3-D SKELETON DEMONSTRATION MAGNETS
by Educational Insights
Ages 7 +
Chunky 3-D Demonstration Magnets are easy to manipulate hands-on discovery.
Build magnetic science models on your whiteboard that are large enough for the whole class to see! Assemble the models in whole–class demonstrations, then let students try it later to test their knowledge.
Engages children in hands–on discovery as they manipulate the chunky 3–D magnetic pieces
Reinforces content area vocabulary and concepts
Features textured pieces that feel like real bones
Includes 15 magnetic pieces detailing the major bones of the human body
Plastic and foam skeleton measures nearly 3'H when assembled on your whiteboard
Includes Activity Guide with blackline master of the human body
Introduce the Skeleton
Put the skeleton together on the board. Discuss the purpose of a skeleton (a structure that supports the body and protects the heart, lungs, and brain). Ask students to tell which, if any, bones they have broken. Discuss x-rays and what they allow doctors to see. Call on students to tell you names of bones they know. As they do so, put the magnetic label next to the correlating bone. Say each name aloud. Afterward, label any remaining bones. Ask students to repeat each bone name while pointing to where that bone is on their own bodies.
Challenge students to guess which bone you’re describing. Here are four
1. This set of bones protects the heart and lungs. (answer: ribs)
2. This bone protects the brain. (answer: cranium)
3. This is your hipbone. (answer: pelvis)
4. This bone stretches from the elbow to the thumb side of the wrist.
Find the Bone
Pass out the bones to students. Ask the students who are holding a bone/bone set that comes in an identical pair to find the other student with that same bone/bone set and sit together. For example, the students who are each holding a humerus should sit next to each other. Next, pass out the labels to the remaining students. Ask all the students who are holding bones to raise them up in the air. The students holding the labels should find the matching bone and sit down next to that (or those)
student(s). Some ‘bone students’ will have more than one ‘label student’ sitting next to them. For example, the students holding the lower leg bones should have both a student with a tibia label and a student with a fibula label sitting next to them. Finally, go around the room and ask students to stand up, name the bones/ labels they are holding, and point to where each of those bones is located on their own bodies.