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Human Body

Human Body

(FOSS)

and

Alignment Lessons

Human Body

Table of Contents NC Essential Standards and Clarifying Objectives ......................................................................................... 3

Unit Essential Question(s) ............................................................................................................................. 3

Pre-Unit Assessment ..................................................................................................................................... 3

Notes About the Human Body Unit (includes list of materials needed for Alignment Lessons) .................. 3

FOSS Investigation 1, part 1 – Counting Bones ............................................................................................. 5

FOSS Investigation 1, part 2 – Mr. Bones Puzzle........................................................................................... 7

FOSS Investigation 1, part 3 – Owl Pellets .................................................................................................... 9

FOSS Investigation 2, part 1 – Looking at Thumb Joints ............................................................................. 11

FOSS Investigation 2, part 2 – Doing Joint Tasks ........................................................................................ 13

FOSS Investigation 2, part 3 – Naming Joints ............................................................................................. 15

FOSS Investigation 2, part 4 – Comparing Bones ........................................................................................ 17

FOSS Investigation 3, part 1 – Making a Leg Model .................................................................................... 18

FOSS Investigation 3, part 2 – Making A Thumb Model ............................................................................. 20

FOSS Investigation 3, part 3 – Making an Arm Model ................................................................................ 22

The Structure of Skin (Alignment Lesson) ................................................................................................... 24

The Function of Skin (Alignment Lesson) .................................................................................................... 26

FOSS Investigation 4, part 1 – Stimulus Response ...................................................................................... 28

FOSS Investigation 4, part 2 – Response and Practice ................................................................................ 30

FOSS Investigation 4, part 3 – Timing Your Responses ............................................................................... 32

Investigating Gravity and Forces (Alignment Lesson) ................................................................................. 34

Human Body

NC Essential Standards and Clarifying Objectives 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support.

3.L.1.1 Compare the different functions of the skeletal and muscular systems.

3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.

3.P.1 Understand motion and factors that affect motion. 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.3 Explain the effect of Earth’s gravity on the motion of any object on or near the Earth.

Unit Essential Question(s) How do the bones, joints, and muscles work together?

What are the roles of skin?

Pre-Unit Assessment A formative assessment probe called “Is It a System?” is available on page 81 of Uncovering Student

Ideas in Science Volume 4 (Green Cover), by Page Keeley et al. This probe elicits students’ ideas about

systems and is designed to find out whether students can recognize that things with parts that interact

or influence each other are systems. In 3rd grade, it is appropriate to eliminate these choices from the

probe: A+B=C, water cycle, electrical circuit, and Density = Mass/Volume.

Notes About the Human Body Unit Alignment Lessons about skin have been added to this unit to address Clarifying Objective 3.L.1.2 and

to reinforce the concepts of force, relative speeds, and gravity (Clarifying Objectives 3.P.1.1, 3.P.1.2, and

3.P.1.3). Alignment Lessons require additional materials that are not available in the Human Body kit.

This chart lists materials needed for Alignment Lessons as well as recommended quantities:

Investigation CMAPP

Day Additional Materials Needed Qty

Owl Pellets 4-5 owl pellets (available from Carolina or Delta Education) 1 per student pair

The Structure of

Skin 13-14

orange or tangerine 1 per student group

newspaper 4-5 per student group

masking or painters' tape 1 roll per student group

Human Body

The Function of Skin

15-16

bag of objects that includes: marshmallow, sandpaper, rock or marble, and a cotton ball

1 bag of objects per student pair

unsharpened pencil 1 per student pair

ice cube 2-3 per student pair

large paper clip 1 per student pair

cm rulers with mm marks 1 per student pair

Investigating Gravity &

Forces 17-20

cardboard, tray, or binder to create a ramp 2 ramps per student pair

items to alter the surface of the ramps: soft, absorbent paper towels, felt, sandpaper, and aluminum foil

materials should be accessible to each student pair or group

straws 1 per student

This unit provides a unique opportunity to solicit the assistance of the Physical Education Specialist at

your school. The physical science Essential Standard and related Clarifying Objects about gravity and

forces can be demonstrated through physical activities and followed up with conversation about them.

For example, pitching and catching a softball, kicking a soccer ball, playing tug-o-war, relay races, and

jump roping are only a few examples of activities to demonstrate and discuss physical science concepts

such as gravity, forces, and relative speeds.

Owl pellets used in Lesson 3 need to be ordered from Carolina Biological or Delta Education about

one week before the investigation to ensure delivery.

Consider making leg, thumb, and arm models prior to teaching Lessons 8, 9, and 10. The models can

serve as a visual as students construct their own models. Building your own model will help you

troubleshoot issues that may arise as students construct models.

Human Body

FOSS Investigation 1, part 1 – Counting Bones Students will observe the human body in motion, count the number of bones in the human skeleton to determine there are 206 bones and identify a skeleton as a system of bones.

Clarifying Objectives


3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.

3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time.

3.P.1.3 Explain the effects of earth's gravity on the motion of any object on or near the earth.

Focus Question(s)

How many bones are in each subset of our skeletal system?

Activity Guiding Questions

Introduce the activity – to study the most exquisitely designed machine in the world, our body, we will start by observing it in action.

Jumping Rope – in teams of two students take turns jumping rope, observing and recoding in science

notebooks observations of partner’s body

movement. (Be sure to point out that

when someone jumps rope, s/he returns

to the ground.)

Bring class back together for a class discussion with a focus on the bone system.

Have students count the number of bones in the human skeleton. Assign groups of students the following subsystems:

o Leg (including foot) o Arm ( including hand) o Head or skull ( not the neck) o Torso (including neck, shoulders,

and hips)

Encourage students to feel their own bones through their skin. Have student record their count on the Counting Bones

Do your bones move when you jump

rope?

Where are your bones?

How can you tell where your bones are?

What do you call the whole system of

bones?

Why do we fall back towards the earth

when we jump? [The Earth pulls us and

any object on or near its surface toward its

center. This “pull” is called gravity.]

How do bones?

If bones are hard, how do our bodies

bend?

How will we know if we missed any bones

when we counted?

What might we use to help us find out

more about bones?

What parts of the skeleton give us our

unique human shape?

What does the skeleton support?

What does the skeleton protect?

What is the function of the skeleton?

How many bones in the human skeleton?

Human Body

sheet

Propose refining the count. o Introduce the skeleton

photograph to assist with refining the count.

o Introduce the Bone Posters and again refine the count.

Revise the total bone count and have students make corrections on their Counting Bones sheet.

Discuss skeleton functions (provide support, protection and movement).

What questions do you have?

Science Content Words

Use these terms when teaching the lesson:

cartilage The rubbery, flexible material that sometimes connects bones and provides shape for some body parts, including the nose and ears.

coordination When different parts of the human body work together to complete a task.

force A push or a pull on an object.

gravity The force of Earth pulling on an object downward toward Earth's center.

joints Where bones come together and allows for specialized movement; Most joints provide movement, however some are fixed and do not move.

movement Bones that help us walk, touch, and turn

protection Bones that guard other body parts; the condition of being protected; to protect from damage or injury.

skeleton Our whole system of bones

subsystem Bones that make up parts of the skeleton

support Bones that hold us up

Integration Hints

Read Foss Science Stories: A Marvelous Machine & The Shape of Your Shape

Read aloud, share the novel Poppy. It’s about a mouse that was eaten by an owl and its remains

were found by his friend in an owl pellet.

Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing) collected

during the investigation. Students record claims and evidence statements as well as new learning and

questions for further investigation.

Assessment Opportunities

Students accurately complete the Counting Bones Table (available in the teacher guide).

Human Body

FOSS Investigation 1, part 2 – Mr. Bones Puzzle Students will assemble a model of a human skeleton and observe each bone in the body noting its shape,

position, function and orientation.



Focus Question(s)

How does Mr. Bones fit together?


Duplication masters for Mr. Bones are included so you can make paper replicas for students to put together and keep, if you choose.

Have student cut and assemble Mr. Bones. Ask students to put the skeleton puzzle together without referring to the skeleton posters. (This will be a challenging task for many third graders.) Do NOT use fasteners at this point.

Once students think they have placed the entire skeleton puzzles pieces in their correct spot, encourage students to compare their puzzle to the Bone Names Sheet and make any necessary corrections. (Teacher should check puzzle for accuracy before student starts using the fasteners.)

What questions do you have now?

How many bones do we have in our body?

What parts of our skeleton gives us our shape?

What does your skeleton hold up?

What parts of your skeleton provide protection

and what parts are protected?

What does the skeleton protect?

Pose questions to guide students to identify

skeleton parts or to adjust pieces that are

misplaced or disoriented.








Human Body


protection Bones that guard other body parts; the condition of being protected; to protect from damage or injury.




Integration Hints

Read FOSS Science Stories: The Broken Radius There are links available on CMAPP Day 3 for students to explore some interactive sites such as

Medtropolis, FOSSweb, and to see and hear a song about the names of bones.

Make arrangements for a paleontologist or radiologist to visit the class.


Have students glue the Bone Name sheet into their science notebook.

Student could label the back of their puzzle pieces with some of the major names of the bones

as a study guide. Students are NOT supposed to memorize all the names of the bones!


Teacher observations

Mr. Bones Skeleton puzzle accurately completed

Human Body

FOSS Investigation 1, part 3 – Owl Pellets Students will examine owl pellets. Then they will compare and contrast the rodent bones to human bones. *Owl pellets must be ordered about a week before this investigation to allow shipping time. Some students may be sensitive to animal fur. To keep airborne animal fur to a minimum, use spray misting bottles to moisten owl pellets while students work.



Focus Question(s)

How are rodent and human skeletal systems similar and different?


Read FOSS Science Stories – Barn Owl

Have teams of two students – observe and describe in science notebook the whole pellet; size, shape, color, texture.

Gently separate the pellet; bones, fur, and other. Describe in science notebook what the owl pellet is made of and what was found inside.

Draw and label bones found that are similar and different to human bones.

What animal skeletons did you find in your pellet? What bones helped you decide it was that animal?


What animal skeletons did you find in your

pellet?

What bones helped you decide it was that

animal?

How are the bones in animals like those of

humans?

How are the bones in animals different from

those of humans?

Can you tell the function of a bone by its

structure?

[The bones of many mammals are similar in number and shape but differ in size. The shape of a bone is usually a clue about its function.]









protection Bones that guard other body parts; the condition of being protected; to protect from

Human Body

damage or injury.




Integration Hints

Students can conduct a virtual pellet dissection on the Kidwings website. (link available on

CMAPP Days 4-5)


Students record the focus question, a prediction, and data (including labeled drawings, writing)

collected during the investigation. Students record claims and evidence statements as well as

new learning and questions for further investigation.

You might use the Owl Pellet Observation Sheet (available in the teacher guide) to assist

students with their science notebook entries.


The teacher guide identifies this investigation as a performance assessment. See the assessment folio in the teacher guide for more information.

Human Body

FOSS Investigation 2, part 1 – Looking at Thumb Joints Students will investigate joints and identify the advantages of having an articulated skeleton.



Focus Question(s)

What is it like to perform everyday activities without a thumb?


Review previous material

Focus today is on the Thumb; observe movement record observations in science notebook. How is thumb different from the other fingers?

Model how to tape the thumb securely to the index finger. Make sure the tip of the thumb is taped. (Not too tightly)

Give students Thumb Joint sheet to explore.

Have students record and discuss findings. What tasks were hard? What made them hard?

Add vocabulary to science notebooks – joint, articulated, opposable thumb, and immobilize


How many different ways can you move your

body?

What is the human skeleton and what is it

made of?

What are the functions of the skeleton?

Where does your body bend?

Each had has 14 joints. Can you find them?

How is the thumb different from the other

fingers?

Which tasks were hard to do?

What make them hard?

How did you solve the problem?

How did you feel when you ran into a hard

task?

What are the advantages of an opposable

thumb?



articulated Jointed or joined in sections, as in the human skeleton.

immobilization To stop the use of bones and joints; to prevent something from moving.

joint The place where two bones come together. Most joints provide movement, however some are fixed and do not move.

opposable thumb

Positioned opposite the other fingers, providing the ability to touch finger tips to thumb.

Human Body

Integration Hints

Read FOSS Science Stories – Your Amazing Opposable Thumb





Students may write a reflection about a day without a thumb to share some of the challenges

they faced with an immobilized thumb.



Student notebook entries

Human Body

FOSS Investigation 2, part 2 – Doing Joint Tasks Students will investigate joints by immobilizing them and conducting tasks, and determine articulated

hands with opposable thumbs are essential for performing many tasks.

*An adult volunteer might be helpful to assist students immobilize joints for the performance tasks.



Focus Question(s)

What physical features allow us to perform intricate everyday tasks? [Articulated hands with

opposable thumbs are essential for performing intricate tasks.]


Review thumb immobilization.

Students are to perform the task on task cards (available in the teacher guide) but some of their joints will be immobilized.

Demonstrate two immobilization techniques.

Students record and discuss observations in their science notebooks.


What are joints?

Which tasks were hard to do?

What make them hard?

How did you solve the problem?

How did you feel when you ran into a hard

task?

What are the advantages of an opposable

thumb?




immobilization To stop the use of bones and joints; to prevent something from moving.

joint The place where two bones come together. Most joints provide movement, however some are fixed and do not move.

opposable thumb


Integration Hints

Read FOSS Science Stories – Bones on the Outside

As an extension, immobilize elbows or knees.


Human Body




Students may write a reflection about the challenges they faced doing everyday tasks with

immobilized joints.




Human Body

FOSS Investigation 2, part 3 – Naming Joints Students will identify types of joints (hinge, ball-and-socket, and gliding), and categorize them by their

functions.



Focus Question(s)

How are joints similar and different?


Review previous lessons about immobilized joints.

Introduce different joins; hinge, ball-and-socket, and gliding.

Refer to skeleton photo and label joints on the Bones Name sheet.

Add vocabulary to science notebook: compensate ball-and-socket, hinge joint, and gliding joint.

Complete Response Sheet-Joints sheet


Which immobilization made common tasks the most difficult?

Which tasks were the most difficult? What made them hard?

How were you able to overcome the problems?

Are all your joints the same? Do they all move the same way?

How does an articulated skeleton allow movement?




ball-and-socket joint

Where two bones meet and movement is a rotation; moves three ways: up and down, front to back, and can rotate. [only at the shoulders and hips]

compensate To do something in another way; overcome

gliding joints Where two bones meet, allowing limited movement in two directions, but does not rotate. [all other joints]

hinge joint Where two bones meet and allows movement in one direction (back and forth only); moves like a gate or door hinge [knees, elbows, and the end two joints of each finger and thumb]

immobilization To prevent something from moving; to stop the use of bones and joints.

joint A place where two bones meet. Most joints provide movement, however some are fixed and do not move.

opposable thumb


Human Body

Integration Hints

Read FOSS Science Stories – Comparing Joints

Play “Twister” – joints make it possible to play!

Play “Simon Says” with a discussion about the joints that are involved in allowing movement for

particular moves.





You may want to provide another copy of the Bones Name sheet (available in the teacher guide)

for student to glue into science notebook to label the joints.

Assessment Opportunities Teacher observations


A completed Response Sheet-Joints sheet can serve as an artifact of learning.

Human Body

FOSS Investigation 2, part 4 – Comparing Bones Students will compare and contrast leg bones from a human, a rodent, and a chicken. They will

construct complete legs and identify the kinds of joints involved.



Focus Question(s)

How are leg bones from different animals similar? How are they different?


Observe each bone and record observation.

Position and orient the bones to form a leg.

Draw a picture of the bones and label the joints.

Ask “What questions do you have?”

During this performance assessment, circulate the classroom prompting students to observe and record notes about the bones. Look for correct assembly of leg bones


Use terms introduced in previous lessons and the names of bones.

Integration Hints

Research artificial joints and limbs and present findings to the class. Math Extension-Problem of the Week-sheet is available in the teacher guide.






The teacher guide identifies this investigation as a performance assessment. See the assessment folio of the teacher guide for more information.

Human Body

FOSS Investigation 3, part 1 – Making a Leg Model Students will observe working muscles by watching them work and feeling them. They will build a model of a leg and foot and identify the bones, joints, and tendons.


3.L.1.1 Compare the different functions of the skeletal and muscular system.

3.P. 1.1 Infer changes in speed or direction resulting from forces acting on an object.

Focus Question(s)

What causes the bones in our legs to move?


Review the rope jumping activity, discuss body movement and gravity.

Explain the role of muscles. (Muscles are responsible for all movements of the body. Nothing moves unless a muscle is working. Make a connection to the physical science standard – muscles are exerting forces (pushes and pulls) on bones to make them move or change direction).

Introduce the muscle transparency – identify large muscles, 650 muscles that play a part in moving the body, skeletal muscles.

Introduce the tendon – the ropelike tissues that attach muscles to bones.

Using the Leg and Foot transparency, show muscle and bones together – tendons of the muscle attach to the heel bone and to the back of the tibia. What happens to the bones when the muscle contracts?

Introduce tissue – the different kinds of bodybuilding materials, such as muscle, tendon, ligament, bones, and fat.

Find working muscles; flex the arm, open hand, work the jaw, etc…

Intro the leg Model – students work in pairs to build. (Challenge)

Compare leg model to real leg.

Learn some muscle names

Add Vocabulary, tissue, muscle, contract,

We know bones don’t move by themselves, so how do you suppose bones move?

What do we have in our bodies that provide the force to move our bones?

What do muscles do when they work? [contract (shorten) when they work]

What happens when muscles contract? [muscles pull on bones when they contract, causing bones to move]

How do muscles attach to the bones to make movement possible? [muscles connect to bones with tissue called tendon]

Guide students to identify the various parts of the model and what they represent.

Human Body

and tendon.




contract To become smaller or shorter in size.

Fulcrum The pivot point on which a lever moves

ligament The tissue that connects bone to bone, or bone to cartilage and supports and strengthens joints. Ligaments often guide the placement of tendons.

Muscle Tissue that can contract, resulting in the movement of bones.

Tendon A ropelike tissue that connects muscle to bone.

Tissue A group of cells that look and act the same. It forms bodybuilding materials such as muscle, tendon, ligament, bone, nerve, and fat.

Integration Hints

Read FOSS Science Stories – Muscles and Muscles and Bones: working Together

Research injuries and sprains. What is damaged? How can they be prevented?

Research muscle cramps. What causes cramps? How can one alleviate the pain?

The PE specialist can speak to the class about the importance of warming up before and cooling down after an exercise routine to prevent muscle injury/cramps.





Students provide a labeled diagram of their leg model in their science notebooks.




Human Body

FOSS Investigation 3, part 2 – Making A Thumb Model Students will build a thumb model, and observe how muscles, tendons, and ligaments attach to bone to make a thumb move.




Focus Question(s)

How do muscles attach to the bones to make movement possible?


Review the leg model and its movements,

Look at hand and flex fingers, which muscles operate the hand?

Use the Arm and Hand poster and Arm Muscle transparency to help determine what helps the hand move.

Challenge students to assemble parts into an articulated model of the thumb. And make the thumb flex.

Introduce Ligaments, add vocabulary to science notebook – ligaments connect bones to bones; sometimes ligaments act as guides for tendons.


How do the muscles attach to bones to make movement possible?

Guide students to identify the various parts of the model and what they represent.




fulcrum The pivot point on which a lever moves


muscle Tissue that can contract, resulting in the movement of bones.

tendon A ropelike tissue that connects muscle to bone.

tissue A group of cells that look and act the same. It forms bodybuilding materials such as muscle, tendon, ligament, bone, nerve, and fat.

Human Body

Integration Hints

Read FOSS Science Stories – Space Race





Students provide a labeled diagram of their thumb model in their science notebooks.




Human Body

FOSS Investigation 3, part 3 – Making an Arm Model Students will build an arm model including a bicep muscle and observe how the bicep muscle flexes the arm when it contracts.




Focus Question(s)

How is the arm model similar and different than the leg and thumb models?


Review the leg and thumb model, encourage explanation of how muscles work.

Challenge students to build a model of the arm with a biceps muscle.

Compare all the body models.


Circulate the class during this performance assessment and look for correct construction of the arm model. Prompt students to demonstrate how the biceps work. Guide students to identify the various parts of the model and what they represent.



biceps powerful muscle located on top of the upper arm bone (humerus)

triceps powerful muscle located under the upper arm bone (humerus) that acts in opposition to the biceps


fulcrum The pivot point on which a lever moves


muscle Tissue that can contract, resulting in the movement of bones.

tendon A ropelike tissue that connects muscle to bone.

tissue A group of cells that look and act the same. It forms bodybuilding materials such as muscle, tendon, ligament, bone, nerve, and fat.

Integration Hints

Read FOSS Science Stories – The Frozen Man

Math Extension – Problem of the Week is available in the teacher guide

Human Body





Students provide a labeled diagram of their thumb model in their science notebooks. You might

prompt a comparison of the three models and an explanation of how muscles work to move

bones.


The teacher guide identifies this investigation as a performance assessment. See the assessment folio in the teacher guide for more information.

Human Body

The Structure of Skin (Alignment Lesson) In this investigation, students explore the protective nature of skin and will come to realize that skin is the largest organ of the human body. *Gather materials for this investigation: an orange for each group of 4 students, food coloring, plastic food wrap, graph paper, a knife (for an adult to cut oranges in half), news paper or bulletin board paper.



Focus Question(s)

What is skin?


A detailed lesson plan is available on CMAPP Days 13-14.

Part 1

Engage students by brainstorming about things that have skin. Create a list on the board or chart paper.

Students examine and orange to identify its properties.

They compare and contrast the skin of the orange with human skin.

Students use food coloring and plastic wrap to model how skin protects the orange.

Students then estimate and measure the skin of the orange.

Part 2

Review the previous investigation with the skin of an orange.

Students will use news paper to explore the area of our body covered by skin.

Part 1

What are the properties of the orange?

How is the skin of the orange similar to our skin? How is it different?

What happened to the uncovered half of the orange? To the covered half?

How does the plastic wrap provide a model of human skin?

What are a few properties of human skin that are not represented by the plastic wrap?

How much skin does the orange have? How might we find out?

Part 2

How might we find out how much skin covers our bodies?

What is the largest organ of your body?



properties characteristics of an object such as color, shape, size, and texture

skin protective external covering of the body; protects from external conditions and forces; largest body organ

Human Body

Integration Hints

Share the article about sea-cucumber skin (available at the end of the supplemental lesson

plan).

Explore ways to protect skin such as wearing a hat and sunscreen on hot, sunny days.

Students can create posters as public service announcements about the importance of

handwashing to prevent the spread of germs.






Teacher observation

Science notebook entries

Human Body

The Function of Skin (Alignment Lesson) Students will learn that skin is necessary to protect against external conditions. Through an investigation, students will also learn that the skin contains nerve receptors which provide information about external conditions. *You might solicit the assistance of adult volunteers for this investigation. Adult volunteers can help small groups conduct the investigation and ensure students are not pressing objects too hard on their skin.



Focus Question(s)

How does skin protect our bodies?


A detailed lesson plan is available on CMAPP Days 15-16.

Students rely on their sense of touch to identify mystery objects (sandpaper, rock, marshmallow, cotton ball) in a bag.

Students compare observation results with one another and as a whole class.

Once the objects are revealed, engage the class in a conversation about how our bodies were able to identify the objects using only the sense of touch.

Introduce the term nerve receptor.

Explain that students will further explore nerve receptors by placing objects on their neck, upper arm, and foot.

Students can record their findings on the observation recording sheet (included in the supplemental lesson) or in their science notebooks.

You might use the Jigsaw approach for students to share their observations in small groups before reporting their findings to the whole class.

Lead a making meaning discussion to review nerve receptors and their roles in providing information about external conditions and protecting us from harm. For example, touching a stove that is too

How do the objects feel?

Can you identify any of the object without looking?

How do you think your body knows the difference between the objects?

How can you explain the results of 2 point discrimination test?

Human Body

hot and jerking our hand away.

You might elaborate about the placement of nerve receptors throughout the body by using a paperclip for the 2 point discrimination test. Through this investigation, students should come to realize that some areas of the body are more sensitive than others due to the placement of nerve receptors. For example, fingertips are more sensitive than the back of a hand.

Ask students what questions they may have now.



nerve receptor

a structure (a sensory nerve) that responds to stimuli to give us information about external conditions.

protection The condition of being protected; to protect from damage or injury.

skin The thin layer of tissue forming the natural outer covering of the body of a person or animal.

stimulus Something that triggers (starts) a response. A stimulus is often information received through senses.

tissue A group of cells that look and act the same. It forms bodybuilding materials such as muscle, tendons, ligaments, bones, nerves, and fat.

Integration Hints

There are links available on CMAPP Days 15-16 regarding skin care and protection, especially in

the sun.





Students can also paste their completed observation recording sheets in their science notebooks

as learning artifacts.




Human Body

FOSS Investigation 4, part 1 – Stimulus Response Students will investigate the time lapse between a visual stimulus and a response. They will compare foot-response time to hand-response time.






Focus Question(s)

Does it take the same amount of time for hands and feet to respond to a visual stimulus?


Have students review systems in their bodies that come into play when they move.

Introduce stimulus – explain to students that coordinated movements of the bones and muscles don’t happen by themselves. Movements are directed by the central nervous system – brain and spinal column. Discuss different kinds of stimuli.

Demonstrate the falling-cup device o Do you think this student will be

able to get their hand out of the way when they see the cup start to fall?

Introduce the Response o What was the stimulus that

started to make the student’s hand move out of the way?

Describe the falling-cup investigation o Students work with a partner to

see how they respond to the falling cup. Record results and observations in science notebook.

[Make the connection to gravity causing the cups to fall (pulling them toward the Earth) and the nervous system prompting muscles to exert a

Do you think _ will be able to get his/her hand out of the way when s/he sees the cup start to fall?

What was the stimulus that started _ moving his/her hand out of the way?

Do you think your foot response time would be faster or slower than your hand response time? Why do you think so?

Which body part responds faster to the falling cup? What evidence can you provide to support your claim?

Which body part was slower? What evidence can you provide to support your claim?

How might you improve your response time?

Human Body

force (pushes and pulls) on the bones to move the hand out of the way of the falling cup.]

Change drop distance, discuss, and practice.

Using an overhead of Stimulus/Response sheet have students record their results in their science notebooks.

Suggest a foot-response inquiry, have students record and review results.




coordination When all parts of the body work together to complete a task.



response A reaction of a living thing to a stimulus.

response time

The length of time it takes for a person to respond to a stimulus.

speed How fast or slow something moves; measured by how far an object moves in a set amount of time.


Integration Hints

Any recess/PE activity that involves response such as playing catch or jumping rope. An obstacle

course would prompt changes in speed and direction. Relay race results can be used to compare

relative speeds (1st place, 2nd place, 3rd place…)





You might consider using the Stimulus/Response Sheet (available in the teacher guide) to guide

students in making science notebook entries.




Human Body

FOSS Investigation 4, part 2 – Response and Practice Students will investigate the effects of practice on response time.






Focus Question(s)

Does practice make a difference in response time?


Repeat the response investigation

Discuss the results; make connections with students who might practice an instrument or a sport.

Using Response Sheet-Coordination sheet have students record their results in their science notebooks


Did practice make a significant difference in response time? If so, why do you think that it did?

What other factors could affect the response time?

How does practice improve performance? [practice increased muscle strength and reinforces neural pathways.]







response time




Integration Hints

Read FOSS Science Stories – Smart Training

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Have students write their own stimulus/response stories, like The Bus Stop Story on Response Sheet-Coordination. The stories should include at least three different stimulus/response

events.

Practice coordination – make materials necessary to involve students in a wide variety of coordination activities: bean bag juggling or tossing, jacks, slap-and-clap games, ball-on-a-rubber-string paddle game, tee ball and kick ball, foot and knee dribbling with hacky sacks or soccer balls, hula hoops – wrist arms, etc.





You might consider using the Coordination Sheet (available in the teacher guide) to guide

students in making science notebook entries.




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FOSS Investigation 4, part 3 – Timing Your Responses Students will quantify the response time and relate this response time to levels of coordination.






Focus Question(s)

How long does it take to respond to a visual stimulus?


Introduce the response timer

Demonstrate the use of the response timer

Practice response investigation with a response timer.

Discuss results


Which hand had the quicker response? What evidence do you have to support your claim?

Why might one hand have a quicker response time than the other?







response time




Integration Hints

Read FOSS Science Stories – The Circulatory System.

Human Body








Human Body

Investigating Gravity and Forces (Alignment Lesson) In this lesson students will compare the relative speeds of objects (marbles, toy cars) and investigate how

forces can cause the objects to change speed.


3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.3 Explain the effect of Earth’s gravity on the motion of any object on or near the Earth.

Focus Question(s)

How do forces affect the speed and direction of objects?


A detailed lesson plan for this investigation is available on CMAPP Days 17-20.

Part 1

Show students a marble or toy car and have them propose ways to get it moving.

Students will create a ramp to test the speed and direction of the marbles or toy cars when they are released from the same elevation at the same time.

You might consider giving students some time to practice before “officially” releasing the marbles or toy cars for three trial runs.

Be sure to circulate the classroom and help students control variables such as starting point, elevation, and release.

Make connections to the stimulus/response investigations completed earlier in the unit. Someone saying “Go!” is the stimulus and releasing the marbles or toy cars in the response.

Part 2

Next students will use the ramps to test the speed and direction of two marbles or toy cars when they vary the forces on them: gravity can be influenced by

Part 1

What are some ways to move this object (toy car, marble)?

Did the marbles hit the wall at the same time?” (They should since they were released from the same elevation and at the same time.)

What forces were involved as the marbles moved? (Gravity attracts the marbles to the Earth; friction and drag resist the rolling of the marbles.)

How do the speeds of the marbles compare?” (Since they hit the wall at the same time, they traveled at the same speed.)

Part 2 Varying Gravity

Did the marbles hit the wall at the same time? (The marble that rolled down the elevated ramp should hit the wall in less

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adjusting the elevation of the ramp, friction can be varied by changing the surface of the ramp, and thrust can be added by pushing or blowing on the objects.

Students report the findings of their investigation to the class. Through a teacher-led making meaning conference.

Ask students what questions they have now.

time).

What does that say about the speed of the marbles? (The marble that rolled down the elevated ramp was faster).

Varying Friction

Did the marbles hit the finish line at the same time? (Because of the increased friction, which is a force, the marble rolling on the paper towel or sandpaper took more time to hit the finish line.)

What does that say about the speed of the marbles? (The marble that rolled down the ramp with the paper towel on it was slower.)

Varying Thrust

Did the marbles hit the wall at the same

time? (Because of the increased thrust,

the marble that was pushed hit the wall in

less time.)

What does that say about the speed of the

marbles? (The marble that was pushed

was faster.)






response time




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Integration Hints

You might consider recording the races with a flipcam or iPad so students can view the results of

other groups’ results. The video can also be replayed and paused for class discussion.

There are also several links available on CMAPP Days 17-20 for students to further explore

forces.





Students make claims and evidence statements such as, “I claim the blue toy car traveled slower

than the red toy car because the sandpaper on the ramp increased the friction.”


Teacher observation

Science notebook entries

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