Introduction to Anatomy

WALT (We Are Learning To)

• Understand what human anatomy is and why it is important.
• Explore the role of the skeletal system in the human body.
• Identify key bones and types of joints in the body.

Curriculum Links

This lesson aligns with the New Zealand Curriculum for Science at Level 5 (Year 9), specifically:

Science Learning Area – Nature of Science achievement objectives

• Understand that science investigations involve gathering and interpreting evidence (Nature of Science 1)
• Explain how the structure of living things relates to their function (Living World 1.3)

Science Learning Area – Living World Strand

• Explore the structure and function of the major body systems and organs

Key Competencies developed:

• Thinking: engage with scientific concepts and make connections between structure and function.
• Using language, symbols, and texts: use correct scientific vocabulary like “skeleton,” “bone,” “joint.”
• Managing self: participate responsibly in group activities.
• Relating to others: respect others' views during group discussion.

Success Criteria

Students will:

• Explain what human anatomy studies and why it matters.
• Describe the functions of the skeletal system.
• Identify and name major bones and simple joint types.
• Contribute to class discussions using scientific terms.

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Lesson Outline (45 minutes)

1. Warm-Up & Activation (5 minutes)

• Activity: Quick Think-Pair-Share
  • Question: "Why do humans have bones? What do they do for us?"
  • Students think individually for 1 min, discuss with a partner for 2 min, share a few ideas with the class.
• Purpose: Activate prior knowledge and engage curiosity.

2. Introduction to Human Anatomy (10 minutes)

• Teacher-led discussion with visual aids (poster or slide with a labelled human skeleton).
• Brief explanation of anatomy: "It is the study of the structure of living things, especially the human body."
• Emphasise the skeletal system: its role in support, protection, movement, and blood cell production.
• Use age-appropriate, dyslexia-friendly handout with simple labels and clear diagrams of the skeleton—bold fonts, bullet points, and minimal text.

3. Interactive Group Activity — Skeleton Jigsaw (15 minutes)

• Materials: Paper cut-outs of major bones (skull, ribs, femur, etc.) and joints (hinge, ball and socket).
• Task: In groups of 5-6, students piece together a blank human outline on the table using the cut-outs.
• Each bone/joint is labelled as they place it, and students discuss its function using sentence starters like:
  • “The ___ protects the ___.”
  • “The hinge joint lets the arm ___.”
• Teacher circulates to prompt thinking and vocabulary use.

4. Class Discussion & Reflection (10 minutes)

• Groups share their completed skeleton outline and key bone functions.
• Teacher clarifies any misconceptions and emphasises key points:
  • Bone functions include support, protection, movement, making blood cells, and storing minerals.
  • Joints allow movement—hinge (elbow), ball and socket (shoulder).
• Use a graphic organiser on the board to summarise the skeletal system's roles.

5. Plenary & Next Steps (5 minutes)

• Recap with WALT and Success Criteria revisited.
• Students complete a quick “exit slip” answering:
  • "Name one bone and the function it has."
  • "What is one type of joint, and what movement does it allow?"
• Highlight next lesson’s focus: muscular system and how it works with bones for movement.

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Differentiation Strategies

Learner Need	Strategy
Students with dyslexia	Use dyslexia-friendly reading materials: clear fonts, minimal text, supportive diagrams. Use oral instructions and visuals.
English Language Learners	Pair with bilingual peers, use vocabulary lists with pictures, modelling language for tasks.
Advanced learners	Challenge with researching an extra bone/joint at home; invite to explain in detail during group presentations.
Students needing support	Provide labelled skeleton handouts, use guided questioning during activity. Allow oral rather than written responses.

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Extension Activities for Advanced Learners

• Research a famous bone injury case or disease (e.g., broken femur) and present how the injury affects body function.
• Create a 3D model of a joint using household materials, showing how it moves.
• Investigate different types of joints beyond hinge and ball and socket (e.g., pivot, gliding).

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Resources Required

• Large human skeleton poster or digital slide.
• Dyslexia-friendly handouts with labelled bones and joints (simple, clear diagrams).
• Paper cut-outs of bones and joints.
• Blank human body outline templates for groups.
• Exit slip sheets or journals.

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This coherent lesson plan follows the New Zealand Curriculum framework for Science Year 9 students, emphasizing hands-on learning, vocabulary development, and scientific understanding appropriate for this age. It also accommodates diverse learners and provides pathways for extension.

If you would like, I can help generate the dyslexia-friendly handout or cut-out templates next!