Download NC SCS Grade 3 - Martin County Schools

DRAFT
Grade 3
Goal 4
Human Body
Writers:
Debra Hall
Danielle McCaslin
July 2008
I. Grade Level: 3
II. Unit Title: The Human Body
III. Unit Length: 9 Weeks
IV. Major Unit Goal/Learning Outcome:
The learner will be able to:
 recognize that skeletal system is a key system in the human body
 compare the different types of joints in the body
 compare the uses of different types of joints in the body to other
mechanical devices
 observe and investigate the functions of bones
 observe and investigate how muscles function in the body
V. Objectives:
Unit Title: The Human Body
Number of Weeks: 9
Number Competency or Objective
RBT Tag
4.01
Identify the skeleton as a system of the human
A1
body.
4.02
Describe several functions of bones: support,
A4, B4
protection, locomoti
4.03
Describe the functions of different types of joints: A2
hinge, ball and socket, gliding
4.04
Describe how different kinds of joints allow
A4, B4
movement and compare this to the movement of
mechanical devices.
4.05
Observe and describe how muscles cause the
A2
body to move.
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VI. ELD/ED: English Language Learners communicate information, ideas,
and concepts necessary for academic success in the content area of
science.
VII. Vocabulary:
skeleton, support, protect, muscles, bones, cartilage, cells, tissue,
marrow, calcium, pellet, minerals, movable joints, immovable joints,
gliding joints, ball and socket joints, hinge joints, flexibility, backbone,
vertebrae, spinal column, opposable, strength, articulated, tendon,
cardiac muscles, skeletal muscles, smooth muscles, heart, contract,
relax, vein, artery, involuntary muscle, voluntary muscle, stimulus,
response
VIII. Materials Needed:
See Appendix
IX. Big Ideas:
Content Standard A: Science as Inquiry
 Abilities necessary to do scientific inquiry
 Understanding about scientific inquiry
Content Standard B: Physical Science
 Position and motion of objects
Content Standard C: Life Science
 The characteristics of organisms
 Organisms and environments
Content Standard F: Science in Personal and Social Perspectives
 Personal health
X. Unit Notes:
Teacher Notes:
 A book is a great lead in for a lesson.
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 All experiments need to be set up ahead of time.
 All examples need to be tried by the teacher before doing it with
the students.
 Some examples of a finished product need to be put together
ahead of time.
 Materials can be modified and changed as necessary.
 Be sure you have all rules in place before an experiment begins.
 This unit is designed to be interactive and fun.
LEP Modification: Reading materials that students will read pertinent to
the unit should be selected with students’ reading levels in mind. It is
usually possible to select materials which will support the lesson, but at
a lower level so that the LEP student can comprehend the content
material.
Unit Overview:
The human body unit gives students an opportunity to observe and
investigate the form and functions of our skeletal and muscular systems.
The students will get hands on experience through identifying different
bones, joints and muscles using diagrams and charts and then locating
each on their own body. They will explore how the skeletal system provides
support, protection, and locomotion with assistance from the muscular
system. The students will build models and acquire the vocabulary by
focusing on a particular area of the body. Throughout the investigations the
students will use scientific process skills to observe, communicate, predict,
classify, measure, and infer information about the skeletal and muscular
systems.
Resources:
o Bones! All Kinds of Hands, All Kinds of Feet by Rosanna
Hansen
o Me and My Amazing Body by Joan Sweeney
o Muscles by Seymour Simon
o Outside and Inside You by Sandra Markle
o The Search for the Missing Bones by Eva Moore
o Skeletons! Skeletons! All About Bones by Katy Hall
o The Magic School Bus Inside the Human Body by Joanna Cole
o Head to Toe Science by Jim Wiese
o http://www.kathimitchell.com/skelsys.html
o http://www.enchantedlearning.com/subjects/anatomy/skeleton/
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o http://www.medtropolis.com/VBody.asp
o www.kidwings.com
*Check with your media specialist or the local library for additional
books on the human body to be used as additional supplemental
materials.
X:
Global Content:
NC SCS Grade 3
4.03, 4.04
All Objectives
4.05
4.05
4.05
4.03, 4.04
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
4.03, 4.04
4.01
4.02, 4.04
All Objectives
All Objectives
21st Century Skills
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and database
programs
Developing visual aides for
presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
July 2008
Activity
Lessons 8, 9
All Lessons
Lesson 11
Lesson 11
Lesson 10
Lesson 3
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
Lesson 3
Lesson 2
Lesson 7
All Lessons
All Lessons
4
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
4.05
All Objectives
All Objectives
All Objectives
All Objectives
All Objectives
4.05
4.03, 4.04, 4.05
Summarizing main points after
reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Synthesizing information from several
sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other forms
of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving Skills
Identifying key problems or questions
Evaluating results
Developing strategies to address
problems
Developing an action plan or timeline
July 2008
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
Lesson 13
All Lessons
All Lessons
All Lessons
All Lessons
All Lessons
Lesson 13
Lessons 8, 9, 10, 14
5
Lessons and Objectives:
Lesson One: I Like to Move It
Lesson Two: Dem Bones
Lesson Three: Owl Pellets
Lesson Four: Hard Bones
Lesson Five: Soft Bones
Lesson Six: Gliding, Ball and Socket, Hinge, Oh My!
Lesson Seven: Back Breaker
Lesson Eight: The Amazing Opposable Thumb
Lesson Nine: More Joint Tasks
Lesson Ten: Putting It All Together
Lesson Eleven: Heart Smart
Lesson Twelve: Can We Control It?
Lesson Thirteen: Taking Care of Muscles
Lesson Fourteen: How Fast Are You?
July 2008
4.01, 4.05
4.01
4.03, 4.04
4.02
4.02
4.03, 4,04
4.02, 4.04
4.03, 4.04
4.03, 4.04
4.05
4.05
4.05
4.05
4.05
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Lesson One: I Like to Move It
Objectives:
4.01 Identify the skeleton as a system of the human body
4.05 Observe and describe how muscles cause the body to move
LEP Objectives: Students will write a minimum of three sentences to tell
how the body moves during different physical activities. A word bank/list
or working with a partner would be helpful for LEP students.
Essential Question: How does the body move?
Time: one 30-minute period
Content Blast: The skeleton is a system of the human body. It is the
framework that supports and protects the body. It also works with our
muscles to move our body. We have 206 bones in the adult skeleton.
LEP Modification: It would be helpful to read Building a House by Byron
Burton to the LEP students to draw the analogy of the frame and
systems of home construction to those of the human body. Another
suggestion is to use a 3-D skeleton model or replica, if your school has
one, to build skeleton background knowledge.
Materials:
Per Student Pair:
o one jump rope
Per Class:
o chart paper
Process Skills: Observe, Communicate, Infer, Predict
Engage: Demonstrate several ways to appropriately jump rope.
Explore: Students will work in pairs to observe each other jumping rope.
One student records his or her observations in their science notebook while
the other jumps rope. Students will then change places and repeat.
Explain: Have a class discussion on what the students observed while
they were jumping. Create a class chart listing all of the ways that the body
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moved in order to successfully jump rope. Ask the students what was
allowing their bodies to move in those ways. Lead them to the discovery of
bones and muscles working together to allow those movements.
Elaborate: Have the students act out other various scenarios where they
need to move their bodies. (i.e. swimming, climbing, hiking, etc.) Compare
these activities to the jumping rope activity. Ask if their bodies move in the
same way.
Evaluate: Have the students write a reflective paragraph in their science
notebooks about the ways that the body moves in order to complete
various activities. They should include the reasons that their bodies are
able to move in these ways.
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Lesson Two: Dem Bones
Objectives:
4.01 Identify the skeleton as a system of the human body
LEP Objectives: Students can tell that the skeletal system is one of
many systems in the human body. Students can list the four main
parts of the skeleton, but will need support for correct spelling.
Essential Questions: How many bones are in the human body?
Time: two 45-minute periods
Content Blast: See Lesson One
Materials:
Per Student Group:
o diagram/poster of human skeleton sections (torso, arms/hands,
legs/feet, skull) See examples in lesson.
Per Class:
o overhead/chart of class data table
Process Skills: Observe, Communicate, Predict, Measure, Classify
Engage: Refer to Lesson One. Ask the students to recall how the body
moved. Ask the following questions: Do your bones move when you
jump? Where are your bones? How can you tell where your bones are?
Have students feel for the bones inside their bodies. Ask if they can feel all
of the bones in their bodies. Explain to the students that they will conduct
an investigation that will help them to determine how many bones make up
their skeleton. Have students predict how many bones total they believe
are in the human skeleton based on what they have felt in their bodies.
Explore:
Day One: Divide the class into four groups. Provide each group with
diagrams of two human skeleton sections. For example, one group may
receive the skull and torso, another group will get the legs and arms, etc.
Students should use the diagrams to count the number of bones in that
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section of the skeleton and record their conclusions in a data table like the
ones below.
Upper Arm
Upper Leg
Lower Arm
Lower Leg
Wrist
Ankle
Hand
Foot
Subtotal
_____x 2
Skull Bones
Leg Bones
Arm Bones
Subtotal
_____x 2
Total
Total
Arm Bones
Torso Bones
Face Bones
Shoulder Bones
Cranium Bones
Breast Bones
Jaw Bones
Rib Bones
Other Bones
Back Bones
Inside Head
Pelvic Bones
Total
Total
Foot and Leg Bones
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Skull Bones
Torso Bones
10
Day Two: Begin by asking the students if there was anything that surprised
them from the previous day. Explain to them that they are going to compile
their data onto a class data table in order to draw conclusions about the
total number of bones in the body. Provide them with a data table that they
can record their group results.
Skeletal Sections
Arm
Class Data Table
Group Totals
Average
Leg
Torso
Skull
Grand Total
Explain: Once the totals have been recorded discuss the varying answers
for each group. Ask them if it is possible that some bones were missed.
After this discussion explain how averaging can help determine a more
accurate count for each section. Average the results for each section and
then total all of the averages together in order to obtain a skeletal grand
total. Tell students that the correct number of bones in your body is 206.
Discuss why their grand total may be different.
Elaborate: Ask students the following questions: How will we know if we
missed any bones when we counted? What could we use to help us find
out more about bones? Discuss other ways of counting bones such as
books, x-rays, or a model skeleton. Students could choose to use other
resources to see if they can get a more accurate total.
Evaluate: Students should be able to identify that there are four main
skeletal sections in the body and that each one is made up of many bones.
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Lesson Three: Owl Pellets
Objectives:
4.03 Describe the functions of different types of joints
 Hinge
 Ball and Socket
 Gliding
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices
LEP Objectives: Students will be able to complete a Venn diagram
comparing and contrasting rodent bones and human bones with
assistance.
Essential Question: What is an owl pellet?
Time: two 45-minute periods
Content Blast: Owls are raptors that swallow their prey in pieces and are
unable to digest the fur, bones, scales, and teeth. After an owl eats, a
pellet forms in the stomach as the soft materials separate from the hard
materials. The owl then coughs up or regurgitates a pellet containing
bones.
Materials:
Per Student Pair:
o owl pellet (these can be purchased at a science supply store)
o toothpicks
o hand lens
o rodent bone identification sheet (these can be found online)
o envelope
o human skeleton diagram
Process Skills: Observe, Communicate, Predict, Infer, Measure, Classify
*A virtual owl pellet dissection activity is available at www.kidwings.com.
Engage: Read a book about owls. Discuss the things that owls eat.
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Explore:
Day One: Divide the students into pairs and give each pair an owl pellet,
toothpick, and hand lens. Have them examine the pellet and discuss what
they think it is. Students should draw the pellet and record qualitative and
quantitative observations in their science notebooks. Students will then
split open the owl pellet and classify the parts they find. Teacher should
circulate and discuss the findings with each group. Students should again
record observations into their science notebooks. Once each group has
recognized that the pellet contains bones, a whole class discussion should
ensue about the contents of an owl pellet. Students should save the bones
and teeth for Day Two of the lesson by placing them into an envelope. The
fur may be discarded at this time.
Day Two: The teacher will review owl pellets and discuss the group
findings. Hand out a rodent bone identification sheet. Return each pair’s
envelope containing the bones collected on the previous day. Allow
students time to identify the names of the bones that they found in the
pellet. Ask students to determine if there are bones from more than one
animal. Instruct students to lay bones out and attempt to form a complete
skeleton.
Explain: Ask students the following questions throughout the lesson:
 What skeletons were found?
 What bones did you identify?
 Were there extra bones (i.e. two skulls) and what does this tell you
about the animal’s diet?
 Can you tell the function of a bone by its structure?
 How are these bones similar to humans?
Elaborate: Students can complete this activity with another bird of prey’s
pellets and compare the findings to the owl pellets. Another option would
be to use owl pellets from another region of the country and compare those
findings. Have students create Venn diagrams detailing the similarities and
differences among various pellets.
Evaluate: Give students a diagram of a human skeleton and have them
complete a Venn diagram comparing rodent bones and human bones.
LEP Modifications: Students, especially Intermediate level students,
should do this activity with a partner.
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Lesson Four: Hard Bones
Objective:
4.02 Describe several functions of bones:
 Support
 Protection
 Locomotion
LEP Objectives: Students can tell that bones give the body shape;
help it move; and keep the important organs safe. Students can list
ways to keep bones strong.
Essential Question: What makes your bones strong?
Time: one 45-minute period
Content Blast: Most children think of bones as hard, dry, white parts of the
body. The bones are hard, but they are definitely not dry. Bones are alive
and are made of a mix of hard materials and living cells. The hard part of
the bone is made mostly of calcium and phosphorous. These minerals
give bones their strength. Inside bones is a soft tissue known as marrow.
Cartilage is a flexible tissue that covers the ends of some bones. It helps
to protect bones from grinding against one another. The inside of a bone do
not add strength to the bone, but it does make new blood cells and
produces germ-fighting white blood cells.
Materials:
Per Student Group:
o two toilet paper rolls
o heavy books
o overhead, poster, or diagram of inside of a bone
Process Skills: Observe, Communicate, Predict, Classify, Infer
Engage: Review the names of some of the bones from the previous
lesson. Point to various bones and say its name. Examples are skull, ribs,
jaw, collarbone, etc. Ask the students how strong they think bones are.
Pose questions such as “Are bones stronger than your pencil, stronger
than a ruler, stronger than a piece of chalk, stronger than a piece of wood,
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etc.” These questions will give students a base to form their own
comparisons.
Explore: This activity will give students an idea of bone strength. Using a
toilet paper roll, place the roll on the table so that it stands on its end. Tell
students the toilet paper roll represents the bone. Tell students we are
going to place a book on top of the roll. Have students predict what will
happen to the roll when a book is placed on top of it. Will the roll be able to
hold it or will the roll be bent or broken? Place the book on top of the roll.
It should easily support the book.
Explain: Tell students that bones are not solid, but are hollow like the toilet
paper roll. As we saw, a hollow tube is as strong as a solid and is able to
support a lot of weight. As bones grow, calcium and phosphorous are put
into the cartilage. They become strong and are able to support and protect
our body. Discuss with students ways to keep your bones strong through a
healthy diet and exercise.
Elaborate: Set a second book on top of the toilet paper roll. Once again it
should easily support the weight. Have students make another prediction
about how many books the toilet paper roll will hold before it bends or
breaks. Discuss with students why your bones need to be strong.
Evaluate: In science notebooks have students write at least two ways to
keep their bones strong.
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Lesson Five: Soft Bones
Objectives:
4.02 Describe several functions of bones:
 Support
 Protection
 Locomotion
LEP Objectives: Students can tell that bones give the body shape; help
it move; and keep the important organs safe. Students can list reasons
why bones would be harmed or remain healthy.
Essential Question: What makes our bones unhealthy?
Time: one 30-minute lesson, 15-minute follow-up seven days later
Content Blast: Minerals cause bones to be strong. When the minerals are
removed, bones become soft and pliable.
Materials:
Per Student Group:
o one uncooked chicken bone such as a wing or wish bone
(thoroughly cleaned and washed in hot water)
o jar with a lid
o vinegar
Process Skills: Observe, Communicate, Predict, Infer
Preparation: The chicken bones should be cleaned and allowed to dry
overnight prior to completing this lesson.
Engage: Read a book about ways to keep your bones strong. (Refer to
resources list.)
Explore: Give each student group a chicken bone. Ask them to record
observations in their science notebook about the bone’s color, size, shape,
texture, and strength. Ask students to predict what would happen if they
left the bone in a jar that is covered with vinegar for seven days. Record
these predictions in their science notebooks.
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After seven days, remove the bone and rinse with water. Have students
test flexibility of the bone by bending it. Observe and record the bone’s
color, size, shape, texture, and strength in their data table.
Color
Size
Shape
Texture
Strength
Day 1
(Before
soaking)
Day 8
(After
soaking)
Explain: Tell students that the minerals were removed from the bone by
the vinegar. Have them discuss which parts of the bone became soft first
and have them predict what would happen if they were to allow the bone to
remain in the vinegar even longer. Discuss ways to ensure that minerals
do not leave their bones. This discussion should include eating a healthy
diet and exercising regularly.
Elaborate: Have students place the bones back into the vinegar for
another week. Observe the changes that occur.
Evaluate: Students should be able to identify the changes in bones when
the minerals were removed. Have them create a T-Chart identify factors
that keep bones healthy and factors that harm our bones.
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What keeps
our bones
healthy?
What harms
our bones?
LEP Modification: Students, especially intermediate
level students, should do this activity with a partner.
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Lesson Six: Gliding, Ball and Socket, Hinge, Oh My!
Objective:
4.03 Describe the functions of different types of joints:
 Hinge
 Ball and socket
 Gliding
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices
LEP Objectives: Students will be able to name the three types of joints,
and show an example of each in the body.
Essential Question: What are the different types of joints?
Time: one 60-minute period
Content Blast: Joints are needed to provide flexible connections between
bones. There are two categories of joints; immovable joints and movable
joints. Immovable joints are places where bones fit together too tightly to
move. They are mostly found in the skull. Movable joints are places where
bones can move easily. These types of joints are gliding joints, ball-andsocket joints, and hinge joints. Gliding joints allow some movement in all
directions and can be found in the hand and wrist. Ball-and-socket joints
allow bones to move back and forth, in a circle, and side to side. Hinge
joints allow bones to move back and forth in one direction.
Materials:
Per Student:
o one labeled index card with an example of a joint and/or a type
of joint
o diagram of human skeleton
Per Class:
o hinge
o measuring spoon
o lollipop
Process Skills: Observe, Communicate, Predict, Infer, Classify
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Engage: Ask students if they can bend their bones in any place. If
students say “yes” ask them to bend their arm in any place other than their
elbow or wrists. Students should not be able to bend their arm except at
their elbow or wrist. Explain to students our body has joints. Joints are
where bones fit together. There are two main categories of joints,
immovable joints and movable joints. Have students try to define
immovable and movable. Ask students to try to move their skull. They
might look confused, but hopefully, they will quickly see their skull is a type
of immovable joint. The bones fit together too tightly to move. Ask
students to bend their knee, bend their elbow, move their hand up and
down, and move their arm around. Tell students these are movable joints
because the bones can move easily.
Explore: Discuss with students that there are three main types of movable
joints. Have students bend their knee. Explain this is a hinge joint. A
hinge joint is like a door hinge that allows a door to open and close. Show
students an actual hinge from a door. Have students discuss how the
hinge is similar to the movement of the knee. Other examples of hinge
joints are elbows and bending your fingers at the knuckle. Next, have
students move their arm in a circular motion. Explain to students this is a
ball-and-socket joint. The ball of one bone fits into the socket, or cup, of
another bone. Use a measuring spoon (socket) and a lollipop (bone) to
show how ball and socket joints work by placing the lollipop inside the
spoon and moving it around. This joint allows bones to move back and
forth, in circle, and side to side. Another example of a ball and socket joint
is your hip. Have students move their wrists and ankles. Explain that
these bones can slide against one another. This joint allows some
movement in all directions.
Explain: Ask the students the following questions:
 What do you call the place where two bones come together?
 What are the three types of joints?
 How do your joints help you move?
 What would happen if you didn’t have your joints?
LEP Modifications: It would be very helpful to the LEP students to use
an actual skeleton model or replica, if you have one in your school.
There are smaller models available in some of the teacher supply
stores for a very reasonable price. Tactile learning is very helpful for
these students.
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Elaborate: Give one group of students index cards labeled with the
different types of joints just discussed. For example: hinge- a joint that
moves back & forth. Have that group of students stand in different areas of
the classroom. Give the remaining students names of body parts we have
studied. For example knee, elbow, wrist, etc. The students that have
cards with names of body parts will then classify themselves corresponding
to the correct joint. Students should discuss with their group if the match is
correct. For example, a shoulder should not be able to stand with the hinge
joint.
Evaluate: Give students a diagram of the human skeleton. Have students
color code the three types of movable joints on the diagram as follows:
Hinge – Red
Ball and Socket – Green
Gliding – Blue
Be sure that students are coloring the points where the bones meet rather
than coloring in the bones.
LEP Modification: To assure that the students understand and complete
this assessment correctly, they should work with a partner, especially
LEP students who are Intermediate level.
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Lesson Seven:
Back Breaker
Objectives:
4.02 Describe several functions of bones:
 Support
 Protection
 Locomotion
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices.
LEP Objectives: Students will be able to re-create the activity with the
pipe cleaners and straws to show understanding of the lesson’s activity.
Essential Question: How does the spine aid in the body’s ability to
move?
Time: one 45-minute period
Content Blast: By having many small bones, instead of, fewer large ones,
the spine has increased flexibility. There are 26 bones that make up the
backbone. These bones can be called vertebrae. Inside the backbone is
the spinal column. Each bone or vertebrae is separated by cartilage. The
cartilage assists in movement and absorbs shock when necessary.
Materials:
Per Class:
o human skeleton diagram or poster
Per Group:
o three pipe cleaners
o three plastic straws
o scissors
Process Skills: Observe, Communicate, Predict, Measure, Classify, Infer
Engage: Refer to a skeleton diagram or poster. Point to the back and
have students recall this bone is called the spine. Ask students to predict if
they think the spine is made up of one large bone or several small bones.
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Explore: Pass out materials to each group. Have students place one pipe
cleaner inside one straw. Tell students the straw represents the backbone
and the pipe cleaner is what is found inside the backbone. Ask students if
they can bend the straw without creasing it. After several attempts,
students should find that they are unsuccessful at this task. Next, have the
students take another straw and cut it in half and once again put one piece
of pipe cleaner through the two pieces of straw. Students can now bend
the straw, but this represents if the spine could only bend at a ninety
degree angle. Now, take the final straw and cut it into five pieces and
thread the last piper cleaner through the five pieces. Have students bend
this last straw and compare it to how well the other two were able to bend.
Explain: Students should conclude that the last straw is most like the
body’s backbone. Explain that the spine has many small bones divided by
discs made up of cartilage. This cartilage is what allows the backbone to
move so easily. If the spine had one large bone, it would be like the first
straw and we would not have any mobility. If the spine was like the second
straw, we would have limited mobility.
Elaborate: Students could use another straw and create 26 “discs” in
order to visualize what the 26 bones in the backbone look like.
Evaluate: Have students write in their science notebooks about the
activity. Have students explain why the spine needs to be made of several
small bones rather than one large bone. Have a word list for students to
refer to while writing in their science notebooks.
LEP Modifications: The word list is a great idea for LEP students, and they
may also need the support of working with a partner to complete the
evaluation. Modify the length of the explanation and the entry for the
Science notebooks for LEP students.
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Lesson Eight: The Amazing Opposable Thumb
Objectives:
4.03 Describe the functions of different types of joints
 Hinge
 Ball and socket
 Gliding
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices
LEP Objectives: Students will be able to describe actions that they
were able to do in this activity and write about the importance of the
human thumb.
Essential Question: How important are thumbs for doing everyday
tasks?
Time: one 60-minute period
Content Blast: One of the most important joints is the thumb. Humans
have an opposable thumb. We can touch our thumb to the tips of our four
other fingers. The strength of our grip is also unique. These two features
make our thumbs a unique joint.
Materials:
Per Class:
o several rolls of masking tape
Per Student:
o data table with tasks to complete
o blocks
o paper clips
o pencil sharpener
o pencil
o shoe with laces
o book
o paper
Process Skills: Observe, Communicate, Predict, Classify
July 2008
24
Engage: Have students try to pick up their pencil without using their
thumb. Discuss strategies and obstacles for completing this task. Was it
difficult or easy to complete?
Explore: Inform students that they will be performing a series of tasks
without the use of their thumbs. Demonstrate how to tape a student’s
thumb to their index finger by wrapping masking tape around until the
thumb is secured against the index finger as shown in the picture below.
Choose student helpers to assist in getting all of the student’s thumbs
taped. Both hands should be taped. Once all of the students are taped up
distribute the data table below with the assigned tasks.
Action
Easy
Difficult
Very
Difficult
Tie your shoe.
Open a door.
Draw a picture.
Snap your fingers.
Turn a page in a book.
Stack a pile of blocks.
Link paper clips together.
Write your name.
Roll up a piece of paper.
Sharpen a pencil.
Choose additional tasks.
Explain: Ask students the following questions:
 Which tasks were difficult and why?
 What did you do to overcome these obstacles?
 What are the advantages of an opposable thumb?
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Elaborate: Have students continue attempting tasks without their thumbs
at home. Tell them to try to complete their normal evening routines without
the use of their thumbs.
Evaluate: Students should write a reflective paragraph on what it was like
to live without thumbs. They should include the importance of the thumb
when completing everyday tasks.
LEP: It may be difficult for an LEP Novice or Intermediate level student to
write a reflective paragraph. An appropriate evaluation for these students
might be to orally share with a partner to help them complete the
evaluation.
July 2008
26
Lesson Nine:
More Joint Tasks
Objectives:
4.03 Describe the functions of different types of joints
 Hinge
 Ball and socket
 Gliding
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices
LEP Objective: LEP Objectives: Students will be able to describe
actions that they were able to do in this activity and write about the
importance of joints.
Essential Question: How are hand joints important?
Time: one 60-minute period
Content Blast: See Lesson Six Content Blast.
Human hands are articulated, which means jointed or joined in sections.
Materials:
Per Class:
o several rolls of masking tape
Per Student:
o data table with tasks to complete
o blocks
o paper clips
o pencil sharpener
o pencil
o shoe with laces
o book
o paper
o ruler
Process Skills: Observe, Communicate, Classify, Predict, Infer
July 2008
27
Engage: Review Lesson Eight and discuss obstacles that occurred when
completing tasks without the use of the thumb. Ask students if there are
other joints in the hand that are essential for everyday task completion.
Explore: Discuss with students that human hands are articulated;
meaning jointed or joined in sections. Tell students that we will be
immobilizing the joints in the hand and attempting the same tasks that they
completed in Lesson Eight. Demonstrate how to tape a ruler to the index
and middle finger of a student’s dominant hand. Place the ruler on the
back of a student’s hand. Use masking tape to attach the ruler at the
middle and index fingers like the picture below. The ruler should also be
secured around the wrist as shown below.
Once the students have been taped, pass out the data table with the
assigned tasks. Allow students time to attempt to complete the tasks listed
on the data table.
Action
Easy
Difficult
Very
Difficult
Tie your shoe
Open a door
Draw a picture
Snap your fingers
Turn a page in a book
Stack a pile of blocks
Link paper clips together
Write your name
Roll up a piece of paper
Sharpen a pencil
Choose additional tasks
Explain: Ask students the following questions:
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28
 Which tasks were difficult and why?
 What did you do to overcome these obstacles?
 What are the advantages of having an articulated hand?
Elaborate: Have students create a Venn diagram comparing the
completion of the tasks without their thumbs to the completion of the task
without their hand joints.
Evaluate: Students should write a reflective paragraph on what it was like
to complete tasks without hand joints. They should include the importance
of the articulated hand when completing everyday tasks.
LEP: It may be difficult for an LEP Novice or Intermediate level student to
write a reflective paragraph. An appropriate evaluation for these students
might be to orally share with a partner to help them complete the
evaluation.
July 2008
29
Lesson Ten: Putting It All Together
Objectives:
4.05 Observe and describe how muscles cause the body to move.
Essential Question: How do muscles move bones?
Time: two 60-minute periods
Content Blast: Bones cannot move by themselves. They need muscles in
order to move. Muscles called skeletal muscles are attached to a bone and
allow movement. These muscles pull bones to move them. A strong band
of tissue called a tendon connects a muscle to a bone. Muscles can be
damaged. A muscle tear occurs when the fibers of a muscle are separated
by a sudden force or stretching. The quick start of runners who run short
dashes can result in a tear. A muscle strain occurs when muscles that
have not been exercised for several weeks are overused.
Materials:
Per Student Pair:
o two bendable straws
o one rubber band
o two paper clips
o scissors
o pushpin (optional)
Process Skills: Observe, Communicate, Predict, Infer
Engage: Have students put one hand, palm up, against the under side of
their desk and push upward. With their other hand, have them feel the
front and back of their upper arm. Discuss with students what they think is
happening. This will give you their prior knowledge about muscles.
Explore: Discuss with students the parts of the arm that are causing it to
move. Tell them that the bones cannot move alone, they need a muscle to
help them. Tell students that they will be creating a model of the bicep
muscle in the arm to help them better understand how that muscle helps
them move their arm. Pass out materials to each student group.
Procedure:
 First, students will cut the bendable part off of one straw.
July 2008
30
 They will then insert the cut straw into the bendable end of the other
straw. The point where the straw bends represents the hinge joint in
the arm.
 Students should then poke one paper clip into Point A of the straw
structure as shown in the figures below. (If students have difficulty
poking the paper clips through the straws, a pushpin may be used to
poke a hole first.)
 Students will then poke the second paper clip into Point B of the
straw structure as shown in the figures below. These paper clips
represent the tendons that attach the muscles to the bones.
 Once the paper clips have been properly attached, the students will
hook the rubber band onto each of the paper clips as show in the
diagram below. This represents the bicep muscle.
Point B
Point A
Once the students have created their model, they should be able to pull the
rubber band to simulate bicep muscle contraction.
LEP Modifications: LEP students should be paired with another student to
complete this activity so that they can fully understand the directions and
complete the activity successfully.
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Explain: Tell students that the muscles that are attached to and move the
bones are called skeletal muscles. These muscles are attached to bones
by a tough cord called a tendon. Skeletal muscles pull bones to move
them. Muscles do not push bones. The names of the muscles in the upper
arm are the biceps and triceps. Have students flex their arm. Feel the top
of the arm. This is called the bicep. Have students discuss how this is
similar to what they saw happen with their arm model. Now straighten your
arm. The muscle on the other side of the upper arm, the tricep contracts,
and your arm straightens.
Elaborate: Students can draw conclusions about how other skeletal
muscles work to move other bones. Have students formulate a plan in
order to construct a model of either a hand or leg, using similar materials
from the arm model. This could be done on a separate day.
LEP Modifications: Students will need the support of a partner and
words written on chart paper or the white board if this activity will be
repeated on a separate day.
Evaluate: Students will retell what helps the bones move. Have them hold
a book in one hand and hold that arm straight out in front of them. Have
them put their other hand on the bicep of that upper arm. Discuss how the
muscle feels, and then have students lift their books up toward their
shoulders. What happens? The muscle shortens and bunches up.
July 2008
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Lesson Eleven: Heart Smart
Objectives:
4.05 Observe and describe how muscles cause the body to move.
LEP Objectives: Students will be able to:
 name the heart muscle and the two actions that make a heart
a muscle.
 trace the path of blood through the body
Essential Question: What are the functions of the heart?
Time: two 30-minute periods
Content Blast: There are three types of muscles-skeletal muscle, cardiac
muscle, and smooth muscle. We have already discussed skeletal
muscles in previous lesson. The next muscles, cardiac muscles, are found
in only one place in the body - the heart. The heart is a hollow organ made
up of four parts, or chambers. The walls of the heart are made of strong
cardiac muscle. When your cardiac muscle contracts, it squeezes blood
out of your heart. When your cardiac muscle relaxes, your heart fills with
more blood.
Materials:
Per Student Group:
o timer or watch with a second hand
Per Class:
o diagram of the heart
o stethoscope (ask your school nurse)
Process Skills: Observe, Communicate, Predict, Measure, Classify, Infer
Engage: Begin class by wearing the stethoscope. Ask students where
they have seen the instrument before, what is its purpose and how is it
used. Student’s response may be that it is used to listen to our heart by a
doctor. Ask students if any other organs can be heard by the doctor using
a stethoscope. Students should have some background about the heart.
Pose the question to students “Is the heart a muscle?”
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Explore: Show a diagram of the heart. Students will notice it is much
different than what they usually draw to represent a heart. Point out the
heart has two sides, right and left, separated by a thick muscular wall. The
heart contracts and relaxes, so therefore, students should conclude it is a
muscle. When your cardiac muscles contracts, it squeezes blood out of
your heart through the arteries. When your cardiac muscle relaxes, the
veins fill your heart with more blood. Continue to explore by completing
the pulse taking activity.
1. Hold your left hand in front of you with your palm up.
2. Place the first three fingertips of your right hand on the inside of your
left wrist in the groove below the base of the thumb. You may need
to move your hand around slightly before you can feel the pulse.
3. Use the timer to count the number of times your heart beats in one
minute. Record the results.
4. Run in place for about one minute.
5. Repeat steps to take pulse again.
6. Record the results.
Discuss the difference.
Explain: The heart is a bag of muscle that squeezes itself about once
every second, sending blood flowing throughout the body. When you
exercise, your muscles need more oxygen. To meet this need, your heart
will beat faster to increase blood flow, which supplies the muscles with
nutrients and oxygen. The amount of increase in heart rate depends on the
type and how long a person exercises. Heavy exercise will cause a greater
increase in heart rate than light exercise.
LEP Modifications: Students could benefit from a real life connection by
watching a video which demonstrates how the heart pumps, or observing
the heart action on an interactive website.
Elaborate: Have students sequence the steps of the blood flow through
the heart. They can write or sketch to show the process. Students can
imagine they are a drop of blood and describe their trip through the heart,
out an artery, and back again through a vein.
LEP Modification: Sequencing through illustration is a great way for
LEP students to be successful in this activity. If students are expected
to write, they will need a word box to help with spelling.
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Evaluate: Ask students why the heart is a muscle and what type of
muscle it is. Students should know it is a muscle because it contracts and
relaxes. It is classified as a cardiac muscle. Have students share their
responses to how blood circulates through the body.
LEP Modification: Novice and Intermediate students will have difficulty
verbalizing or writing their responses, and should be permitted to trace
the route with their fingers or draw it in for their assessment.
July 2008
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Lesson Twelve: Can We Control It?
Objectives:
4.05 Observe and describe how muscles cause the body to move.
LEP Objectives: Students will be able to respond to questions about
voluntary and involuntary muscles using verbal or non-verbal
communication (e.g. use word card to give answers).
Essential Questions: What are voluntary and involuntary muscles?
Time: one 45-minute period
Content Blast: Muscles can be classified by how they are controlled.
Cardiac and smooth muscles are involuntary muscles. Smooth muscle
makes up the internal organs. Smooth muscles are not attached to bones.
There is smooth muscle in the stomach and intestines. An involuntary
muscle causes movements you cannot control. Most skeletal muscles are
voluntary muscles. Voluntary muscles cause movements you can
control. Some muscles are both voluntary and involuntary.
Materials:
Per Student:
o recording sheet
o book
Process Skills: Observe, Communicate, Predict, Measure, Classify, Infer
LEP Modifications: The specialized vocabulary in this lesson (frown,
goose bumps, stomach growling, sneeze, and intestines) will have to be
translated or pre-taught for LEP students to be able to participate in the
lesson.
Engage: Have students to smile, and then make a frown. Tell them it
takes 34 muscles to frown, but only 13 muscles to smile. Discuss with
students how they made those faces. Discuss whether or not they can
control muscles.
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Explore: Provide students with the following list of tasks. Ask them to
determine if they can control these tasks.
1.
2.
3.
4.
5.
6.
7.
8.
Stand up
Turn a page in their book
Sneeze
Walk
Get goose bumps on their arms
Raise a hand
Make your blood stop pumping
Make your stomach growl
Students will quickly realize that some tasks they can do and some they
cannot. Discuss the vocabulary words voluntary and involuntary and ask
the students to classify the tasks as one or the other in a T-Chart. Explain
that tasks you can control use voluntary muscles. Explain that tasks we
were not able to do use involuntary muscles. Most skeletal muscles are
voluntary muscles which allow us to easily move our bones. Cardiac
muscles and smooth muscles are mostly involuntary muscles.
Voluntary
Tasks
Involuntary
Tasks
LEP Modification: To ensure that LEP students have understood the
specialized vocabulary, they should complete this activity with a partner.
July 2008
37
Explain: Ask the students to explain why some actions are voluntary and
some are involuntary. The ones the students could do and the ones the
students could not do. Ask the students to name other voluntary and
involuntary actions and add them to the T-Chart.
Elaborate: Think about all the ways you used muscles in the past halfhour. Record the information in the chart. Some examples are given. Add
more to the list.
Muscles Used in the Last Half Hour
Activity
Raising Hand
Blinking
Muscles Used
Arm Muscles
Eye Muscles
Voluntary
Yes
Yes
Involuntary
No
Yes
Evaluate: Make sure students understand how movement is classified.
Have them respond to the following questions in their science notebooks.
 How many different ways did you use your muscles?
 Did you use more voluntary or involuntary muscles?
Students may suggest they used more involuntary muscles because they
use them constantly. This response is an acceptable conclusion.
LEP Modification: For understanding and successful completion of this
assessment, LEP students should work with a partner to complete this
activity. The LEP student and his/her partner may need more time to
finish, and it would be helpful for them to have spelling support.
July 2008
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Lesson Thirteen: Taking Care of Muscles
Objectives:
4.05 Observe and describe how muscles cause the body to move.
LEP Objectives: Students will be able to create a poster or public service
announcement (PSA) to encourage healthful living by exercising.
Essential Questions: What makes your muscles ache or get tired?
Time: two 60-minute periods
Content Blast: A muscle tear occurs when the fibers of a muscle are
separated by a sudden force or stretching. Treatment includes applying
wrapped ice and bandaging. Returning to action too soon may tear the
fibers again. A muscle strain occurs when muscles that have not been
exercised for several weeks are overused. The pain can be relieved by
warm baths and usually is gone within 2-3 days.
Materials:
Per Class:
o five tennis balls
o books
o timers or watches with a second hand
Process Skills: Observe, Communicate, Predict, Measure
Engage: Ask students what happens when they are outside playing all
day long. Do they ever feel tired? What if they were swimming all day
long? Does their body ache? Have them predict why they think this
happens.
Explore: Have student pairs rotate between each of the following centers
to experience muscle fatigue. The teacher should demonstrate body
positions for each of the activities prior to the students rotating through the
centers. Students should record how they felt after completing each
activity, as well as, the length of time the activity lasted in a data table.
Student pairs should alternate activities and keeping time. Before having
July 2008
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students record how they felt, set a list of standard feeling words with a
clear definition for better comparisons of class data.
LEP Modification: Before beginning the centers, make sure that the LEP
student knows how to time their partner. In doing the activity, be sure
the LEP student’s partner goes first to demonstrate the actions so the
LEP student understands what to do when it is his/her turn.
Center #1
Have several tennis balls available. One student sits in the chair and lays
one forearm flat on the table, palm facing upward. They will hold the tennis
ball in the palm of the hand on the table. The other student should time the
activity for their partner. The student performing the activity will close their
hand around the tennis ball and squeeze as hard as they can, then open
their hand. Repeat this action as many times as they can in one minute.
Each time, they should open their hand completely so that the ball rests in
the palm, then close their hand and squeeze the tennis ball. Rest for 30
seconds, and then repeat the exercise. Do this two more times.
Center #2
One student will stand with their back against a wall. They will slide down
until in a seated position and hold this position for one minute. The other
student will keep time for their partner. Rest for 30 seconds and then
repeat twice resting between each trial.
Center #3
One student will stand up with both arms held horizontally to their sides
palms facing up. They should rest a book on each hand. The student will
hold the position for one minute. The other student will keep time for their
partner. Rest for 30 seconds and then repeat twice resting between each
trial.
Center #4
One student will lay flat on their back on the ground. They will raise both of
their feet into the air so that they are perpendicular to their body. They
should hold this position for one minute. The other student will keep time
for their partner. Rest for 30 seconds and then repeat twice resting
between each trial.
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Center #5
One student will complete as many sit-ups as possible in one minute. The
other student will keep time for their partner. Rest for 30 seconds and then
repeat twice resting between each trial.
Students should record their information on a chart as they complete each
trial.
Trial 1
Time
Felt
Trial 2
Time
Felt
Trail 3
Time
Felt
Center #1
Center #2
Center #3
Center #4
Center #5
Explain: Your muscles will begin to get tired after you have continuously
performed the same activity. Your performance will slow down because
you are tired. When a muscle contracts over and over, it uses oxygen and
nutrients. If it is used long enough it will begin to run out of oxygen
necessary for the muscle to operate properly. The lack of oxygen will
cause the muscle to feel tired and to slow down. Tell students by
exercising that their muscles will become stronger, bigger and healthier.
List some exercises students do often such as running, biking, soccer,
playing on the playground etc. Other ways to keep muscles healthy is by
stretching before or after exercising, drink plenty of water, eat healthy
foods, and never take illegal drugs.
LEP Modificaton: Ensure that the LEP students understand the terms
oxygen and nutrients. Have a student demonstrate how to do a stretching
exercise.
Elaborate:
Try other repetitive activities to see if the result is the same.
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Evaluate: Have students write a PSA (public service announcement) for
the school that would convince people to take care of the muscles by
exercising, stretching before or after exercising, eating/drinking healthy,
and never taking illegal drugs. Have students make a “safety poster” to go
along with their announcement.
LEP Modification: Students, especially Novice and Intermediate level,
should do this activity with a partner. Spelling support via a word box on
the whiteboard or chart paper would be very helpful.
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Lesson Fourteen:
How Fast Are You?
Objective:
4.05 Observe and describe how muscles cause the body to move
LEP Objective: Students will be able to write a short reflection of the
muscular response time.
Essential Question: How can we improve muscular response time to
a stimulus?
Time: one 45-minute period
Content Blast: A stimulus is an event that triggers a response. Response
time can be improved with practice.
Materials:
Per Student Pairs:
o plastic cup
o pencil
o small binder clip
Process Skills: Observe, Communicate, Predict, Infer
Preparation: The teacher will need to poke holes in the bottoms of the
paper cups that are large enough for a pencil to easily slide through.
Engage: Ask students what their parents do when they are driving and
they hear a fire truck. Discuss how we move over to allow the fire truck to
pass through. Discuss how the sound is the stimulus that causes our
response to move.
Explore: Students will investigate stimulus and response by responding
with hand movements to the stimulus of a dropping cup. Pass out
materials to student pairs.
LEP Modification: Prior to beginning this activity, the teacher should
model it with a student partner. Be sure that the LEP student has
understanding of the terms dominant hand, index finger, stimulus, and
response time.
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Procedure:
 One student places the binder clip on the end of the pencil.
 The student will then slide the pencil through the hole in the cup until
the cup touches the clip. The cup should be upside down.
 While the first student holds the cup and pencil, the second student
places their dominant hand flat on the table and tucks the pencil in
between their thumb and index finger.
 The first student releases the cup and the second student tries to pull
their hand away before the cup hits it.
 Repeat this activity five times with the dominant hand. Students will
record whether or not the cup hit their hand in a data table.
 Once the student has conducted five trials with their dominant hand
they will test their other hand five times.
 Repeat entire activity with the students alternating jobs.
Dominant Hand
Other Hand
Hit
Miss
Hit
Miss
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Explain: Ask the students the following questions:
 Which hand was slower and why?
 Did your response time improve over the course of the activity?
 What could you do to increase your response time?
 What would happen if the distance of the cup drop was increased or
decreased?
Elaborate: Students can repeat the test using their feet and compare the
results to the response times for their hands. Students could also create a
plan to test stimulus and response in another way to see if the results were
similar.
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Evaluate: Students will write a reflection in their science notebooks
detailing ways to increase muscular response time.
LEP Modifications: Provide an alternative assessment for LEP students,
for example:
 Let the student physically act out an answer.
 Let the student choose an answer from a picture array.
 Let the student use a single word after referencing a native
language dictionary.
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Multiple Choice Questions Test Questions
4.01 Identify the skeleton as a system of the human body.
1.
The frame of your body, which is made up of bones and cartilage is
called what?
A.
body
B.
skeleton
C.
muscle
D.
joint
2.
The skeleton works together with the _______________ to move the
body.
A.
organs
B.
cells
C.
bones
D.
muscles
4.02 Describe several functions of bones including:
 Support
 Protection
 Locomotion
3.
Which of the following is most like a bicycle helmet protecting a rider?
A.
the skull protecting the brain
B.
the ribs protecting the lungs
C.
the cartilage protecting bones from rubbing together
D.
a cast used to protect a broken bone
4.
Jobs of the skeleton include:
A.
breathing, seeing, and digesting
B.
protecting, supporting, and moving
C.
breathing, movement, and smiling
D.
digesting, supporting, and protecting
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4.03 Describe the functions of different types of joints including:
 Hinge
 Ball and socket
 Gliding
5.
Bending your knees requires what kind of joint?
A.
a gliding joint
B.
a ball and socket joint
C.
a hinge joint
D.
an immovable joint
6.
Places where bones can move easily are called:
A.
immovable joints
B.
partly movable joints
C.
at the skull
D.
movable joints
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices
7.
A door is similar to which joint?
A.
gliding joint
B.
ball and socket joint
C.
hinge joint
D.
movable joint
8.
Which of the following body parts moves in a full circle because of the
ball and socket joint?
A.
the shoulder
B.
the elbow
C.
the knee
D.
the neck
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4.05 Observe and describe how muscles cause the body to move
9.
What is a strong band of tissue that connects a muscle to a bone is
called?
A.
cartilage
B.
tendon
C.
ligament
D.
organ
10.
Raising your hand in class is an example of using a(n)
A.
involuntary muscle
B.
sprained muscle
C.
voluntary muscle
D.
cardiac muscle
Multiple Choice Test Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
D
A
B
C
D
C
A
B
C
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Modified Multiple Choice Questions Test Questions
4.01 Identify the skeleton as a system of the human body.
1.
The frame of your body, which is made up of bones and is
called what?
A.
body
B.
skeleton
C.
muscle
2.
The _______________ move the body.
A.
organs
B.
muscles
C.
bones
4.02 Describe several functions of bones including:
 Support
 Protection
 Locomotion
3.
Which is like a bicycle helmet?
A.
the skull protecting the brain
B.
the ribs protecting the lungs
C.
a cast used to protect a broken bone
4.
Jobs of the skeleton are:
A.
breathing, seeing, and digesting
B.
protecting, supporting, and moving
C.
breathing, moving, and smiling
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4.03 Describe the functions of different types of joints including:
 Hinge
 Ball and socket
 Gliding
5.
What kind of joint helps you bend your knees?
A.
a gliding joint
B.
a ball and socket joint
C.
a hinge joint
6.
Places where bones can move easily are:
A.
immovable joints
B.
at the skull
C.
movable joints
4.04 Describe how different kinds of joints allow movement and
compare this to the movement of mechanical devices
7.
A door is like…
A.
gliding joint
B.
ball and socket joint
C.
hinge joint
8.
Which body part moves in a circle?
A.
the shoulder
B.
the elbow
C.
the knee
4.05 Observe and describe how muscles cause the body to move
9.
A strong band of tissue that connects a muscle to a bone is
A.
cartilage
B.
tendon
C.
ligament
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10.
Raising your hand in class is an example of using a(n)
A.
involuntary muscle
B.
sprained muscle
C.
voluntary muscle
Modified Multiple Choice Test Answer Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
B
A
B
C
C
C
A
B
C
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Appendix – Master Materials
(Check individual lessons to see if materials are per class, per group, etc.)
Lesson One:
o one jump rope
o chart paper
Lesson Two:
o diagram/poster of human skeleton sections (torso, arms/hands,
legs/feet, skull) See examples in lesson.
o overhead/Chart of class data table
Lesson Three:
o owl pellet (these can be purchased at a science supply store)
o toothpicks
o hand lens
o rodent bone identification sheet (these can be found online)
o envelope
o human skeleton diagram
Lesson Four:
o 2 toilet paper rolls
o heavy books
o overhead, poster, or diagram of inside of a bone
Lesson Five:
o one uncooked chicken bone such as a wing or wish bone (thoroughly
cleaned and washed in hot water)
o jar with a lid
o vinegar
Lesson Six:
o index cards
o diagram of human skeleton
o hinge
o measuring spoon
o lollipop
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Lesson Seven:
o 3 pipe cleaners
o 3 plastic straws
o scissors
Lesson Eight:
o several rolls of masking tape
o data table with tasks to complete
o blocks
o paper clips
o pencil sharpener
o pencil
o shoe with laces
o book
o paper
Lesson Nine:
o several rolls of masking tape
o data table with tasks to complete
o blocks
o paper clips
o pencil sharpener
o pencil
o shoe with laces
o book
o paper
o ruler
Lesson Ten:
o two bendable straws
o one rubber band
o two paper clips
o scissors
o pushpin (optional)
Lesson Eleven:
o timer or watch with a second hand
o diagram of the heart
o stethoscope (ask your school nurse)
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Lesson Twelve:
o recording sheet
o book
Lesson Thirteen:
o five tennis balls
o books
o timers or watches with a second hand
Lesson Fourteen:
o plastic cup
o pencil
o small binder clip
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