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
 video clips
 Powerpoint Presentation
 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 trespass against us; and lead
us not into temptation, but deliver us from evil.
Amen."
“Okay, you may now all take your seats.”
(Checking of Attendance)
“Say present as I call your name.”
(students say PRESENT as their names are called
“So, how are you all feeling today?”
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?”

“Yes ma’am!”
B. Motivation
“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
Now, I would like all of you to stand up and shake
shoulder, wiggles their finger and toes)
your hands! Now rotate your shoulders! Wiggle your
fingers and toes!
“Okay! Thank you for participating actively! Is anyone
still feeling sleepy?”
 “You may now all take your seats.” “No ma’am.”
C. Presentation (sits down)
“So can anyone guess what our lesson today is all
about?” “The Skeletal System ma’am.”
“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 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 pick strips of papers from the box)
“I want each of you to pick one strip from one box
alternately. The 1st student will pick from the pink
box, the 2nd student will then pick from the blue box
and so on.”
“Now I want you to check the back part of your (students find their partners)
paper, there you’ll be able to see a colored shape or
icon; I want you to find your partner by matching the
same shapes. Once you’ve found your partner, stick
your strips of paper beside each other on the board.
Go!”
“Alright, let’s try to check if these are the right
definitions.” Pair 1: “Us ma’am.”
“Who placed the first word?”
“Please read your word and its definition.” “Skeleton- a hard structure that supports and
protects an animal’s body.”
Pair 2: “Skeletal system- framework of bones and
other bony parts that protect and support the
body.”
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
“So now that we have defined the terms, we will now tissue attaching muscle to bone.”
proceed with our discussion.” (terms may not be in the same sequence)

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 “We are excited to meet him!”
excited to meet him too?”
(uncovers a human skeleton model in front of the “Hello Mr. Ghost Rider!”
class)
“Let us all say hello to Mr. Ghost Rider!”
“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, including the 3 bones inside (student responds)
the ear.”
“What do you think are the main functions of the
skeletal system? “ “Anyone?”
“Okay, besides contributing to body shape and form, (student responds)
our bones perform several important functions.
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 (student responds)
act as pillars to support the body trunk when we
stand, and the rib cage supports our thoracic
wall.
2. PROTECTION
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 (student responds)
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 in the bones?
Yes, CALCIUM. Another is PHOSPHORUS.
Calcium and Phosphorus are the most important
minerals stored in the bone.
(students pick pictures out from the box and
5. BLOOD CELL FORMATION
sticks it on the vital organs in front)
Blood cell formation occurs within the marrow
cavities of certain bones.”

BONES THAT PROTECT BODY PARTS

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 specific bones. Those
who were able to pick pictures of bones, please stick
the bone on the organ which you think it protects.” “The Brain ma’am.”
“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 (students respond)
direct danger.
The backbone or the spine; Can you feel your
backbone?
The spine is composed of 33 hollow bones called the
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; they are connected to the upper spine.
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. (students respond)
The pelvic bone carries most of the weight of the
upper body. It also protects some of the organs like
the urinary bladder, female reproductive organs, and
the rectum.
Arms and legs are made up of long bones. These
include the humerus (upper arm bones), radius and
ulna (lower arm bones), femur (thigh bones), tibia
and fibula (lower leg bones). The large, thick leg
bones provide support for the entire body. Hands and
feet are made up of short bones. Many smaller bones
form the wrists, ankles, fingers, and toes.
How can you protect you skeletal system? (students count from 1-3, and forms into their
By eating healthy foods like vegetables. Drinking milk separate groups)
and eating dairy products as they contain calcium and
Vitamin D which are important for bone
development. (students work on their group activity)
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 Group 1: “the skull protects and supports the
 avoid engaging in rough contact sports. ”
F. Enrichment
“Let’s have an activity. I want you to count 1-3. All #1s
will 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 bones and the vital organs which
are protected by these specific bones. Correctly
construct the human body with the vital organs
encased by their specific bone/s, and label each bone.
Each group will present their work in front, and
explain the following
Group 1 : Skull, limbs
Group 2: Rib Cage
Group 3: Spine, Pelvis”
brain and other organs in the head, like the eyes.
The limbs act as support and pillars as they carry
the weight of the body.”
Group 2: “the rib cage protects the heart, lungs,
and liver.
Group 3: “the spine acts as support and protects
the spinal cord. The pelvis acts as support as it
carries the weight of the upper body; it also
protects the urinary bladder, rectum, and
reproductive system (women).”

(students find strips of paper)

(students with strips of paper come in front and

stick them on the missing boxes)

“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.”
“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 written on your strip of paper.
Try to analyze where the word should be correctly
placed. You can try to ask your classmates for help if
you are not sure.” “Understood?” “Okay you can
come in font now.”
(students proceed to their previous groups)

(students perform role-play)

(student responds)
 “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 of paper and answer the (students take out a piece of paper and answers the questions
questions on the board.” on the board)
A. Encircle the letter of the correct answer.
A. Encircle the letter of the correct 1. The soft material found inside the center of the
answer. bone is called ________.
1. The soft material found inside the A) cartilage C) ligament
center of the bone is called B) joint D)bone marrow
________. 2. The skeletal system functions as
A) cartilage C) ligament ___________________.
B) joint D)bone A) Growth C) support and protection
marrow B) Nutrition D) respiration
2. The skeletal system functions as 3. One of the minerals that make up bones is
___________________. ___________.
A) Growth C) support A) Aluminum C) magnesium
and protection B) Calcium D) sodium
B) Nutrition D) 4. There are ____ bones in an adult human body.
respiration A) 365 C) 639
3. One of the minerals that make up B) 206 D) 122
bones is _____________. 5. Skeletal system is composed of
A) Aluminum C) ____________________.
magnesium A) Blood and nerves
B) Calcium D) sodium B) All the bones in the body which serves as its
 4. There are ____ bones in an adult framework
human body. C) Tissues and organs
A) 365 C) 639 D) Lungs and alveoli
B) 206 D) 122
5. Skeletal system is composed of
____________________________
_.
A) Blood and nerves
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 ( X ) it out
if not.

B. Put a ( / ) mark if the following bones

inside the box are in the skeletal
system and cross ( X ) 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