruction: Health Occupations Education Medical Sciences I Skeletal System Number: 7221
5 class periods (90 minute classes) 10 class periods (55 minute classes) 5% 100% Cognitive -------------------------------------------------------------------------------
Competency:
Specific Objectives: MD05.01 MD05.02 MD05.03 Describe the structure of the bones. Analyze the function of the skeletal system. Analyze characteristics and treatment of common skeletal disorders.
e. Femur, patella, tibia and fibula f. Tarsals, metatarsals, phalanges g. Calcaneus C. Joints 1. Ball and socket joints 2. Hinge joints 3. Pivot joints 4. Gliding joints 5. Suture
MD05.02
MD05.03
J.
Treatment and diagnosis 1. Bone marrow aspiration removal of bone marrow sample with a needle for diagnostic purposes 2. Arthroscopy examination of joint using arthroscope with fiber optic lens, most knee injuries treated with arthroscopy 3. Radiography x-ray of bones
Unit E:
Competency MD05:
Skeletal System
Analyze the anatomy and physiology of the skeleton.
Materials/Resources
Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers, Current Edition. www.DelmarAlliedHealth.com National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current Edition. www.hosa.org Simmers, Louise. Diversified Health Occupations. Delmar Publishers, latest edition, www.delmar.com/delmar.html
Teaching/Learning Indicators: The following letters are used to indicate specific skills/areas required in the instructional activity.
R W M H Reading SS Social Studies Writing S Science Math A The Arts Health professional/parent/community involvement
Objective MD05.01
Using a classroom skeleton or anatomical chart, review the anatomy of the bones. Given a drawing of the skeleton, (see Body Structures and Functions) or from the appendix of this guide (Appendix MD05.01C) have students label the bones and skull; and the long bone, using the Skeletal Anatomy list. (Appendix MD05.01B and MD05.01D)
Critical Thinking
S, H
Have students look at X-rays and name the bones that appear on the X-ray. Students must apply prior learning in order to identify the X-rays. You may also ask Is it normal? to see if students can pick out the fractures and pathology of abnormal films. Obtain discarded x-rays from doctors offices, clinics, and hospitals. Using an overhead projector, x-rays can be treated as transparencies. X-rays can be used to view bone structure as well as a diagnostic tool. (Hospitals, etc. purge their x-rays files periodically. Check to see when your health care agencies purge, in order to get films.)
Teamwork
S, A
Working in pairs, have students assemble and label a model skeleton. This may be done using materials chosen by the students. (Teacher may decide or may encourage student creativity.) This makes a good room decoration at Halloween.
Critical Thinking
S, A
Using a roll of newsprint, cut the paper the length of students. Working in pairs or small groups, have the students trace the body outline of a classmate. Have the students draw in the skeleton and label it. These skeletons can be saved and additional body systems added as the year progresses.
Objective MD05.01 Describe the structure of the bones. Teaching/Learning Activities (Continued) Cognitive
Simon Says: Review for a test with Simon Says. Teacher: Simon Says: Touch your patella.
Critical Thinking
S, H
Have students examine a bone. Obtain bones from a butcher shop or grocery store. Examine and discuss bone marrow, cartilage, ligaments, periosteum, etc. For variety, get different types of bones and cuts.
HOSA
Have students participate in a simulation of the Medical Spelling event using the Terminology lists provided for this unit of instruction.
Critical Thinking
Have students take the Critical Thinking Quiz The Skeletal System. (Appendix MD05.01D) Grade the quizzes in class, and call on students to explain the relationship among the three correct answers.
Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as recommended in the students IEP.
Objective MD05.02
S, R, A
Have students read the text section on Joints and Related Structures. (Body Structures and Functions) Given what was learned from the text, have students construct a joint to demonstrate movement. Students may use materials of choice. Suggested materials: door hinge, wooden blocks, ball, cup, wooden spools, rubber bands, nails. Students should share their joint with the class, explaining the type of movement, and where their joint would be found in the body.
Technology
Using the CD ROM which accompanies the textbook (Body Structures and Functions), allow students time to explore functions of the skeletal system. Multiple choice questions, as well as fun games are available (concentration, hangman,etc.)
HOSA
S, A
Using HOSA guidelines for Extemporaneous Writing, have the student write a paper entitled How Your Bones Protect Your Body.
Critical Thinking
Bones as storage units: Remove the skin, muscle, etc. from an uncooked chicken leg. Place the bone in a container that has an air tight seal. Cover the bone with white vinegar. Cover and refrigerate for a couple of days. Observe the color change of the vinegar as nutrients are withdrawn from the bone. Examine the bone. It becomes very soft as the nutrients are removed.
Cognitive
Have students quiz each other on the types of motion: flexion, extension, abduction, adduction, circumduction, rotation, pronation, and supination.
Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as recommended in the students IEP.
Objective MD05.03
Using the matching worksheet in the appendix, match the common fracture types with treatments. (Appendix MD05.03A)
Critical Thinking
S, A
Have students apply a cast using real plaster cast materials: Using small branches from trees to make fractures, have students realign the ends and fragments, and apply a cast. Students will realize importance of immobility in the healing of a fracture.
Employability H
Arrange for a radiologic technologist to talk to the class regarding x ray procedures used to diagnose fractures. In addition, ask the technologist to bring films that show kyphosis, lordosis, and scoliosis, as well as a normal spine to explain/contrast the differences. Arrange for a physical therapist to talk to the class regarding rehabilitation of skeletal injuries and defects.
Technology S, R
Have students do an Internet search on the disorders arthritis and osteoporosis. The goal will be to fill out a summary chart comparing the two disorders. (Appendix 005.03B)
HOSA S, R
Have students participate in a Biomedical Debate on the topic Osteoporosis vs. Arthritis. One group should argue that Osteoporosis is worse, and the other that Arthritis is worse. Teams may use data from the Internet search in the preceding activity.
HOSA S, A
Singularly or in pairs, assign students a topic related to the characteristics and treatment of skeletal disorders. Using the Extemporaneous Health Poster guidelines, have students create a poster illustrating the key points of the assigned topic. Have students share their posters in class, explaining/teaching their topic to the rest of the class. Suggested topics: Use the terminology list for Disorders and Related Terminology. There are 28 terms listed. Combine like terms as necessary to make sure that all terms are addressed in the posters.
Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as recommended in the students IEP.
Skeletal System
5 7 clock hours Lesson #1
Review medical terminology from Unit A that pertains to the Skeletal System.
Lesson #2
Play skeletal Simon Says.
Lesson #3
Have students demonstrate their joint. See if the class can determine the type of joint, and give an example. MD05.03 Analyze characteristics and treatment of common skeletal disorders. Using the overheads, briefly introduce students to common skeletal disorders. Assign the Health Poster activity, assigning topics for students to research and illustrate.
Using a classroom skeleton and anatomy overheads (E.24E.26), review the anatomy of the skeletal system. Use x-rays as overheads to show how bones appear on xrays.
Guided Practice
In groups of 3-4, have students trace the outline of a classmate on a long sheet of newsprint, and then let the teams draw in the bones.
Go to the schools computer lab and, using the CD ROM that came with the Body Structures and Functions textbook, have students complete the Structure of the Skeletal System activities. Homework: Create a joint. The more creative, the better. Use any type of material. May work independently or in pairs.
Allow students time to research their topic using classroom or Internet resources, and create a plan for their poster.
Independe nt Practice
Homework - Using the skeletal anatomy list (MD05.01B) label the parts of the skeleton (MD05.01C) and the skull (MD05.01D). Give a 10-question skeletal anatomy spelling quiz. Give one bonus point for on the unit test for all students who spell all 10 terms correctly.
Complete the health poster as assigned on posterboard. Prepare to describe the poster in class. Remind students of homework assignment, and that they will be graded on their poster using the HOSA EHP rating sheet.
Closure
Review types of motion by explaining an activity and having students identify the motion. Examples: 1. Miss America wave. 2. Kicking a ball. Computer Lab Body Structures and Functions CD ROM Handouts
Materials
Skeleton Skeletal system overheads X-rays of bones Newsprint Handouts for homework
Unit E: Steps
Focus and Review
Lesson #5
Answer student questions before the test.
MD05.03 Analyze characteristics and treatment of common skeletal disorders. Allow students to review and teach the objective through the sharing and explanation of assigned posters. Class members should take notes on the poster content as they are presented. Teacher should assure that key points of each disorder/treatment are addressed on the student presentations. Posters should be put up around the classroom for students to see. They should be taken down immediately before the test.
MD05.03 Analyze characteristics and treatment of common skeletal disorders. TEST Skeletal System
Guided Practice
Test review: In pairs take the Critical Thinking quiz The Skeletal System.
Independe nt Practice
Have students look up the answers to the questions they got wrong and turn in their corrected test.
Closure
Discuss answers to Critical Thinking quiz in class. Review important points from each disease poster.
Introduce the next unit. Make a reading assignment. Use remaining class time for HOSA business/update.
Materials
Disorders and Related Terminology 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. arthritis (rheumatoid and osteoarthritis) arthroscopy bone marrow aspiration bursitis closed reduction comminuted fracture compound fracture dislocation gout greenstick fracture herniated disk kyphosis 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. lordosis open reduction/internal fixation osteomyelitis osteoporosis radiography rickets scoliosis simple fracture spiral fracture sprain strain traction whiplash
Appendix MD05.01A
You will be required to identify the following parts of the skull: 1. 2. 3. 4. 5. 6. 7. 8. parietal frontal occipital temporal nasal bone zygomatic arch infraorbital foramen mental foramen 9. 10. 11. 12. 13. 14. 15. mandible maxilla vomer mastoid process styloid process external auditory meatus suture
You will be required to label the following parts of the long bone: 1. 2. 3. 4. 5. epiphyses diaphysis red marrow spongy bone compact bone 6. 7. 8. 9. yellow marrow periosteum articular cartilage medullary canal
Appendix MD05.01B
Name _______________________________
Date __________________
The Skeleton
Appendix MD05.01C
The Skull
Label and color the following parts of the skull: parietal frontal occipital temporal nasal bone zygomatic arch infraorbital foramen mental foramen mandible maxilla vomer mastoid process styloid process external auditory meatus suture
Appendix MD05.01D
Circle the term that does not belong with the other three. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. tibia skull mandible ischium humerus suture calcaneus articular cartilage cervical maxilla mental foramen patella phalanges coccyx scapula ulna rib cage frontal bone scapula ulna red marrow mandible red marrow lumbar zygomatic maxilla tibia ribs xiphoid process calcaneus fibula pelvis temporal bone ilium radius spongy bone scapula medullary cavity thoracic mandible occipital radius xiphoid process ischium sternum femur vertebral column occipital bone pubis phalanges yellow marrow occipital epiphysis sternum occipital nasal bone humerus vertebrae vomer ilium
Appendix MD05.01E
Circle the term that does not belong with the other three. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. tibia skull mandible ischium humerus suture calcaneus articular cartilage cervical maxilla mental foramen patella phalanges coccyx scapula ulna rib cage frontal bone scapula ulna red marrow mandible red marrow lumbar zygomatic maxilla tibia ribs xiphoid process calcaneus fibula pelvis temporal bone ilium radius spongy bone scapula medullary cavity thoracic mandible occipital radius xiphoid process ischium sternum femur vertebral column occipital bone pubis phalanges yellow marrow occipital epiphysis sternum occipital nasal bone humerus vertebrae vomer ilium
Fractures Worksheet
MATCHING: Match common fracture types with treatments. Write the correct answer in each blank. (An answer may be used more than once.) a. c. e. g. greenstick fracture compound fracture closed reduction traction b. d. f. simple fracture comminuted fracture open reduction
_____ 1. Surgical correction of a broken bone. _____ 2. Bone is broken completely, but ends do not penetrate the skin. _____ 3. Nonsurgical correction of broken bone and application of a cast. _____ 4. A fracture in which the bone splinters, but the break is incomplete. _____ 5. Bones are broken into many pieces. _____ 6. A fracture in which the bone ends penetrate the skin. _____ 7. A pulling force used to hold the bones in place. _____ 8.
Appendix MD05.03A
___f__1. Surgical correction of a broken bone. ___b_ 2. Bone is broken completely, but ends do not penetrate the skin. ___e_ 3. Nonsurgical correction of broken bone and application of a cast. ___a_ 4. A fracture in which the bone splinters, but the break is incomplete. ___d_ 5. Bones are broken into many pieces. ___c_ 6. A fracture in which the bone ends penetrate the skin. ___g_ 7. A pulling force used to hold the bones in place. ___b_ 8.
Occurrence/statistics
Diagnosis
Treatment
Prognosis
Appendix MD05.03B
Skeletal System
206 bones in the body
FUNCTIONS
1. Supports body and provides shape. 2. Protects internal organs. 3. Movement and anchorage of muscles. 4. Mineral storage. (Calcium and phorphorus) 5. Hemopoiesis OSTEOCYTE mature bone cell
BONE FORMATION
Embryo skeletal starts as osteoblasts (primitive embryonic cells) then change to cartilage. At 8 weeks, OSSIFICATION begins. (Mineral matter begins to replace cartilage) Infant bones soft because ossification not complete at birth. FONTANEL - Soft spot on babys head
Summer 2005 E.23
AXIAL & APPENDICULAR SKELETON AXIAL skull, spinal column, ribs, sternum, hyoid APPENDICULAR shoulder girdle, arms, pelvis, legs
Skull
Appendicular Skeleton