Bones, Joints and Muscle Pairs

SubstitutePlans.com
Science · Anatomy and Physiology
SP-ANAT-002 · Free to print and use in your classroom · substituteplans.com
Page 2
Bones, Joints and Muscle Pairs
Science · Anatomy and Physiology · Grades 9-11 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No equipment needed.
Technology
None.
Student
independence
High. Silent reading, then individual work with optional partner check.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Colored pencils (optional)
Goal for today: Students will classify major bones as axial or appendicular, identify four joint types and explain why
muscles work in opposing pairs.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: put out colored pencils so students can color-code the bone table.
☐ Keep the answer key on your desk. Students must stay seated and must not test muscle or joint movements
on each other.
Say this to start
Today you will learn how the skeleton and muscles work together. First you will read a short passage. Then you will
sort bones into two groups, match joints to the way they move, and answer questions. Everything you need is in the
passage. Please stay seated and keep your hands to yourself during the activity.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
directions aloud.
Look over the worksheet.
5–15
Ask students to read the passage silently and underline the
words axial and appendicular.
Read the passage and underline the key
terms.
15–25
Tell students to complete the bone-sorting table. Partners
may check quietly.
Write axial or appendicular for each bone,
using the passage.
25–38
Tell students to complete questions 1–11 (joints,
fill-in-the-blank and true/false).
Answer the questions on their own.
38–44
Tell students to answer questions 12 and 13 (short
answer).
Write complete sentences.
44–50
Read the answers from the key. Students check their own
work. Then collect worksheets.
Correct mistakes in a different color and
hand in the worksheet.

SubstitutePlans.com
Science · Anatomy and Physiology
SP-ANAT-002 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students ask which bone is where, remind them the table gives the location. Do not ask them to feel their
own bones in a way that disrupts others; pointing quietly at themselves is fine.
• If a student wants to test the muscle pairs by flexing, allow a quiet seated arm bend only, and nothing
involving lifting, pushing or contact with others.
• If a student finishes early, ask them to re-check the table against the passage, then use the early finisher list.
Early finishers
• Choose one bone from the table and write two facts about its shape, size or job that you know or can guess
from its location.
• Create a one-sentence memory trick to remember the difference between a tendon and a ligament.
Support and challenge
• Support: Let students highlight the axial list and the appendicular list in the passage before starting the table.
• Challenge: Ask students to explain why the legs have two main muscle groups (front and back of the thigh)
that work as an opposing pair.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: