The Skeletal System
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Chapter 5: The Skeletal System
The skeletal system is one of the body systems that students most enjoy studying: They can easily identify the system in their own bodies, and many students have rudimentary knowledge about various bones through their own sports activities or past injuries. Naming the bones is initially a challenge; however, skeletal nomenclature then rapidly becomes a source of confidence as students develop their identification skills. Learning about the dynamic nature of bones, and in particular their role in hematopoiesis, the rich nerve supply and vascularization, as well as the constant remodeling that takes place, also dispels many preconceived ideas that students may have about bones resembling dead twigs or remaining unchanged over time.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-LS1-1: Genes, Proteins, and Tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Clarification Statement: none
Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.
HS-LS1-2: Interacting Body Systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
5-1 Identify the subdivisions of the skeleton as axial or appendicular.
5-2 List at least three functions of the skeletal system.
5-3 Name the four main classifications of bones.
5-4 Identify the major anatomical areas of a long bone.
5-5 Describe the microscopic structure of compact bone.
5-6 Explain the role of bone salts and the organic matrix in making bone both hard and flexible.
5-7 Describe briefly the process of bone formation in the fetus, and summarize the events of bone
remodeling throughout life.
5-8 Name and describe the various types of fractures.
5-9 On a skull or diagram, identify and name the bones of the skull and the four major skull sutures.
5-10 Name the parts of a typical vertebra, and explain in general how the cervical, thoracic, and
lumbar vertebrae differ from one another.
5-11 Discuss the importance of the intervertebral discs and spinal curvatures.
5-12 Explain how the abnormal spinal curvatures (scoliosis, lordosis, and kyphosis) differ from one
another.
5-13 Name the components of the thoracic cage.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
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