Sue Rolf/Jean Ann Keen:The Envelope Please

2005 First-Place Winner

Lesson Plan
Sue Rolf/Jean Ann Keen
Dunbar Elementary
Lufkin, Texas

The Envelope Please … Dem Bones, a Tale From the Inside Out
A Science Documentary in Clay Animation

Lesson Overview

This extravaganza in science learning is an interdepartmental effort involving a multiage class of high-ability first and second graders and a high school advanced anatomy and physiology class. The two populations collaborate and work cooperatively as science partners within the various modules that make up the semester-long project. Much consideration is given to individual learning styles: visual, auditory, and kinesthetic learning. It combines practical learning styles with highly creative and imaginative learning styles.

The overall theme of the lesson is "supporting structures, or the architecture of vertebrates." The large-scale project spans more than 12 to 18 weeks of in-depth study of skeletal bones in humans and other animals. The students act as scientists as they uncover mysteries of dynamic structures that support anatomy. Each phase of this project offers a myriad ways to the capture minds of the learners: 

  • A Family Science Night featuring an elaborate, hands-on, mock bone surgery simulation facilitated by members of the local medical community.
  • A live, interactive, kid-friendly broadcast surgery via videoconferencing in cooperation with the Museum of Science and Industry in Chicago.
  • A whole-class research study on the human skeletal system inspired by an orthopedic surgeon.
  • The hands-on construction of a 10-foot geodesic dome to demonstrate the importance of the underlying framework of any structure.
  • Whole-group focus encounter lessons on bones through the study of specific animals that lend themselves to bone studies, starting with bats.
  • A grand learning journey to do some field research on skeletons of the big dinosaurs at the Museum of Natural Science in Houston.   
  • Back in the classroom, a study of owls, including  owl pellet dissection, both live and on an owl pellet Web site.
  • A course of study on animal identification based on bone structure, focused on the Elmendorf Beast, an unidentified animal that has been seen in Lufkin.
  • Independent, small-group research on specific vertebrate groups: fish, birds, mammals, amphibians, reptiles, rodents, whales/dolphins, seals, and marsupials. 
  • The making of an original clay animation movie   with child-created documentaries of each animal group in which clay animal skeletons emerge into full-blown animals.
  • An Academy Awards Premiere Night, when the movie is shown to parents and members of the community, and await the emcee's words, "The envelope please."

Learning Objectives

  • Understand the importance and describe the function of the skeletal system in vertebrates;
  • Research facts about the owl and the bat and relate this knowledge to the study of bones;
  • Explore owl pellets to further understand about bone structure and to learn how to reconstruct a skeleton from random bones; 
  • Compare the bones in a human hand to the bones in a bat wing; 
  • Study bones of the big dinosaurs in a museum setting;
  • Investigate scientific findings and draw conclusions about the Elmendorf Beast, a mystery animal;
  • Understand how scientists can identify and reconstruct an animal from its skeletal pieces;
  • Work cooperatively in research groups;
  • Learn about orthopedic surgery and the repair of a bone through a mock surgery;
  • Develop awareness about health care professionals who play a role in surgery through a live videoconference,
  • Construct a 10-foot geodesic dome to illustrate the importance of architectural frameworks, and
  • Create a clay animation movie as a product to share research findings with others.

Materials Used

  • Class set of owl pellets and dissection tools; owl pellet dissection Web site;
  • National Geographic science book sets about animals;
  • All items necessary to transform a classroom into an operating room (OR): stretcher, SimMan, anesthesia machine, drug cart, instrument stand, and OR supplies for mock surgery;
  • Videoconferencing materials at conference site (local junior college);
  • Internet search engines for research;
  • Pictures of Elmendorf Beast;
  • Materials to construct a dome: PVC pipe cut in two lengths, rubbing tubing to make four- and five-hub rubber connectors, nuts and screws, child-safe pipe and tubing cutting devices, electric drill; and
  • Clay animation software, storyboarding materials, clay, aluminum foil, toothpicks, chenille stems, tissue paper, wiggly eyes, digital cameras, projector, and screen.

Methods of Implementation:

This multifaceted lesson plan has 11 modules of learning that make up the whole picture:

Module One  - Opening Night:  The project begins with a Family Science Night at the primary school. The cafeteria or gym is transformed into a cutting-edge operating room. A full-scale, child-friendly, mock surgery is staged under the direction of volunteer nurse anesthetists and local nursing school students. The star of the show is the SimMan patient, who has broken his arm in an accident. The leading man is the orthopedic surgeon, and the leading lady is the nurse anesthetist. All the students enter the mock surgical suite wearing scrubs. The surgeon teaches the students about bones as the operation progresses. The students learn not to fear the OR while they learn about careers in medicine. They also learn about the important role of the internal skeletal system. The project is explained to the parents at this time. 

Module Two  - The A-Team:  The high school science buddies "bone up" on the basics of scientific research as they participate in a live video teleconference surgery sponsored by the Museum of Science and Industry in Chicago. The students sit in a classroom at the local junior college and interact via computer cameras and microphones with the surgeons during a live bone surgery at a Chicago hospital. This final cut is a once-in-a-lifetime lesson. It is learning at its very best. 

Module Three  - What's Up Doc?  An orthopedic surgeon visits the class and teaches about bones and how they are the internal structural system holding the human body together. He shows X-rays and anatomic models of bones to give the students insight into the importance of having healthy bones. 

Module Four  - Five Feet High and Rising : The class embarks on a whole-group research study of bones as architecture. The class constructs a 10-foot tall geodesic dome in the classroom to emphasize the importance of underlying structure in nonliving as well as living things. Using specially designed child safety devices, the students cut PVC pipe into two sizes of struts and connect them with homemade rubber tubing hubs (drilled and bolted together into four and five prongs). The pieces are put together in intricate patterns of triangles. Once erected, the structure is indestructible and is a perfect example of the strength of foundational architecture … similar to the skeletal system of vertebrates.

Module Five   - Batman : The class soars through a fascinating study of bats. They read informational books and Web sites about the similarity of the bone structure of the human hand and the bones of bats. 

Module Six  - Jurassic Park : The class travels to the Museum of Natural Science in Houston for a look at the big dinosaur exhibit. Here the students act as bone detectives as they make first-hand connections about how bones can be reconstructed to scientifically identify features of animals that modern man has never seen. They observe and raise meaningful questions about the role of reconstructing bones in the mystery of science unknowns. 

Module Seven  - Of Mice and Men : Once the students see how bones can be used for scientific research, they study the owl and his mysterious owl pellets to learn to piece together bones like a puzzle to find out what the owl has eaten. Using wooden probes, forceps, hand lenses, and bone charts, the students dissect individual owl pellets purchased from a biological supply company. They reconstruct the skeletons of mice, rats, moles, shrews, birds, and any other animals that the owl has eaten. 

Module Eight  - The Good, the Bad, and the Ugly :  Moving deeper into the realm of the unknown, the class uses information they have already learned about analyzing bones as they study a mystery animal named the Elmendorf Beast (mange coyote). The mangy, blue-gray, coyote-like fanged animal that resembles a dog, a giant rat, and a kangaroo has been spotted in Elmendorf, Texas; Connecticut; and now in our hometown of Lufkin. It has created quite a stir on the news, and the students are highly motivated to learn, "What is it?" A guest scientist working on the local case of the Elmendorf Beast  visits the class to present the latest findings from the study of the animal's DNA and bone structure. The class assimilates and accommodates information, makes predictions, and draws conclusions.

Module Nine  - Species : The heart of the project is the small-group animal research. Students are divided into work groups to do in-depth research on the bones of their chosen animal group: birds, fish, mammals, reptiles, amphibians, rodents, marsupials, whales/dolphins, and seals. The members work cooperatively among themselves with their high school science mentors. They use a seven-step method of research that includes naming a topic, goal-setting, researching several resources and recording facts without copying from the source and giving credits in a mini-bibliography, organizing information, evaluating their goals, making a creative product as well as writing the paper, and presenting the research to an audience.

Module Ten  - The Producers : After all the groups have completed their research, they make a grand product, a clay animation video in the style of Gumby . After observing some clay animation cartoons, each research group plans its own clay cartoon through the use of storyboarding (pencil and paper drawings that project how their scene will unfold). Next they sculpt nonhardening clay into the skeletons of their animals. They use foil as the base for some of the animals. They photograph the skeletons using digital cameras and then add the outer body coverings and again take digital pictures at timed intervals.  They make the clay characters move a fraction of an inch for each frame. Scientifically correct backdrop environments are made from shoeboxes for each animal group. The children write a documentary script for each scene and record it along with dubbed-in animals sounds for special effects. All the photos and sound clips are saved in categorized computer folders. The clay animation software is used to actually put the whole movie together and make the clay animals move. The end product is a movie - Dem Bones, a Tale From the Inside Out  - that shows the animals moving as they develop from a skeleton into a full-blown animal with features intact.  

Module Eleven  - Fame : When the movie is complete, the students, their families, and guests gather for one glitzy night of celebration, the premier showing of Dem Bones  and the Academy Awards. The students may dress up like movie stars in Mom's old prom gown or Dad's oversized jacket and tie. Even the teachers dress in eveningwear. A red carpet is rolled out as the junior scientists-turned-movie producers arrive. Cameras flash as the paparazzi go wild. The end product of the science project is shown on the big screen. Each student receives an award in one of many categories, from Best Scientific Documentation to Set Design to Best Realistic Representation of an Animal From the Inside Out.

Evaluation Tool 

Students are evaluated through written science journals in which they record scientific findings, raise questions, and express thoughts and feelings about the project. A participation grade is given. The written research project and the final product (the clay animation movie) are graded using the following rubric:

  • Research goals sets and met on a planning sheet (10) points,
  • Research findings and conclusions presented in written form (20) points,
  • Organization of research (10) points,
  • Product originality (20) points,
  • Neatness of product (10) points,
  • At least three references sited for the research (one can be Internet) (10) points, and
  • Ability to work cooperatively in a group throughout all the modules (20) points.

The overall assessment is not tangible, but the success of the project can be observed by the energy level, enthusiasm, and passion of the students! 

What Makes the Lesson Effective

This high-energy lesson is incredibly successful because it goes way beyond teaching the child all the way to inspiring the child. This lesson is unique in that it completely saturates the child's senses every step of the way. It allows the student to "see it, say it, hear it, and most importantly … do it." It satisfies the child's brain because it is so novel.

Bruce Perry, MD, PhD, teaches that a child's brain will seek novelty when in the familiar safe environment of his or her classroom. Only four to eight minutes of factual lecture material can be absorbed before the child seeks out other stimuli. The way to engage the child is to satisfy this novelty-seeking property of the brain. The project is full of high-end learning activities that take into consideration individual learning styles and integrate many academic subjects across the curriculum. The element of cooperative learning with older science buddies from the high school also adds to the motivation of the students. 

Another unique feature of this project is that the students take on the role of the teacher and actually share with others what they have learned through their research. The diverse modules provide many opportunities for children to be creative as they present their findings. This project also allows students to take some responsibility for their own learning and allows them to soar to unbelievable heights. Real-world learning like this excites young learners and inspires them to continue the learning process on their own.    

Last Updated On

September 09, 2010

Originally Published On

March 23, 2010