Lesson Notes By Weeks and Term v3 - Senior Secondary 1
Skeletal system
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Skeletal system
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Physical Education
Class: Senior Secondary 1
Term: 2nd Term
Week: 3
Theme: Basic Human Anatomy And Physiology In Relation To Physical Activities
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
label the main parts of the skeleton list the joints which permit different kinds of movement.
Phase 1: Introduction and Engagement (10 minutes)
Teacher Activity: Initiate a brief discussion on the importance of movement and structure in the human body.
Ask questions like: "What gives your body its shape?" or "How are you able to play football or fetch water?" Introduce the concept of the skeletal system as the body's framework. Display a human skeleton model or a large, clear diagram/chart of the human skeleton.
Student Activity: Participate in the discussion, sharing ideas on body shape and movement. Observe the skeleton model/diagram, identifying familiar parts.
Phase 2: Explanation of Main Parts of the Skeleton (20 minutes)
Teacher Activity: Using the skeleton model/diagram, systematically point out and name the major bones of the axial skeleton (skull, vertebral column – highlighting cervical, thoracic, lumbar, sacrum, coccyx; rib cage – ribs, sternum). Next, point out and name the major bones of the appendicular skeleton (pectoral girdle – clavicle, scapula; upper limbs – humerus, radius, ulna, carpals, metacarpals, phalanges; pelvic girdle – pelvis; lower limbs – femur, patella, tibia, fibula, tarsals, metatarsals, phalanges). Emphasise the protective and supportive roles of each section. Engage students by asking them to locate these bones on their own bodies where possible (e.g., clavicle, ribs, patella).
Student Activity: Listen attentively and observe the identified bones on the model/diagram. Repeat the names of the bones as guided by the teacher. Palpate and identify accessible bones on their own bodies. Take notes on the main parts of the skeleton.
Phase 3: Explanation of Joints and Movements (20 minutes)
Teacher Activity: Define a joint and explain its function. Introduce the concept of different types of joints, focusing primarily on synovial (freely movable) joints relevant to physical activity. Demonstrate movements associated with each type of synovial joint using the skeleton model (if flexible) and the teacher's own body.
Ball and Socket: Demonstrate shoulder and hip movements (flexion, extension, abduction, adduction, rotation, circumduction).
Hinge: Demonstrate elbow and knee movements (flexion, extension).
Pivot: Demonstrate neck rotation (turning head side to side) and forearm rotation.
Gliding: Demonstrate wrist (carpals) and ankle (tarsals) gliding movements.
Condyloid: Demonstrate wrist movements.
Saddle: Demonstrate thumb movement (opposition). Explain the specific movements allowed by each joint type (flexion, extension, abduction, adduction, rotation, circumduction, gliding, opposition).
Student Activity: Listen to explanations and observe demonstrations. Attempt to perform the demonstrated movements with their own body parts, identifying the joint involved. Take notes on the types of joints and the movements they permit. Ask questions for clarification on joint types and movements.
Phase 4: Practical Application and Reinforcement (10 minutes)
Teacher Activity: Divide students into small groups (3-4 students per group). Provide each group with a simplified diagram of the human skeleton or a list of specific bones and joints. Task each group to discuss and identify 5-7 major bones and 3-4 different joints, describing the movements possible at these joints. Circulate among groups, providing guidance and answering questions.
Student Activity: Work collaboratively in groups. Identify bones and joints on diagrams or from memory. Discuss and describe movements permitted by various joints. A designated group member presents their findings to the class. The teacher should provide a diagram of the human skeleton (can be a simple outline on the board or printed handout) for questions 1 and
2. Question 1: Using the provided skeleton diagram, identify and label the bones marked A, B, C, and D. (Teacher draws a simplified skeleton on the board or provides a handout) A: Cranium (Skull) B: Humerus C: Ribs D: Femur Solution: A: Cranium (or Skull) B: Humerus C: Ribs D: Femur
Commentary: This question directly assesses the first performance objective, requiring students to identify and label major bones.
Question 2: On the same skeleton diagram, locate the joint where bone B (Humerus) meets the bones of the forearm. a) Name this joint. b) What type of joint is it? c) List two main movements permitted by this joint.
Solution: a) The joint is the Elbow joint. b) It is a Hinge joint. c) The movements permitted are Flexion (bending the arm) and Extension (straightening the arm).
Commentary: This question addresses both performance objectives, requiring students to locate a joint, name it, classify its type, and describe its movements.
Question 3: Consider the joint found in the shoulder. a) Name the specific type of joint found at the shoulder. b) List three different movements that are possible at the shoulder joint.
Solution: a) Ball and Socket joint. b)
Three possible movements are: Flexion, Extension, Abduction, Adduction, Rotation, Circumduction. (Any three are acceptable).
Commentary: This focuses on a key synovial joint, ensuring students can connect joint type to its characteristic range of movements.
Question 4: Students playing football often kick with power. Which major bone forms the thigh, and what type of joint connects this bone to the lower leg at the knee? What movements are primarily performed at this knee joint during kicking?
Solution: The major bone forming the thigh is the Femur. The joint connecting the femur to the lower leg (tibia and patella) at the knee is a Hinge joint. The primary movements performed at the knee joint during kicking are Flexion (bending the knee before kicking) and Extension (straightening the knee to kick the ball).
Commentary: This question applies knowledge of bones and joints to a common sporting activity relevant to Nigerian students.
Differentiation Strategies: For Visual Learners: Emphasise the use of the skeleton model, large diagrams, flashcards with bone names and images, and anatomical charts. Encourage drawing and labeling.
For Auditory Learners: Encourage participation in discussions, verbal repetition of bone and joint names, and explanations of movements.
For Kinesthetic Learners: Incorporate practical activities where students physically identify bones on their own bodies, demonstrate joint movements, and act out the functions of different joint types.
Remediation for Struggling Learners: Simplified Focus: Reduce the number of bones and joints to be learned. Focus on the most prominent bones (e.g., skull, humerus, ribs, femur) and the main joint types (ball and socket, hinge, pivot).
Visual Aids and Repetition: Provide labelled diagrams for direct tracing or coloring. Use flashcards for matching bone names to images. Repeat key terms and definitions frequently.
Peer Tutoring: Pair struggling learners with high-achieving peers who can explain concepts in simpler terms and provide one-on-one support.
Hands-on Identification: Allow more time for students to interact with a skeleton model or anatomical apps, pointing out and naming bones and joints repeatedly.
Role-Playing: Have students role-play specific movements (e.g., kicking a ball, raising an arm), identifying the bones and joints involved and naming the movements.
Extension for High-Achieving Learners: Comparative Anatomy: Task students to research and compare the human skeletal system with that of other vertebrates common in Nigeria (e.g., a cow, a bird), highlighting similarities and differences related to locomotion and lifestyle.
Biomechanics of Movement: Challenge students to investigate how specific sporting movements (e.g., a penalty kick in football, a slam dunk in basketball, a particular dance step) utilise multiple joints and muscle groups, identifying the primary joint types and movements involved.
Skeletal Disorders/Diseases: Encourage research on common skeletal disorders or diseases (e.g., arthritis, osteoporosis, fractures, rickets – particularly relevant in areas with vitamin D deficiency) and their impact on daily life, prevention, and treatment in Nigeria. 3D Modeling/Presentation: Allow students to create a detailed presentation or a simple 3D model (using readily available materials like clay, wire, cardboard) of a specific part of the skeleton or a complex joint, explaining its structure and function to the class. A joint (or articulation) is a point where two or more bones meet. Joints are classified based on the type of material uniting the bones and the degree of movement they permit.
Types of Joints based on Movement: Immovable Joints (Synarthroses): Allow no movement.
Example:* Sutures of the skull.
Slightly Movable Joints (Amphiarthroses): Allow limited movement.
Example:* Pubic symphysis (between pelvic bones), joints between vertebrae (intervertebral discs). Freely Movable Joints (Diarthroses / Synovial Joints): Allow a wide range of movement. These are the most common type of joints and are crucial for physical activity. They are characterised by a synovial cavity filled with synovial fluid, which lubricates the joint. Main Types of Freely Movable (Synovial)
Joints and the Movements They Permit: Ball and Socket Joint: Description:* A rounded head of one bone fits into a cup-like depression of another bone.
Location:* Shoulder (humerus and scapula), Hip (femur and pelvis).
Movements Permitted:* Flexion: Bending a limb or decreasing the angle between bones. (e.g., lifting the arm forward).
Extension: Straightening a limb or increasing the angle between bones. (e.g., moving the arm backward).
Abduction: Moving a limb away from the midline of the body. (e.g., raising the arm sideways).
Adduction: Moving a limb towards the midline of the body. (e.g., lowering the arm to the side).
Rotation: Moving a bone around its own axis. (e.g., turning the arm inward or outward).
Circumduction: A combination of flexion, extension, abduction, and adduction, creating a circular movement. (e.g., drawing a circle in the air with the arm).
Hinge Joint: Description:* The convex surface of one bone fits into the concave surface of another, allowing movement in only one plane (like a door hinge).
Location:* Elbow (humerus, radius, ulna), Knee (femur, tibia, patella), Ankle, fingers (interphalangeal joints), toes.
Movements Permitted:* Flexion: Bending.
Extension: Straightening.
Pivot Joint: Description:* A rounded or pointed surface of one bone articulates with a ring formed by another bone and a ligament, allowing rotation around its own axis.
Location:* Neck (atlas and axis vertebrae, allowing head rotation), Proximal radio-ulnar joint (allows forearm rotation for pronation and supination).
Movements Permitted:* Rotation: Turning movement.
Gliding (Plane)
Joint: Description:* Flat or slightly curved surfaces of bones articulate, allowing sliding or twisting movements in various directions.
Location:* Between carpals (wrist bones), between tarsals (ankle bones), between vertebrae (facets), between clavicle and sternum.
Movements Permitted:* Gliding/Sliding: Back-and-forth, side-to-side movements.
Condyloid (Ellipsoidal)
Joint: Description:* An oval-shaped condyle of one bone fits into an elliptical cavity of another bone.
Location:* Wrist (radio-carpal joint), Metacarpophalangeal joints (knuckles).
Movements Permitted:* Flexion, Extension, Abduction, Adduction, Circumduction (but not rotation along the axis).
Saddle Joint: Description:* Both bones have a saddle-shaped surface, concave in one direction and convex in another, fitting into each other.
Location:* Carpometacarpal joint of the thumb.
Movements Permitted:* Flexion, Extension, Abduction, Adduction, Opposition (touching thumb to other fingers), and limited rotation.
Sports and Physical Activities (e.g., Football, Basketball, Traditional Wrestling): Understanding the skeletal system helps Nigerian athletes and coaches appreciate how bones and joints facilitate complex movements. For instance, strong leg bones (femur, tibia, fibula) and flexible knee (hinge) and hip (ball and socket) joints are crucial for powerful kicks in football or agile movements in basketball. Knowledge of joint mechanics can help prevent common sports injuries like sprains and dislocations. Occupational Health and Safety (e.g., Farming, Construction, Market Trading): Many Nigerians engage in physically demanding jobs. Farmers rely on strong bones and healthy joints for tasks like tilling the land or carrying harvest loads. Construction workers need good skeletal health to lift heavy materials. Market traders often carry goods on their heads; understanding skeletal support and posture can help prevent musculoskeletal disorders over time. This knowledge can inform proper lifting techniques and ergonomic practices.
First Aid and Injury Prevention: Knowledge of major bones helps in identifying potential fracture sites. Understanding joints allows for a better grasp of dislocations and sprains. For example, knowing that the elbow is a hinge joint helps in immobilizing a suspected elbow injury. This understanding is critical for giving immediate and appropriate first aid in communities, schools, or workplaces where medical facilities might be distant.