1. Topic-
Compare and contrast the human skeleton versus a bat, vole, turtle, and frog.
2. Content-
Identify the major components of the skeletal system. Compare and contrast these major systems in different species, as listed above and according to groups. Key vocabulary: skull, spine, femur, tibia, fibula, ribs, scapula.
GLO: D1, E2
3. Goals: Aims/Outcomes-
1.Identify major skeletal systems in the human body
2.Identify the same skeletal systems in different species
3.Evaluate similarities and differences between the species given to evaluate (only 1 per group)
4. Objectives-
1.Students will landmark parts of their body's skeleton to the paper given.
2.Proper use of vocabulary.
3.Increased interest as students recognize different species have similar skeletal systems as humans.
5. Materials and Aids-
Hand out work sheets that identify the major skeletal systems in a human, bat, vole, turtle, and frog. Classroom diagrams of a human skeleton that students previously made.
6. Procedures/Methods-

A. Introduction-

1.Bring out skeleton diagram that was previously made by students.
2.Landmark various bones of the skeleton with students as they sit in their desks.
3.Talk about different species and how they have bones.

B. Development-

1.On the human skeleton, landmark the key vocabulary bones.
2.Give a generalized name for the bone and then provide the scientific name.

C. Practice-

1.Hand out worksheets of the human skeleton system to groups, not bigger than two students.
2.Have students point out bones within the key vocabulary.

D. Independent Practice-

1.Hand out a different species skeleton to students in their groups.
2.Have students point out the key skeleton vocabulary on their given species.
3.Have students verbalize similarities and differences between the human and their given species, focusing only on the key vocabulary points.

E. Accommodations (Differentiated Instruction)-

1.Allow for use of various physical descriptors, ie: big, small, elongated, dense.
2.More time given to groups who need it to identify differences and similarities.
3. Not all groups need to identify all vocabulary points.

F. Checking for understanding-

1.Select a specific species and ask the class as a whole two similarities and two differences.
2.Listen for use of key vocabulary

G. Closure-

1.Communicate that many species have bones.
2.Communicate that different species require different skeletal systems for survival.
7. Evaluation-
1.50 % of the class will use the identified vocabulary when identifying the various skeletal systems.
2.A general consensus that not all species are the same.

This Lesson Plan is available at (www.teacherjet.com)