Class: Agricultural Sciences

Area: Anatomy/ Physiology

Job: Skeletal System: Male vs. Female Skeleton
Time: 40 minutes
Instructions to the Teacher:
Normal text is instructions to the teacher; italicized words are suggested script.
Learning Standards:
21st Century Skills: Relevance and Application
Standard 2: Life Science- 6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments,
even in the face of changing external environments

Goals and Objectives:

By the end of this lesson the learner will
I can compare and contrast the differences between the male and female skeleton.
I can predict the cause of death from a clay skull example.
Outcomes of this Lesson:
Know differences between male and female skeleton.
Identify (male or female skull) and find cause of death from the skull.
Materials:
Clay Skull
PowerPoint with skeletal pictures
Male and female skull examples
Bovine skeleton
Skeleton worksheet
Resources:
Ms. Goodwines notes and PowerPoint

Terms to Know:
Bovine: Scientific Name for cattle
Anterior: toward head
Inferior: directed down

Background Information: Please see attached PowerPoint slides.

Page 1

Engage:

The Instructional Plan

What am I doing?
I am leading them down the hallway. Then I
am telling my story about my cow, Zipper.
Finally, I am giving out graphic organizers and
circulating the students to answer any
questions they have.

What data can I collect?

I am collecting a baseline of what
knowledge the students know about the
skeleton. I am also seeing how they can
critically evaluate and compare two items
that may not come across as similar.

Students will come back into the classroom

and take notes and participate in group
discussion around growth of the human
skeleton and differences between the male
and female body.

I am presenting the lecture notes and

showing pictures of growth and differences.
I will then proceed into our facial
reconstruction piece.

I am collecting data about current and

prior knowledge. I am also seeing what
differences they may know of or can
brainstorm before we see the differences.

Students will evaluate skull and decide if it is

male or female. From the head wound,
students will create a cause of death and
write a newspaper story about the persons
death.

I will provide the skull. Ask them to identify

male or female. I will then show them the
head wound. I will ask them to create a story
about the cause of death and will assign a
paragraph newspaper story about the skulls
cause of death.
Finally, I will share the newspaper clipping
and story with the students.

I am gathering data on if students can

apply knowledge and judge whether a
skull is male or female, while giving them
an opportunity to be creative and apply
their skills like people in industry would.

What are students doing?

Students are walking down the hallway
toward the bovine skeleton at the edge of
the hallway. Then they are listening to Miss
Rudders story about her cow, Zipper. Next,
the students will complete a graphic
organizer comparing and contrasting human
skeletons and bovine skeletons.

Explore:

Explain:

Elaborate:

Evaluate:

Essential Questions:
Be sure your students can answer these questions at the end of the lesson:
Page 2

Can you tell the differences between male and female skeletons?

Extend:

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