Exploring Our Skeleton

Overview

In this second lesson of the Support and Movement unit, students locate the skull, spine and ribcage and investigate how these bones support the body and protect important organs. They build on an understanding that humans have an internal skeleton and muscles, preparing them to explore how bones and muscles work together during movement.

Learning intentions

Students will:

• identify the skull, spine and ribcage on a body diagram or model
• describe how bones support the body
• explain that the skull and ribcage protect important organs
• use observations and simple evidence to communicate their ideas

Success criteria

• I can locate and name the skull, spine and ribcage.
• I can explain how the skeleton helps support my body.
• I can match the skull and ribcage with the organs they protect.
• I can use a diagram, model or words to share my thinking.

Curriculum links

• Biological Science — humans have internal skeletons, including a spine, ribcage and skull, and muscles for support, protection and movement.
• Biological Science — investigating how bones and muscles interact during physical activities.
• Biological Science practices — observing, recording and communicating simple evidence about body structures.
• Science capabilities — gathering and interpreting information; engaging with science.

Lesson structure (30 minutes)

1. 0–4 min · Hook and connect. Teacher opens the hook and lesson introduction slides with the question, “What would happen if humans had no bones?” and invites students to gently feel the hard areas around their heads, chest and back without pressing. Students think, pair and share ideas about what bones might do.

2. 4–9 min · Direct teach. Teacher uses the skeleton teaching slides and a skeleton diagram or model to introduce the skull, spine and ribcage. Explain that the skeleton is an internal framework: it gives the body shape and support, the skull protects the brain, and the ribcage helps protect the heart and lungs. Students locate each structure on themselves, then point to it on a partner’s clothing or on the model; no touching is required.

3. 9–16 min · Observe and locate. Teacher distributes the skeleton locating worksheet and models how to label the three structures, reminding students to use the word bank and look carefully at the diagram. Students work independently or in pairs to label the skull, spine and ribcage, then draw arrows to the brain, heart and lungs.

4. 16–23 min · Protection investigation. Teacher displays the protection investigation slides and presents three simple scenarios: a ball heading towards someone’s head, a fall onto the chest, and a person sitting or standing upright. Ask, “Which bone or bones could help?” Students discuss each scenario with a partner and record one explanation on the worksheet, such as “The skull protects the brain.”

5. 23–27 min · Share and clarify. Teacher gathers responses and uses the skeleton model to check the position and purpose of each structure, addressing misconceptions such as “the ribs are one solid bone” or “the spine is only in the neck”. Students use the sentence frame, “The ___ supports/protects ___ because ___,” to share one answer.

6. 27–30 min · Exit check. Teacher shows the recap and exit question slide and asks students to complete the final worksheet prompt: draw and label one bone structure and state what it supports or protects. Students hand in the worksheet or hold it up for a quick check.

Resources

• the skeleton teaching and activity slide deck
• the skeleton locating worksheet
• Skeleton model, poster or large human body diagram
• Board or interactive display
• Pencils and coloured pencils
• Optional enlarged diagrams for students who need visual access
• Hand sanitiser or wipes if using a shared model

Assessment

• During the hook and direct teaching, listen for students’ existing ideas about bones and note whether they can locate the skull, spine and ribcage.
• Check worksheet labels, organ matches and explanations during the investigation; ask individuals to point to the structure they have named.
• Use the final drawing and explanation as an exit check. Look for accurate identification and a reasonable link between a bone structure and support or protection.

Differentiation

• Provide a labelled reference diagram, word bank and sentence frames: “The skull protects the ___” and “The ribcage supports/protects ___.”
• Pair students strategically and allow students to demonstrate understanding by pointing, drawing, speaking or writing.
• For EAL learners, pre-teach and repeat the words skull, spine, ribcage, brain, heart, lungs, support and protect, using gestures and clear visuals.
• Support students with dyslexia, low vision or fine-motor needs through enlarged, uncluttered diagrams, reduced writing demands and an adult scribe or oral response.
• Challenge early finishers to explain why the spine is important for both support and movement, or to identify another body area where bones provide support.