Bones, Joints, Movement

Overview

In this third lesson of Skeletons: Structure in Action, students move from naming body parts to explaining how skeletal structures enable movement. They investigate major bones and joints using models, X-ray images and movement challenges, then compare the human endoskeleton with other support frameworks studied.

Learning intentions

• WALT explain how bones and joints work together to support, protect and create movement.
• WALT locate and name major bones and identify key joint types.
• WALT use observations and X-ray evidence to explain the relationship between structure and function.
• WALT compare the human endoskeleton with other frameworks.

Success criteria

• I can locate and name major bones, including the skull, spine, ribs, pelvis, humerus, radius, ulna, femur and tibia.
• I can identify hinge and ball-and-socket joints and describe the movements they allow.
• I can describe how bones and joints support, protect and enable movement.
• I can use an observation or X-ray detail as evidence in my explanation.

Curriculum links

• Biological Science — Body Systems: progression from body parts to skeletal and muscular systems.
• Biological Science — Support and movement: internal skeletons and muscles work together for support, protection and movement.
• Science capabilities — Investigating in Science: observing, comparing, recording and drawing evidence-based conclusions.
• Key competencies — Thinking; Using language, symbols, and texts.

Lesson structure (50 minutes)

1. 0–5 min · Brain gym hook. Teacher displays a striking image of a gymnast, runner or climber and asks, “What would happen if one joint could only move in one direction?” using the hook image and question. Students complete 30 seconds each of cross-lateral taps, shoulder rolls and careful knee bends, then share one joint they used and its movement.

2. 5–14 min · Teach and model. Teacher uses the skeleton teaching slides alongside a skeleton model or projected diagram to locate the skull, spine, ribcage, pelvis, humerus, radius, ulna, femur and tibia. Introduce joints as places where bones meet, focusing on hinge joints at the elbow and knee and ball-and-socket joints at the shoulder and hip; model that muscles pull on bones to create movement. Students label the same bones on the bones and joints investigation sheet and rehearse names with a partner.

3. 14–20 min · Evidence from models and X-rays. Teacher shows real or replica bones, joint models and age-appropriate X-ray images through the model and X-ray slides. Ask: “What structures can you see, and what might each structure do?” Students handle or observe the models in pairs, identify one protective structure and one movement-related feature, and record an observation or X-ray detail on the worksheet. Reinforce that X-rays are medical images and students should discuss them respectfully.

4. 20–35 min · Movement challenge stations. Teacher forms seven groups of three and uses the station instruction slides to explain safe challenges: restrict elbow movement with a loose folded towel or keep the arm straight; restrict knee bending; keep one shoulder movement limited; or complete a simple task with a chosen joint kept still. No tight wrapping, pressure or forced movement. Students rotate through three challenges, with roles of mover, observer and recorder. They record what became difficult, which joint or bone was involved, and what this suggests about structure and function.

5. 35–44 min · Compare and explain. Teacher prompts groups to compare the human endoskeleton with frameworks studied earlier, such as an exoskeleton or a shell, using the comparison and discussion slides. Students complete a claim-evidence-reasoning explanation using the claim-evidence-reasoning organiser: claim which joint or bone supports movement or protection, evidence from a challenge, model or X-ray, and reasoning linking structure to function. Invite two groups to share concise explanations.

6. 44–50 min · Plenary and exit check. Teacher displays the plenary questions and asks students to respond independently on the final section of the worksheet: “Why is the elbow suited to bending and straightening?” and “How does the ribcage help the body?” Students then identify one new bone or joint and one piece of evidence they used. Collect worksheets to check understanding before the final unit lesson.

Resources

• the Bones, Joints, and Movement slide deck
• the bones and joints investigation sheet
• Skeleton model or large skeleton diagram
• Real or replica bones, if available
• Simple joint models or articulated anatomical models
• Age-appropriate X-ray images
• Folded towels or soft fabric for safe movement restrictions
• Coloured pencils, pens and clipboards
• Projector or interactive display

Assessment

• Circulate during labelling and questioning, checking accurate bone names and correct identification of hinge and ball-and-socket joints.
• Review station records for a clear observation, a relevant joint or bone, and a sensible structure–function conclusion.
• Use the final worksheet responses to identify students needing reteaching of bone locations, joint types or evidence-based explanation.

Differentiation

• Provide tactile models, colour-coded diagrams, dyslexia-friendly labelled visuals, large print and a reduced word bank. Read instructions aloud and offer text-to-speech or paired reading where available.
• Allow students to demonstrate, point, label orally, record an audio explanation or use a scribe instead of completing extended writing. Provide sentence starters: “The evidence shows…”, “This structure helps because…”, and “The joint allows…”.
• Use mixed-readiness groups with clearly assigned roles and paired rehearsal of vocabulary before written responses. Keep movement challenges seated or low-impact, and offer an observation role for students unable or unwilling to participate physically.
• Extension: Present an unfamiliar movement or X-ray scenario. Students infer the likely bone or joint involved, identify two supporting details and explain how the structure limits or enables the movement.