Explanation

how does the skeletal system work

L.I. To write an explanation with a growing understanding of the deeper features & surface features appropriate to genre.

guiding Questions:

3. What are in bones?
 * 1) What does the skeletal system do?
 * 2) How many bones do you have?

There is 206 bones in an adult. babies have more bones than adults. There is 15 bones in the skull.

The outside of the bone is called periosteum on the inside of that is the compact bone and on the inside of that is the spongy bone which is hollow. In the middle of the bone is this jelly like substance called marrow.

The spine is made up of 33 ring shaped bones. the number of bones you have depends on age. The tendons connect to to the muscular system and bones Without it your skeleton will fall apart.

Cartilage protects against wear and tear. The spine is is curved and provides suspension.

Joe Fitzpatrick rm 29




 * CATEGORY ||  || **Level 1** ||   || **Level 2** ||   || **Level 3** ||   || **Level 4** ||
 * **Purpose & Audience** ||  || I write for myself. I have tried to explain a simple idea. ||   || I know I am writing for an audience. I have explained a simple idea well. ||   || I know I am writing for a an audience and I have made some good choices with my content, language and writing style. ||   || I know I am writing for a an audience and I have made a number of good choices with my content, language and writing style. ||
 * **Structure** ||  || I have some good sentences, most of my facts are written in the order that I learnt them. ||   || I have used simple factual statements about my topic. ||   || I have tried to sequence my explanation it is mostly in a logical order (introduction, body, conclusion). I have used some sectioning or paragraphing and link main ideas together. ||   || I have sequenced my explanation logically (introduction, body, conclusion). I use sectioning or paragraphing and link main ideas together. ||
 * **Ideas & Content** ||  || I have written about my personal experience about what happened or how something works. I have included some statements that are unrelated e.g. I like rocks. ||   || I have identified what happened or how something works using simple language. I have included some statements that are unrelated e.g. I like rocks. ||   || I have clearly identified what happened or how something works. Most of my writing is relevant to my topic. My writing is a straightforward sequence of why/how things happen or work ||   || I have clearly identified what happened or how something works. All of my writing is relevant to my topic. My writing elaborates on ideas and/or includes reasons for why/how things happen or work. ||
 * **Language Features** ||  || I have used some language related to my topic and lots of high frequency words I know. I have used simple, factual and some descriptive language. I have used mostly simple sentences. ||   || I have used some language related to my topic. I have used language to tell how it is or happens but have used present tense. I have used mostly simple and compound sentences with some changes in my sentence beginnings. ||   || I have used language related to my topic. I have used language to tell how it is or happens but have mostly used present tense. I have used a variety of sentence structures, beginnings and lengths for effect. ||   || I have used technical language. I have consistently used precise, descriptive, factual language and correct timeless tense. I have used a variety of sentence structures, beginnings and lengths for effect. ||
 * **Grammar** ||  || I have used mostly simple sentences and some compound sentences. Sometimes it is tricky to read what I have written. ||   || I have mostly used correct grammar with writing simple and compound sentences. ||   || I have used most grammatical conventions correctly when writing simple, compound and some complex sentences. ||   || I have used most grammatical conventions accurately when writing simple, compound and complex sentences. ||
 * **Spelling** ||  || I have attempted to spell words using sounds and patterns, it is hard read some of the words. ||   || I have attempted to spell words using sounds and patterns. ||   || I have spelt most key content words and high frequency words correctly. ||   || I have spelt most key content words and high frequency words correctly. ||
 * **Punctuation** ||  || I do not have very much punctuation and need lots of support/reminding from a buddy or teacher. ||   || I have used some punctuation like capitals and full stops but I need support/reminding from a buddy or teachers. ||   || I have punctuated most of my work by myself using capitals, full stops & commas. ||   || I have used capitals, full stops and commas with consistency. ||
 * **Language Features** ||  || I have used some language related to my topic and lots of high frequency words I know. I have used simple, factual and some descriptive language. I have used mostly simple sentences. ||   || I have used some language related to my topic. I have used language to tell how it is or happens but have used present tense. I have used mostly simple and compound sentences with some changes in my sentence beginnings. ||   || I have used language related to my topic. I have used language to tell how it is or happens but have mostly used present tense. I have used a variety of sentence structures, beginnings and lengths for effect. ||   || I have used technical language. I have consistently used precise, descriptive, factual language and correct timeless tense. I have used a variety of sentence structures, beginnings and lengths for effect. ||
 * **Grammar** ||  || I have used mostly simple sentences and some compound sentences. Sometimes it is tricky to read what I have written. ||   || I have mostly used correct grammar with writing simple and compound sentences. ||   || I have used most grammatical conventions correctly when writing simple, compound and some complex sentences. ||   || I have used most grammatical conventions accurately when writing simple, compound and complex sentences. ||
 * **Spelling** ||  || I have attempted to spell words using sounds and patterns, it is hard read some of the words. ||   || I have attempted to spell words using sounds and patterns. ||   || I have spelt most key content words and high frequency words correctly. ||   || I have spelt most key content words and high frequency words correctly. ||
 * **Punctuation** ||  || I do not have very much punctuation and need lots of support/reminding from a buddy or teacher. ||   || I have used some punctuation like capitals and full stops but I need support/reminding from a buddy or teachers. ||   || I have punctuated most of my work by myself using capitals, full stops & commas. ||   || I have used capitals, full stops and commas with consistency. ||
 * **Spelling** ||  || I have attempted to spell words using sounds and patterns, it is hard read some of the words. ||   || I have attempted to spell words using sounds and patterns. ||   || I have spelt most key content words and high frequency words correctly. ||   || I have spelt most key content words and high frequency words correctly. ||
 * **Punctuation** ||  || I do not have very much punctuation and need lots of support/reminding from a buddy or teacher. ||   || I have used some punctuation like capitals and full stops but I need support/reminding from a buddy or teachers. ||   || I have punctuated most of my work by myself using capitals, full stops & commas. ||   || I have used capitals, full stops and commas with consistency. ||
 * **Punctuation** ||  || I do not have very much punctuation and need lots of support/reminding from a buddy or teacher. ||   || I have used some punctuation like capitals and full stops but I need support/reminding from a buddy or teachers. ||   || I have punctuated most of my work by myself using capitals, full stops & commas. ||   || I have used capitals, full stops and commas with consistency. ||