I.

OBJECTIVES
At the end of the lesson, the learners will be able to
a) identify the major bones that make up the skeletal system;
b) enumerate the major functions of the bones that make up the human skeletal system;
c) describe the bones that protect the internal organs; and
d) demonstrate the different ways of taking care/protecting one’s skeletal system through a role-play
II. BIOLOGY
A. The Human Skeletal System
B. References
 Marieb, E. N.(2003).Essentials of human anatomy & physiology.(7th ed.).San Francisco:Pearson Education Inc.
 Vengcco, L.G., & Religioso, T.F.(2007).Science & health.(3rd ed.).Quezon City:Phoenix Publishing House
C. Materials
 Pictures
 Construction papers
 Markers/pens
 Cartolinas
D. Values Integration
 Respect for one’s body
III. Methodologies

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES

A. Preparation
“Good morning class!” “Good morning ma’am!”
“May we all stand up start the class with a prayer.” ((students stand up)
"Our Father who art in heaven, hallowed be Thy name; Thy Kingdom
come; Thy will be done on earth as it is in heaven. Give us this day our
daily bread; and forgive us our trespasses as we forgive those who
“Okay, you may now all take your seats.” trespass against us; and lead us not into temptation, but deliver us
(Checking of Attendance) from evil. Amen."
“Say present as I call your name.”
“So, how are you all feeling today?” (students say PRESENT as their names are called out)
“Did you enjoy your weekend?” “We’re fine ma’am!”
“That’s good to know!” “Yes we did!”
“Are you all excited to learn new things today?”
B. Motivation “Yes ma’am!”
“Before we start with our lesson let us first welcome our little
friend who is going to present a dance number for us. Let us
welcome Mr. Congga!”
(shows a dancing skeleton) (stands up, shakes their hands, rotates their shoulder,
Now, I would like all of you to stand up and shake your hands!
wiggles their finger and toes)
 Now rotate your shoulders! Wiggle your fingers and toes! “No ma’am.”
“Okay! Thank you for participating actively! Is anyone still (sits down)
feeling sleepy?”
“You may now all take your seats.” “The Skeletal System ma’am.”
C. Presentation
“So can anyone guess what our lesson today is all about?”
“Yes that is correct!”
“We will be learning about our skeletal system.”
D. Unlocking of Difficulties
“Before we proceed with our discussion, let us first try to
define some difficult terms which we may encounter as we go
(students pick strips of papers from the box)
along.”
“I have here two boxes, a blue and a pink box. The PINK box
contains the keywords, while the BLUE box contains their
definitions.” (students find their partners)
“I want each of you to pick one strip from one box alternately.
The 1st student will pick from the pink box, the 2 nd student will
then pick from the blue box and so on.”
“Now I want you to check the back part of your paper, there
you’ll be able to see a colored shape or icon; I want you to Pair 1: “Us ma’am.”
find your partner by matching the same shapes. Once you’ve
“Skeleton- a hard structure that supports and protects an
found your partner, stick your strips of paper beside each
animal’s body.”
other on the board. Go!”
Pair 2: “Skeletal system- framework of bones and other
“Alright, let’s try to check if these are the right definitions.”
“Who placed the first word?” bony parts that protect and support the body.”
“Please read your word and its definition.” Pair 3: “Cartilage- a soft, elastic, flexible connective tissue
that performs many functions.”
Pair 4: “Joint- point of contact between bones.”
Pair 5: “Appendicular Bones- consists of the upper and
lower limbs- the arms, legs, shoulders & hips.”
Pair 6: “Axial Bones- consist of the skull and the bones
from the neck to the chest.”
Pair 7: “Bone Marrow- soft tissue inside the center of the
bone.”
Pair 8: “Tendon-cord of dense regular connective tissue
attaching muscle to bone.”
(terms may not be in the same sequence)
 “So now that we have defined the terms, we will now proceed
with our discussion.”
“We are excited to meet him!”

“Hello Mr. Ghost Rider!”

E. Discussion
“Class, I want to introduce all of you to our guest today. He is
very excited to meet all of you. Are you excited to meet him
too?”
(uncovers a human skeleton model in front of the class)
“Let us all say hello to Mr. Ghost Rider!” (student responds)
“Mr. Ghost Rider has been kind enough to grant us his time
and assist us with our discussion today.”
“Let us take a look at Mr. Ghost Rider; he is an example of an
adult skeleton. And adult skeleton is composed of 206 bones, (student responds)
including the 3 bones inside the ear.”
“What do you think are the main functions of the skeletal
system? “ “Anyone?”
“Okay, besides contributing to body shape and form, our
bones perform several important functions.
(student responds)
The Functions of the bones are
1. SUPPORT
How do the bones function as a support?
Bones form the internal framework that supports and
anchors all soft organs. The bones of the legs act as pillars
to support the body trunk when we stand, and the rib cage
supports our thoracic wall.
2. PROTECTION (student responds)
How do the bones protect our body?
Bones protect soft body organs like the brain, lungs, heart,
and other vital organs of the body.
3. MOVEMENT
Skeletal muscles which are attached to the bones use the
bones as levers to move the body and its parts.
4. STORAGE
FAT is stored in the internal cavities of bones. Bone itself
serves as a storehouse for minerals.
Can you give me an example of a mineral which is stored
(students pick pictures out from the box and sticks it on
 in the bones? the vital organs in front)
Yes, CALCIUM. Another is PHOSPHORUS.
Calcium and Phosphorus are the most important minerals
stored in the bone.
5. BLOOD CELL FORMATION
Blood cell formation occurs within the marrow cavities of
certain bones.”

BONES THAT PROTECT BODY PARTS “The Brain ma’am.”

Bone Box – contains pictures of the skull, rib cage, limbs,
shoulder, pelvis & spine.
“I am going to pass the bone box around and everyone
should pick one picture out from the box. In front is a picture
of a human body with the vital organs which are protected by (students respond)
specific bones. Those who were able to pick pictures of bones,
please stick the bone on the organ which you think it
protects.”
“Let us try to examine the illustration on the board. Do you
think the pictures match correctly?
Let’s first take a look at the skull. The skull gives shape to
your head. It is made up of several bones, your cheekbone or
the zygomatic bone, part of the nose or the nasal bone, and
the jawbone or the mandible.
Inside the skull is a very delicate organ.
What organ does the skull protect?
Correct. The skull encases the brain protecting it from direct
danger.
The backbone or the spine; Can you feel your backbone?
The spine is composed of 33 hollow bones called the (students respond)
vertebrae. They are stacked on top of each other and form a
tube that protects the spinal cord. It also helps support the
weight of the head and body.
The rib cage gives shape to the trunk. There are 12 pairs of
ribs which protects the…What organs does the rib cage
protect?
The heart, lungs, and liver are protected by the rib cage. In
front, the ribs are connected by the sternum, at the back; (students count from 1-3, and forms into their separate
they are connected to the upper spine. groups)
The shoulder girdle connects the upper limbs to the axial
 skeleton. The clavicle or collarbone and the scapula or
shoulder blade make up the shoulder girdle.
The pelvic bone carries most of the weight of the upper body. (students work on their group activity)
It also protects some of the organs like the urinary bladder,
female reproductive organs, and the rectum.
Group 1: “the skull protects and supports the brain and
Arms and legs are made up of long bones. These include the
other organs in the head, like the eyes. The limbs act as
humerus (upper arm bones), radius and ulna (lower arm
support and pillars as they carry the weight of the body.”
bones), femur (thigh bones), tibia and fibula (lower leg
Group 2: “the rib cage protects the heart, lungs, and liver.
bones). The large, thick leg bones provide support for the Group 3: “the spine acts as support and protects the spinal
entire body. Hands and feet are made up of short bones. cord. The pelvis acts as support as it carries the weight of
Many smaller bones form the wrists, ankles, fingers, and toes. the upper body; it also protects the urinary bladder,
How can you protect you skeletal system?
rectum, and reproductive system (women).”
By eating healthy foods like vegetables. Drinking milk and
eating dairy products as they contain calcium and Vitamin D
which are important for bone development.
You also have to protect yourself from injuries by wearing
protective gears, e.g. helmet, knee and elbow pads when
riding a bicycle or motorcycle. And avoid engaging in rough
contact sports. ”
F. Enrichment
“Let’s have an activity. I want you to count 1-3. All #1s will (students find strips of paper)
stay in this area, #2s at the back, and #3s on the opposite
side.
There are three hollow human bodies, each of the group will
be provided with one. Along with it re the different pictures of (students with strips of paper come in front and stick them
bones and the vital organs which are protected by these on the missing
SKULLboxes) BRAIN
specific bones. Correctly construct the human body with the
Cheek
vital organs encased by their specific bone/s, and label each
Bonegroup will present their work in front, and explain
bone. Each HEART LUNGS LI
RIBS
JAW
the following RIB CAGE
SKELETAL SYSTEM sternum
BONElimbs
Group 1 : Skull,
Group 2:Nasal
Rib Cage URINARY BLADDER reproductive
Group 3:Bone
Spine, Pelvis” Pelvis Pelvic bone

SPINE vertebrae SPINAL CORD

scapula humerus
Shoulder Radius&Ulna
clavicle
FEMUR
Bones of the arms and legs
Tibia&Fibula
 “Good job! Thank you, you may now return to your seats!”

G. Generalization
Concept Mapping
“Class, I want you to look under your chairs. Find a strip of
paper and hold on to it.” (students proceed to their previous groups)
“In front is what we call a concept map. What you need to do
is to come in front and fill in the missing boxes with the words (students perform role-play)
written on your strip of paper. Try to analyze where the word
should be correctly placed. You can try to ask your classmates (student responds)
for help if you are not sure.” “Understood?” “Okay you can
come in font now.”
Cheek
Bone ? ?
?
Nasal
___?____LUNGS LI
Bone ?
?
SKELETAL SYSTEM sternum

____?____ reproductive organ

Pelvis Pelvic bone

? vertebrae ?

scapula humerus
Shoulder Radius&Ulna
clavicle
?
Bones of the arms and legs
Tibia&Fibula

“Okay, good job! So, taking a look at our concept map, this
practically sums up the skeletal system. You can make use of
this to help you remember important details regarding the
skeletal system.”
H. Application
“The same groupings apply in this activity. Each group will
 perform a role-play showing the ways of taking care & protecting
your skeletal system.”
“I will give you 5mins to plan your play and please minimize your
noise while doing so.”
“Thank you very much for that inspiring presentation!”
“I hope you all learned about our skeletal system and understood
how it works.”
“Are there any clarifications or questions regarding what we have
just discussed?”
(answers question/s raised)

IV. Evaluation

TEACHER’S ACTIVITIES STUDENT’S ACTIVITES

“Okay, now we will have a short quiz. Please take one whole sheet (students take out a piece of paper and answers the
of paper and answer the questions on the board.” questions on the board)
A. Encircle the letter of the correct answer. A. Encircle the letter of the correct answer.
1. The soft material found inside the center of the bone is 1. The soft material found inside the center of
called ________. the bone is called ________.
A) cartilage C) ligament A) cartilage C) ligament
B) joint D)bone marrow B) joint D)bone marrow
2. The skeletal system functions as ___________________. 2. The skeletal system functions as
A) Growth C) support and protection ___________________.
B) Nutrition D) respiration A) Growth C) support and
3. One of the minerals that make up bones is _____________. protection
A) Aluminum C) magnesium B) Nutrition D) respiration
B) Calcium D) sodium 3. One of the minerals that make up bones is
4. There are ____ bones in an adult human body. ___________.
A) 365 C) 639 A) Aluminum C) magnesium
B) 206 D) 122 B) Calcium D) sodium
5. Skeletal system is composed of 4. There are ____ bones in an adult human body.
_____________________________. A) 365 C) 639
A) Blood and nerves B) 206 D) 122
B) All the bones in the body which serves as its 5. Skeletal system is composed of
framework ____________________.
C) Tissues and organs A) Blood and nerves
D) Lungs and alveoli B) All the bones in the body which serves as
its framework
C) Tissues and organs
 D) Lungs and alveoli

B. Put a ( ) mark if the following bones inside the box are in

the skeletal system and cross ( ) it out if not. B. Put a ( ) mark if the following bones inside the
box are in the skeletal system and cross ( ) it
out if not.
HEART RIB CAGE
BRAIN
SKULL PELVIC BONE
SPINE
KIDNEYS SHOULDER BLADE
LIVER FEMUR

V. Agreement/Assignment
1) Draw an illustration of the following body parts. Place each drawing on a separate sheet of short bond paper.

-skull
-Spine
-Collarbone
-Ribs
-Pelvis
-Breast bone
-shoulder

2) Bring the following materials tomorrow.

1 cartolina
1 pencil
1 ruler
1 paste/glue
1 pair of scissors
Detailed Lesson Plan
(Skeletal System)

Submitted by

Maria Danica C. de Villa

Submitted to

Mr. Felipe Sullera Jr.

May 20, 2013