Title: Identifying the landm arks, bones &

sutures associated with the cranium

Date: June 28, 2015

Bridge-in (0.5 m in):

Hold up a teaching skull. Ask learners: How many bones in total, form the cranium ? What are the specific
functions of the skeletal system?
Learning Objective (0.5 m in):
By the end of the lesson, learners will be able to locate and identify the landmarks, bones and sutures
associated with the neurocranium and the viscerocranium on a teaching skull that is provided by the course
facilitator.
Materials:
1.
2.
3.
4.

Lesson plan
12 teaching skulls
Computer & internet access for each pair of learners
Worksheet for group activity

Pre-Assessm ent (10 m in):

For this activity, paired learning will be implemented. Students will be asked to select a classmate with whom
they would like to partner (if necessary, the facilitator may provide assistance with pair selection; one group
of three may need to be established if there is a odd number of participants).
Working in pairs, students will be asked to recall pre-lesson course material and correctly identify the
following landmarks on the skull: Maxilla, Occipital bone, Nasal bones, Zygoma and Coronal suture
Participatory or Active Learning
Tim e

Instructor Activities

Learner Activities

Resources

30 - 40 min

Paired learners will review

the list of landmarks of
the cranium that they will
be required to locate and
identify on the teaching
skull.

Using the list of

landmarks/bones/sutures
on the worksheet
provided, locate and
identify each item on your
teaching skull. On the
worksheet, indicate beside
each item if you
were/were not able to
identify the
landmark/bone/suture.

1. Teaching skulls
2. Handout
3. Computer with video
of content at each
station

Ask students to work

collaboratively with their
partner to identify each
landmark. Students are
asked to check off the
associated box on the
worksheet for each

For those items that you

could not identify, use the

landmark (identified/not
identified).
Facilitator will monitor
group work by rotating
between groups and
providing assistance as
required.

computer to review the

pre-lesson video and then
return back to your skull
and attempt to locate the
item(s).

Keep time for this

activity.
20- 30 min

Paired learners will

partner with another pair
to make a group of 4.
Facilitator will monitor
group work by rotating
between groups and
providing assistance as
required.
Keep time for this
activity.

Partner with another

group for this activity.
Using the same list and
following its order, you
and your partner will
identify and locate an item
on the skull. If you cannot
identify the item, you may
ask your partner pair to
assist you. If both partner
groups cannot identify the
item on the skull, return
to the computer and
review the pre-lesson
video. Then return back
to your skull and attempt
to locate the item again.
Continue this process until
(as a group), you have
identified all items on the
list.

1. Teaching skulls
2. Handout
3. Computer with video
of content at each
station

Post-assessm ent (10 m in):

Quiz: Have students individually access post-assessment quiz on computer terminals
Sum m ary (15 m in):
Review quiz and answers
Q&A points to remember
W hat worked well/what requires revision:

Instructor: Charlene Napolitano