science companion human body field trip
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Come with us to the weird and wonderful Mütter Museum in Philadelphia and learn about bones and joints.TRANSCRIPT
Human Body in Motion
Science Companion Field TripsA “Science in Real Life” Series
Science Field Trip
A Virtual Tour of the Mütter Museum, Philadelphia
“Where do Bones Move?”A lesson on joints in
the human body.
Selections from the digital Teacher Lesson Manual
and Student Reference Book
Come on a virtual field trip matching module sample lessons with special places or current events!
www.sciencecompanion.com
“What a dog I got! His favorite bone is in my arm.”Rodney Dangerfield
Lots andlots andof bones...
Welcome to the Mütter Museum in Philadelphia!
This is a museum started in the 1800’s to help doctors better understand the human body. There are many weird,wild, amazing things here, and thereare, especially, lots of bones!
Philadelphia
When we’re born, we have 350 bones in our bodies, but the time we grow up, we have only 206! Some of our bones fuse together.
How do bones move?Where do they move?
But what happens with the bones
that stay separate?
Gallop to the next page for a lesson on where bones move!
Levels 4-6
Science Companion®
Human Body in Motion
Teacher Lesson Manual
DevelopersBelinda Basca, Diane Bell, Debra Garcia, Lauren Satterly, and Martha Sullivan
EditorWanda Gayle
Technical Art and GraphicsDiana Barrie, Colin Hayes, Anthony Lewis, and Bill Reiswig
Book ProductionHappenstance Type-O-Rama; Picas & Points, Plus (Carolyn Loxton)
Pedagogy and Content AdvisorsJean Bell, Max Bell, Janet Blanford*, Cindy Buchenroth-Martin, Debbie Clement*, Catherine Grubin, Deborah Landon*, Christie McLean Kesler*, Jen Shuey*, and Michael Tasch
* Indicates a scientist or science educator who contributed advice or expertise, but who is not part of the Chicago Science Group. Ultimately, responsibility for what is included or omitted from our material rests with the Chicago Science Group.
Field Test TeachersJoan Andler, Rosemary Hunt, Matt Laughlin, Mary Ann Loes, Teresa Morris, Marlyn Payne, Chris Sanborn, Jane Stephenson, Will Whitlock, and Nancy Zordan
www.sciencecompanion.com
2009 Edition
Copyright © 2005 Chicago Science Group.
All Rights Reserved
Printed in the United States of America. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means or stored in a database or retrieval system without the prior written permission of the publisher.
SCIENCE COMPANION®, EXPLORAGEAR®, the CROSSHATCH Design™ and the WHEEL Design® are trademarks of Chicago Science Group and Chicago Educational Publishing.
ISBN 1-59192-276-3
2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
AcknowledgmentsThe previous page lists people responsible for the content and graphics of this Science Companion unit. It also includes the field test teachers, who provided enormously helpful advice and feedback concerning this unit.
Many other Chicago Science Group colleagues and consultants have accomplished the administrative, production, research, and support tasks essential for developing the Science Companion curriculum. There are too many to list, but we gratefully acknowledge their skill and dedication.
— Jean Bell, President Chicago Science Group
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Table of ContentsSuggested Full-Year Schedule . . . . . . . . . . . .Inside Front Cover
Welcome to Science CompanionPhilosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Finding What You Need in Science Companion . . . . . . . . . . . . . . . . . . 8
Cross-Curricular Integration and Flexible Scheduling . . . . . . . . . . . 10
Differentiating Instruction for Diverse Learners . . . . . . . . . . . . . . . . . 12
Unit OverviewIntroduction to the Human Body in Motion Unit . . . . . . . . . . . . . . . . 14
Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lessons at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Integrating the Student Reference Book . . . . . . . . . . . . . . . . . . . . . . . . 32
Preparing for the UnitHuman Body in Motion Science Center . . . . . . . . . . . . . . . . . . . . . . . . . 36
Science Library and Web Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Before You Begin Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Teacher Directions: Assembling the Family Link Notebooks . . . . 52
Lessons1 How Do We Move?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
2 Where Do Bones Move?* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
3 Moving Our Bones* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
4 How Our Muscles Know When to Move* . . . . . . . . . . . . . . . . . . . . 92
5 Moving Quickly to Prevent Harm* . . . . . . . . . . . . . . . . . . . . . . . . . 104
6 Inside Bones* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Teacher Directions: Preparing Chicken Bones . . . . . . . . . . . . . . 124
7 Working Muscles* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
8 Delivering What Muscles Need* . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
9 Breathing Hard for Our Muscles* . . . . . . . . . . . . . . . . . . . . . . . . . . 152
10 How Our Muscles Get the Nutrients They Need* . . . . . . . . . . . 164
Teacher Directions: Preparing Gelatin . . . . . . . . . . . . . . . . . . . . . 172
11 Building Blocks: Cells Make It All Possible . . . . . . . . . . . . . . . . . . 176
12 Poetry in Motion* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
* Indicates a core lesson
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Skill Building ActivitiesReading Science Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Observing and Describing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Designing a Fair Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Teacher Background Information . . . . . . . . . . . . . . . . . . . 232
Standards and BenchmarksStandards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
Teacher Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
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PhilosophyAlmost anyone who has spent time with children is struck by the tremendous energy they expend exploring their world. They ask “why” and “how.” They want to see and touch. They use their minds and senses to explore the things they encounter and wonder about. In other words, children are already equipped with the basic qualities that make a good scientist.
The goal of the Science Companion curriculum is to respond to and nourish students’ scientific dispositions by actively engaging their interests and enhancing their powers of inquiry, observation, and reflection. Learning by doing is central to this program.
Each Science Companion lesson incorporates interesting and relevant scientific content, as well as science values, attitudes, and skills that children in the elementary grades should begin to develop. These “habits of mind,” along with science content knowledge, are crucial for building science literacy and they are an integral part of the Science Companion program. Be aware of them and reinforce them as you work with students. With experience, students will develop the ways they demonstrate and use the following scientific habits of mind.
Habits of MindWondering and thinking about the natural and physical worldStudents’ curiosity is valued, respected, and nurtured. Their questions and theories about the world around them are important in setting direction and pace for the curriculum. Children are encouraged to revise and refine their questions and ideas as they gain additional information through a variety of sources and experiences.
Seeking answers through exploration and investigationStudents actively seek information and answers to their questions by trying things out and making observations. They continually revise their understanding based on their experiences. Through these investigations, children learn firsthand about the “scientific method.” They also see that taking risks and making mistakes are an important part of science and of learning in general.
Pursuing ideas in depthStudents have the opportunity to pursue ideas and topics fully, revisiting them and making connections to other subjects and other areas in their lives.
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Observing carefullyStudents are encouraged to attend to details. They are taught to observe with multiple senses and from a variety of perspectives. They use tools, such as magnifying lenses, balance scales, rulers, and clocks, to enhance their observations. Students use their developing mathematics and literacy skills to describe, communicate, and record their observations in age-appropriate ways.
Communicating clearlyStudents are asked to describe their observations and articulate their thinking and ideas using a variety of communication tools, including speaking, writing, and drawing. They learn that record keeping is a valuable form of communication for oneself and others. Children experience how working carefully improves one’s ability to use one’s work as a tool for communication.
Collaborating and sharingStudents come to know that their ideas, questions, observations, and work have value. At the same time, they learn that listening is vitally important, and that exchanging ideas with one another builds knowledge and enhances understanding. Children discover that they can gain more knowledge as a group than as individuals, and that detailed observations and good ideas emerge from collaboration.
Developing critical response skillsStudents ask, “How do you know?” when appropriate, and are encouraged to attempt to answer when this question is asked of them. This habit helps develop the critical response skills needed by every scientist.
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Human Body in motion | PHilosoPHy |
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Lesson Where Do Bones Move?A QUICK LOOK
Big Idea
To move, many parts of our bodies must work together. Muscles move our skeletons by pulling on bones that meet at joints.
OverviewStudents identify several bones involved in movement as they play a “bone” version of “Simon Says.” During the game, they discover that the skeleton moves at joints—points on the skeleton where two or more bones come together. Afterwards, they work with partners, using clues and moving their bodies, to solve riddles and identify some of the body’s major joints.
Process Skills Key notes• Communicating
• Observing
• Reasoning
For more information about the science content in this lesson, see the “How the Human Skeleton Moves” section of the Teacher Background Information on pages 246–250.
Standards and BenchmarksStudents focus on Life Science Standard C (Structure and Function in Living Systems) as they investigate the skeletal system: “The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.”
Students also develop their understanding of Science in Personal and Social Perspectives Standard F (Personal Health) as they learn about the roles that exercise and proper body weight play in joint health: “Regular exercise is important to the maintenance and improvement of health. The benefits of physical fitness include maintaining healthy weight, having energy and strength for routine activities, good muscle tone, bone strength, strong heart/lung systems, and improved mental health. Personal exercise, especially developing cardiovascular endurance, is the foundation of physical fitness.”
H U M A n B O DY I n M OT I O n
C L U S T E R 1MechAnicS of MoveMent
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Lesson Goals1. Discover that the skeleton can move at joints—the places
where two or more bones meet.
2. Learn that there are several types of joints, each with a different structure.
3. Understand that the structure of a joint affects how its bones can move.
Assessment Options• Before you begin this lesson, consider giving the students the
following scenario and having them respond to the question in the journal section of the science notebook: “Jeremiah was sitting under an oak tree when he heard a loud cracking noise directly above him. He looked up and noticed one of the tree’s branches getting ready to break away from the tree. Jeremiah immediately jumped to his feet and ran away to safety. How was Jeremiah’s body able to move?” Return to this scenario and question again at the end of Lesson 5 to see whether their understanding of movement has grown.
• In addition, listen to the students during the synthesizing discussion as they explain the difficulties of being without one particular joint. Do they recognize that a skeleton moves at its joints? Use criteria A of Assessment 2 to record your observations.
• After the students have returned the Family Link Homework “Be Good to Your Joints,” have them turn to the “Taking Care of My Body” section of their science notebooks on pages 52–53 to update their ideas. Review their additions to evaluate whether students have applied what they learned and added joint care to their list.
Teacher Master 4, Assessment 2
Science Notebook pages 52–53
Lesson 2
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Materials
Item Quantity notesExploraGear
Joint model, ball-and-socket 1 To demonstrate the range of motion for this type of joint.
Joint model, hinge 1 To demonstrate the range of motion for this type of joint.
Limb bone 1 To demonstrate that bones don’t bend.
Classroom Supplies
Overhead projector 1 To display overhead transparency.
Curriculum Items
Poster “The Skeletal System and Movement”
Overhead Transparency “Human Skeleton”
Human Body in Motion Science Notebook, pages 5–8 and pages 52–53
Human Body in Motion Student Reference Book, pages 1–8
Teacher Master “Where’s This Joint? Answer Key”
Human Body in Motion Assessment 2 “Mechanics of Movement” (optional)
Family Link Homework “Be Good to Your Joints”
Preparationq Gather the joint models (ball-and-socket and hinge joints) and
the limb bone from the ExploraGear, as well as the Overhead Transparency “Human Skeleton.”
q Copy the Family Link Homework “Be Good to Your Joints” for students to take home.
q Collect books on the human skeleton to place in the Science Center. See the Science Library and Web Links section on pages 42–47 for suggestions. If you have access to a skeleton model or individual bone specimens, put these on display as well.
q Borrow x-rays of joints from parents, friends, and co-workers—or download x-ray images from web sites—to post in the Science Center. Visit www.sciencecompanion.com/links for a list of sites that have x-ray images.
q Look for images of joint-like connections found in everyday life to create a “Joint” wall in the Science Center. Gather small items with joint-like connections to start a joint collection that students can add to. See the Science Center section for details.
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Using the Student Reference Book• After the Engage activities, have students read pages 1–5 of
the student reference book to prepare them for the exploration “Where’s This Joint?”
• After the lesson, refer them to the “Your Body in Motion—An Owner’s Guide” on pages 6–7 of the student reference book to help them complete the Family Link Homework “Be Good to Your Joints.”
Vocabularyball-and-socket joint
. . . . A joint where bones can move in a complete circle. Ball-and-socket joints operate like certain types of showerheads. Our hips and shoulders are examples of ball-and-socket joints—we can move them backward, forward, sideways, and in a complete circle.
hinge joint . . . . . . . . . . A joint that lets bones swing back and forth like a door. Our knees, elbows, fingers, and toes are examples of body parts with hinge joints—because of their hinge joints, these parts can bend and straighten.
joint . . . . . . . . . . . . . . . . A point on the skeleton where two or more bones come together. Most joints, like our elbows, ankles, and knees, move a lot. Some, like those in our pelvis, move a little, and a few, like those in an adult’s skull, don’t move at all.
pivot joint . . . . . . . . . . A joint where bones can turn from side to side—like an office swivel chair. We have pivot joints at our elbows, ankles, wrists, and backbones. Our heads also rest on a pivot joint—we can shake our heads back and forth “No” because of this.
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Teaching the Lesson
Engage
Introductory Discussion1. Help the class consider how our skeletons enable our bodies
to move:
a. Pass around the limb bone and challenge students to bend it. Ask them how we are able to bend our bodies if our bones can’t bend.
b. Allow the class to move their bodies to identify the points on their body where movement is possible. Mark these points on the overhead transparency “Human Skeleton.” Ask the class what all these points have in common. (Students should realize that movement occurs only at points on the skeleton where two or more bones come together.)
2. Introduce the term joints to describe these points on the skeleton where two or more bones come together.
3. Help the class become familiar with some of their major bones and joints by playing a game of “Simon Says,” using commands to locate and move several of the body’s major bones, and identify corresponding joints.
a. Display the overhead transparency “Human Skeleton” and have the class follow along using their skeleton diagram on page 2 of the student reference book.
b. With the class standing, give the first command and joint question—for example, “Simon says touch your femur. Now move your femur. What joint did you just move?” (Knee, hip, etc.) Make sure the students understand how to locate the bone on the diagram and then find it on their own bodies.
c. Have students take turns calling out commands.
d. If students select the skull, pelvis, or ribcage during the game, use the opportunity to point out some joints (as in the skull) do not move at all, and others (in the pelvis and ribcage) move only slightly.
4. Give the class time to read pages 1–5 of their student reference books prior to the exploration.
Overhead Transparency: “Human Skeleton”
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Explore
Where’s This Joint?Challenge the class to solve the “Where’s This Joint?” riddles in their science notebooks:
1. Have the students form pairs and open their science notebooks to page 5.
2. Inform the class that some of the riddles on page 6 refer to one of three specific types of joints—hinge joints, pivot joints, and ball-and-socket joints. Have students move their bodies in a variety of ways to demonstrate each type of joint. Use the hinge and ball-and-socket joint models as you review.
• Bend their leg—hinge joints, such as the knee, swing back and forth like a door.
• Swing their arms around—ball-and-socket joints, such as the shoulder, rotate in a complete circle like a showerhead.
• Move their wrist as if brushing off a bug—pivot joints, such as the wrist, swivel from side to side like an office chair.
3. Direct the pairs to do their best to solve the riddles. Let them know that they can examine the models up close to help them think about the ways different types of joints move.
Teacher NoTe: If you are unsure about the answers to any of the riddles, you can refer to the Teacher Master “Where’s This Joint? Answer Key.”
Science Notebook pages 5–8
Teacher Master 13
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Reflect and Discuss
Sharing
Big Idea
To move, many parts of our bodies must work together. Muscles move our skeletons by pulling on bones that meet at joints.
Review the riddles with the class. As they identify each joint, have the class work that joint on their own bodies to highlight its range of motion. For riddles describing hinge or ball-and-socket joints, use the joint models to mirror the movements the students are making. Emphasize how the two joint models are different from each other and how these differences in structure affect how various joints move.
SynthesizingDiscuss the importance of the body’s moveable joints. These questions may help the class realize how much they depend on healthy joints:
• Has anyone ever injured a joint? (Sprained ankle, dislocated shoulder, tennis elbow, etc.) How did it feel? What things were difficult to do after the injury?
• Which of their moveable joints would be the hardest to live without?
• What things would be difficult to do without that joint?
• If they had to choose one of their moveable joints to live without, which one would it be? Why?
• Is there any movement they could do without joints? (While some movements, such as the blinking the eye, do not involve joints, students are likely to reach the conclusion that they depend on healthy joints to perform most movements.)
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Teacher Master 20, Family Link
Ongoing Learning
Science CenterMaterials: X-ray images of joints, joint models, books on the human skeleton, self-sticking notes, markers, pictures of joint-like hinges, small items with joint-like hinges such as scissors, pliers, toys such as K’nex® and LEGO Bionicles®, skeletal system poster, skeleton model or individual bone specimens
• Post x-ray images along with the questions “What bone is this?” and “What joint is this?” in the Science Center. Encourage students to refer to the anatomical joint models and books on the human skeleton as they try to identify these joints. Visit www.sciencecompanion.com/links for a list of sites providing potential images.
• Create a “Joint” wall displaying pictures of joint-like connections found in everyday life, such as hinged cabinets and doors, lunch boxes, suitcases, utility trucks with aerial buckets, showerheads, swivel office chairs, video game joy sticks (first generation), and camera tripods. Provide self-sticking notes and markers for students to label each image with the type of joint it is similar to. Have students bring in additional pictures from home to add to the wall.
• Have students contribute to a class collection of small items featuring joint-like connections—scissors, pliers, nutcrackers, garlic presses, and children’s toys such as miniature trucks (tow trucks, cranes, utility trucks, etc), construction set pieces such as K’nex® and jointed action figures such as LEGO BIONICLE® figures.
• Display the skeletal system poster. Encourage the students to write questions they have about bones and joints on self-sticking notes and place them on the poster. Review the questions as a class periodically as you progress through the unit to see if the children are able to answer some of their own questions.
• If you have access to a skeleton model or individual bone specimens, put these on display as well.
Family LinkIn the Family Link Homework “Be Good to Your Joints,” the students identify ways to maintain their joints and keep them healthy throughout their lives. When you hand out this homework, let the class know they can use their reference books as they do this assignment.
MaintenanceMake sure to collect the Family Link Homework “Be Good to Your Joints.” You can review the assignment as a class or assess students individually by having them turn to the “Taking Care of My Body” section of their science notebooks on pages 52–53 to see whether they are able to add ideas about joint care to their lists.
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Extending the Lesson
Further Science Explorations
Bone LyricsHave the students revise a section of the lyrics from the African-American spiritual “Dry Bones” (also known as “Dem Bones”), substituting actual bone names for the common names used:
The foot bone connected to the leg bone
The leg bone connected to the knee bone
The knee bone connected to the thigh bone
The thigh bone connected to the hip bone
The hip bone connected to the back bone
The back bone connected to the neck bone
The neck bone connected to the head bone
Researching Diseases of the JointsHave the class research debilitating diseases of the joints, such as arthritis. Follow up by immobilizing the fingers of several volunteers with tape. Wrap each of their fingers individually with first aid tape so that the fingers are difficult to bend, but not so tightly that circulation is affected. Have the volunteers report on their feelings, including any frustrations they have, as they try to accomplish some basic life tasks, such as buttoning a shirt, writing a note, or opening a jar.
Visit www.sciencecompanion.com/links for a list of sites providing basic background information on arthritis.
Bone ScientistsFind out about doctors, therapists, and scientists who deal with bones, such as osteopaths, physical therapists, kinesiologists, chiropractors, and archeologists. Invite them to your class for a question and answer session.
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Bone Science: Investigating the Field of ArcheologyResearch the field of archeology—one of the fields of science that deals with bones. Post questions about archaeology for groups to research, such as:
• How do archeologists select sites for excavation? (They look for regions, such as those near a river, where people were most likely to live.)
• What tools do archeologists use? (Shovels, hoes, pick axes, tape measures, toothbrushes, paintbrushes, sifting screens, etc.)
• How do scientists determine the age of bones and fossils? (Radiocarbon dating, tree-ring dating, potassium-argon dating, and relative dating)
• What kinds of information can archeologists find out by examining human bones? (Age, sex, health, possible cause of death)
• What sorts of things did early humans use animal bones for? (Bone needles, turtle shell cups, shell hoes, bone and shell beads for necklaces)
Visit www.sciencecompanion.com/links for a list of sites providing basic background information on the field of archeology.
Language Arts ExtensionHave students interview and report on the experiences of a neighbor, relative, or family friend suffering from arthritis.
Mathematics ExtensionHave the class consider the proportions of the human skeleton by determining the ratio of several body parts, including:
• Thumb circumference to wrist circumference
• Radius (one of the two bones in the lower arm) length to foot length
• Femur (thigh bone) length to height
• Wrist circumference to neck circumference
(Typically, the circumference of your wrist is two times the circumference of your thumb. The length of your radius is equal to the length of your foot. The length of your femur is equal to ¼ of your height. The circumference of your neck is two times the circumference of your wrist.)
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Social Studies ExtensionMake the class aware of the proclamation by the United Nations, the World Health Organization, and 37 countries naming 2000–2010 as the “Bone and Joint Decade.” Discuss the goal of this proclamation—to promote global understanding and treatment of musculoskeletal disorders through research and prevention education. Have students present a brief report on the initiative to increase their awareness of how international organizations work together to bring about global change.
Visit www.sciencecompanion.com/links for links that will help the class find out more about the “Bone and Joint Decade.”
Art ExtensionHave the students use the bone ratios they determined in the mathematics extension to draw stick figures of correct proportions. They can also:
• Sketch in ellipses to represent the head, chest cavity, and pelvis.
• Draw circles to represent major limb joints (ankles, knees, hips, shoulders) and connect the joints to create limbs.
• Add hands and feet.
Visit www.sciencecompanion.com/links for links to sites that demonstrate how to draw the human form.
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Overhead Transparency: “Human Skeleton” Science Notebook page 5
Science Notebook page 6 Science Notebook page 7
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Science Notebook page 8 Science Notebook page 52
Science Notebook page 53 Teacher Master 4, Assessment 2
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Teacher Master 13 Teacher Master 20, Family Link
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| Human Body in motion | teaCHer BaCkground information
Teacher Background Information
This section provides detailed descriptions of the structure of the human body, the mechanics of movement, and the systems of the body involved in movement. This material is intended to give you background information you may need as you teach the unit; however, it is not necessary to master or present all the content offered. The Key Note section of each lesson indicates which portion to review prior to teaching the lesson. A quick read-through before teaching the unit—to get the big picture—followed by more focused readings before each lesson should help you guide the children in their discoveries about how their bodies move.
IntroductionTo move, many parts of our bodies must work together. This overarching concept, or “big idea,” is the thread that weaves through the Human Body in Motion Unit. Explorations of the muscular, skeletal, circulatory, respiratory, digestive, and nervous systems reveal the vital role played by each system in bringing about movement and highlight the interconnectedness of the body’s systems. Some of these systems are directly involved in the mechanics of movement; others support or control the cells, tissues, and organs of these systems. Regardless of their function, all parts are essential and depend on each other. An understanding of how movement occurs in the human body leads to an understanding of how the body operates in general—with every part playing a role to ensure that we cannot only move, but also think, feel, heal, stay warm, keep cool, bear children, fight disease, grow, and do nearly everything else we need to do to survive and thrive.
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Other nutrients are also important for maintaining healthy bones. Vitamin D helps to move calcium from the intestine into the bloodstream and is also involved in osteoblast and osteoclast regulation. The mineral phosphorus combines with calcium to form the mineral component of bone. Vitamins A and C are instrumental in the development of collagen.
Exercise also helps protect your bones. Bones that are required to bear weight and that are pulled on frequently by skeletal muscles become stronger and denser. Conversely, bones that are seldom used become weaker and less dense.
By incorporating calcium-rich foods in your diet and exercising regularly, you can significantly reduce the chance of developing certain bone wasting diseases such as osteoporosis.
Mechanics of Movement
How the Human Skeleton Moves
Where Movement OccursMost of the bones of the skeleton are moveable. They are held together by strong tissues called ligaments. Ligaments ensure that bones are held together with the proper orientation and at the correct tension, creating a firm connection with enough flexibility remaining to allow movement.
Femur
Patella
Tibia
Anteriorcruciateligament
Medialcollateralligament
Posteriorcruciateligament
Lateralcollateralligament
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The point where two or more bones meet is called a joint. The diagram on the previous page showing the bones and ligaments of the knee illustrates a moveable joint, a joint where movement of the bones is possible.
By contrast, the skull (shown below) has fixed joints, ones that do not allow the bones to move. Most of the bones that form the skull are held together by tough fibers of connective tissue. The tight, immovable connection between the skull bones creates a virtual “helmet,” ensuring that the brain is maximally covered and protected.
Most joints facilitate mobility, though the particular range of motion varies greatly. The bones of the pelvis joint move only slightly. The joints between the ribs and sternum and those between the ribs and vertebrae allow just enough movement for breathing. The joints of the extremities (fingers, toes, wrists, ankles, elbows, knees, shoulders, and hips) demonstrate the tremendous range of motion necessary for actions such as walking, running, jumping, grasping, writing, and throwing. Many moveable joints have specialized structures at their bone-to-bone connections that facilitate motion. These structures, which cushion and lubricate bones where they meet, allow them to move smoothly around each other without abrasion. They are particularly well-developed in highly moveable joints, such as the knee. Joints with these features are called synovial joints. They typically have caps of soft, flexible cartilage that cover and cushion the ends of the bones, and
Human Body in motion | teaCHer BaCkground information |
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a capsule filled with synovial fluid that surrounds, lubricates, and nourishes the joint.
bone marrow
spongy bone
cartilage
capsule filled with
synovial fluid
ligaments
compact bone
There are many types of synovial joints in the body, including gliding joints, hinge joints, saddle joints, condyloid joints, biaxial ball-and-socket joints, multiaxial ball-and-socket joints, and pivot joints. Each type of joint has a specific structure, and each allows a different range of motion. In this unit, children are introduced to three types of joints:
• Hinge joints—The joints in the elbows and knees that allow the arms and legs to swing back and forth like a hinged door are hinge joints.
• Pivot joints—The joints in the elbows, ankles, and wrists that allow for side-to-side rotation are pivot joints. Your hand is able
| Human Body in motion | teaCHer BaCkground information
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to brush off dirt from your clothing thanks to the wrist’s pivot joint. The head also rests on a pivot joint. You can shake your head back and forth to say “No” thanks to the necks’ pivot joint.
Ligament
• Ball-and-socket joints—The joints in your hips and shoulders which enable the arms and legs to be swung in almost any direction are ball-and-socket joints.
Deterioration of JointsThe moveable joints in the human body are vulnerable to deterioration from disease, injury, neglect and overuse. One consequence of deterioration is arthritis. Arthritis is characterized by the inflammation or degeneration of a joint. It includes more than 100 different diseases and is the leading cause of disability in the United States.
Osteoarthritis, caused by wear and tear, is the most common type of arthritis, especially among older people. For individuals who suffer from osteoarthritis, movement of affected joints can be limited and painful. While the symptoms of osteoarthritis may not appear until late in life, the damage to the cartilage that contributes to the disease may occur much earlier. Excessive stress placed on joints—particularly hips and knees—causes the slippery cartilage cushion that covers the ends of the bones to break down and wear away. Without their cartilage cap, the bones rub directly against each other, causing pain, swelling, and loss of motion. To
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prevent arthritis later in life, it is essential to avoid excessive stress to the joints. Lesson 3, “Where Do Bones Move?” makes this point and provides children with the following ways to protect their joints:
1. Move! When you don’t use your joints, they can become stiff and weak. When you have to sit for a long time, change positions often.
2. Stretch. Hold gentle stretches for 30–40 seconds—and don’t bounce when you stretch.
3. Wear elbow pads, knee pads, and other gear that protects your joints when you play sports where they can be injured.
4. Don’t overdo it. Exercising the same joint over and over can put stress on it. When you’re doing the same activity again and again, take breaks for at least five minutes every half-hour.
5. Maintain a healthy weight. Walking or running with just one extra pound on your body can put four extra pounds of force on your knees.
6. Don’t slouch. Sit up straight and keep both feet flat on the floor. This will help you develop good posture, and will protect the joints of your neck and back.
7. Think twice before wearing high heels. Women who have worn very high heels for many years often develop problems with their feet. There are lots of great-looking shoes that are also good for your feet. (Flexible shoes that cushion and support your feet, like tennis shoes, are best.)
8. Eat smart for your bones. Calcium-rich foods such as milk, yogurt, broccoli, spinach, tofu, cheese, and salmon help keep your bones strong.
9. Be careful when you lift heavy things. Bend your knees when you pick stuff up and balance loads so that your largest and strongest joints (your shoulders, elbows, hips, and knees) are supporting most of the weight. Carry loads close to your body—backpacks are great for this.
10. Protect your lungs as well as your joints—say “No” to smoking! Smoking can make your bones thinner, increasing the risk of broken bones.
| Human Body in motion | teaCHer BaCkground information
HUMAN BODY IN MOTION| TABLE OF CONTENTS | 3
Table of Contents Clusters and Lessons..................................Inside Front Cover
IntroductionAssessment Philosophy........................................................................ 5 Assessment Materials........................................................................... 8
Content Rubrics and Opportunity OverviewsSupporting Active Muscles Rubric 1 ...................................................16 Supporting Active Muscles Opportunities Overview ...........................17 Mechanics of Movement Rubric 2.......................................................18 Mechanics of Movement Opportunities Overview ..............................19 Body Basics Rubric 3..........................................................................20 Body Basics Opportunities Overview..................................................21
Skills and Attitudes Checklists and Self-AssessmentsObserving and Describing: Checklist ..................................................24 Observing and Describing: Self-Assessment .....................................25 Recording and Analyzing Data and Making Conclusions: Checklist...................................................26 Collecting Data and Making Conclusions: Self-Assessment ..............27
Performance Tasks and Evaluation GuidelinesSupporting Active Muscles Cluster (Lessons 1, 8 10, 12): A Race Around the School .........................................................30 Feeding Muscle Cells .................................................................31 Mechanics of Movement Cluster (Lessons 2 5): A Trip to the Natural History Museum ........................................32 On Your Mark, Get Set, Go! .......................................................33 How Does that Arm Move?.........................................................34 The Soccer Game ......................................................................35 Body Basics Cluster (Lessons 6 7, 11): What Bone Cells Need ...............................................................36 Muscle Investigation ...................................................................37 Comparing Cells .........................................................................38 Unit Assessment: Working Together .......................................................................39
Quick Check Items and Answer KeysSupporting Active Muscles Cluster (Lessons 1, 8 10, 12) .................42 Mechanics of Movement Cluster (Lessons 2 5).................................44 Body Basics Cluster (Lessons 6 7, 11) ..............................................47
18 | HUMAN BODY IN MOTION | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS
Rubric 2: Mechanics of Movement Criterion A(Lesson 2)
Criterion B(Lesson 3)
Criterion C(Lessons 4 and 5)
A skeleton moves at its joints. There are different kinds of joints in the human body.
Muscles move the bones they are attached to bypulling on them.
Nerves carry signals to the muscles to move ourbones.
4 - Exceeds Expectations
Explores content beyond the level presented in the lessons.
Understands at a secure level (see box below) and contemplates how the movements of different kinds of joints benefit different parts of the human body.
Understands at a secure level (see box below) and can describe how muscles are attached to bones.
Understands at a secure level (see box below) and can differentiate between the pathways of reflexes and intentional reactions.
3 - Secure(MeetsExpectations)
Understandscontent at the level presented in the lessons and does not exhibit misconceptions.
Recognizes that a skeleton moves at its joints and that there are different types of joints in the human body.
Recognizes that muscles move bones by pulling on them and work in pairs to move limb bones.
Recognizes nerves carry signals to the muscles to move bones either through a reflex or an intentional reaction.
2 - Developing(Approaches Expectations)
Shows an increasing competency with lesson content.
Understands that a skeleton moves at its joints, but does not recognize that there are different types of joints in the human body.
Has an incomplete understanding of how muscles move bones.
Has an incomplete understanding of how nerves carry signals to the muscles to move bones.
1 - Beginning
Has no previous knowledge of lesson content.
Does not understand that a skeleton moves at its joints or that there are different kinds of joints in the human body.
Does not understand that muscles move bones by pulling on them.
Does not understand that nerves carry signals to the muscles to move bones.
HUMAN BODY IN MOTION | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS | 19
Opportunities Overview: Mechanics of Movement This table highlights opportunities to assess the criteria on Rubric 2: Mechanics of Movement. It does not include every assessment opportunity; feel free to select or devise other ways to assess various criteria.
Criterion A(Lesson 2)
Criterion B (Lesson 3)
Criterion C(Lessons 4 and 5)
Pre
and
Form
ativ
e
Opp
ortu
nitie
s
Lesson 2: - Journal writing - Introductory discussion - Sharing discussion - Science notebook page 7
Lesson 3: - Introductory discussion - Reflective discussions - Science notebook pages 9-
12
Lesson 4: - Sharing discussion - Science notebook page 16
Lesson 5: - Journal writing - Sensory observation - Synthesizing discussion - Science notebook page 18
Performance Tasks
Mechanics of Movement ClusterA Trip to the Natural History
Museum, page 32 The Soccer game, page 35
Unit Assessment Working Together, pages 39-
40
Mechanics of Movement ClusterA Trip to the Natural History
Museum, page 32 The Soccer game, page 35
Unit Assessment Working Together, pages 39-
40
Mechanics of Movement ClusterOn our Mark, Get Set, Go!,
page 33 How Does that Arm Move?,
page 34 Unit Assessment Working Together, pages 39-
40
Quick Check Items
Sum
mat
ive
Opp
ortu
nitie
s
Mechanics of Movement ClusterPages 44 45: items 1 4
Mechanics of Movement ClusterPage 45: item 5
Mechanics of Movement ClusterPages 45-46: items 6 9
32 | HUMAN BODY IN MOTION | PERFORMANCE TASK EVALUATION GUIDELINES
A Trip to the Natural History Museum Mechanics of Movement Cluster (Lessons 2 5)
Dylan was examining some dinosaur bones at the Natural History Museum. He was surprised to discover how hard and inflexible they were. He wondered how a dinosaur, or any organism with a skeleton, could move parts of its body. Explain how this is possible.
TEACHER NOTE:Use this assessment after teaching Lesson 3.
EVALUATION GUIDELINES:When evaluating student answers, consider whether they include the following elements in their written explanations:
A skeleton contains many joints, a place where two or more bones come together.
A skeleton can move at its joints when the muscles pull on the bones.
44 | HUMAN BODY IN MOTION | QUICK CHECK ANSWER KEYS
The Mechanics of Movement ClusterQuick Check Items
TEACHER NOTE: The following questions relate to the Mechanics of Movement cluster. Use them after teaching the entire cluster, or select the applicable questions immediately following each lesson. You can also compile Quick Check items into an end-of-unit assessment.
1. (Lesson 2) The points on the skeleton where two or more bones come together are called . joints
Use the following drawings to answer questions 2 and 3:
A B C
2. (Lesson 2) Which type of joint (hinge, pivot, or ball and socket) is shown in each picture?
Drawing A pivot
Drawing B ball and socket
Drawing C hinge
3. (Lesson 2) What part of the body (knee, shoulder, or wrist) has this kind of joint?
Drawing A wrist
Drawing B shoulder
Drawing C knee
HUMAN BODY IN MOTION | QUICK CHECK ANSWER KEYS | 45
4. (Lesson 2) Which type of joint allows you to move it in all directions?
a. pivot joint
b. ball and socket joint
c. hinge joint
5. (Lesson 3) True or False? If false, rewrite the statement to make it true.
a. When muscle cells contract, they lengthen. false
When muscles cells contract, they shorten.
b. The muscles of your long bones work in pairs (two at a time) to move your limbs.
true
c. Muscles can push bones. false
Muscles pull bones.
6. (Lesson 4) How do you catch a falling ruler? Number the steps from 1 to 5 in the order they occur.
My muscles move my bones. 4
My eyes see the ruler drop. 1
My brain sends a message through my nerves to my hand muscles. 3
My eyes send a message through my nerves to my brain. 2
The bones in my fingers close around the ruler. 5
Date:
�
Where’s This Joint?
Directions
How to Solve the Riddles:1. Read the riddles on page 6 and try to identify the joints they refer to.
2. Once you think you have solved a riddle, write the name of the joint on the line next to the clue. (Refer to the word bank at the bottom of this page to help you.)
3. Afterwards, locate the joint on the skeleton diagram on page 7 and label it using its common name.
Helpful Hints:• If a riddle mentions specific bone names, you can use the skeleton diagram on page 7 to
help you.• If a riddle mentions specific types of joints, you can use the joint diagrams on page 8 and
the classroom joint models to help you.• Test your ideas on your own body. If you think you have identified a particular joint, exercise
that joint to see if it moves the way the riddle describes.
Common Joints of the Human Body
Neck Shoulder Wrist Jaw Knuckle
Elbow Hip Knee Ankle
Where’s This Joint? (Lesson 2)
Date:
�
Where’s This Joint?
Solve the Riddles
Joint A: You will need to use these tiny hinge joints when you write down your answers to these riddles.
Joint B: This ball-and-socket joint can move in a complete circle. It is your body’s most flexible joint. If you throw, hit, or lift too hard, the bones in this joint can become disconnected (dis-located). In fact, this is the most likely joint in the body to be dislocated.
Joint C: This hinge joint connects the lower ends of the tibia and the fibula.
Joint D: This is the largest—and heaviest—joint in the body. Every time you move from one place to another, this joint works like a hinge, moving up and down, but not side to side. This joint is often injured during sports, such as basketball and skiing.
Joint E: You use this hinge joint to talk and eat. It is the most active joint in your body.
Joint F: This joint has eight small bones that can move up and down, with some side-to-side motion. The scientific name for this joint is the radiocarpal joint because it involves the carpal bones and the radius bone.
Joint G: This ball-and-socket joint can move in a complete circle. It is stronger than the shoulder but not as flexible. When you walk, the force placed on this joint is three to four times your body’s weight; when you run, it is five times your body weight.
Joint H: You might use this pivot joint when you’re startled by a sud-den, loud sound or when you want to indicate “No” without speaking.
Joint I: You can find the answer to this riddle by raising your hand to ask your teacher for help. Now put it down. You just exercised this hinge joint.
Where’s This Joint? (Lesson 2)
Date:
�
Where’s This Joint?
The Human Skeleton
Where’s This Joint? (Lesson 2)
Date:
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Where’s This Joint?
Types of Joints
Where’s This Joint? (Lesson 2)
Ball-and-Socket JointBones at ball and socket joints can move around in a complete circle like a shower head.
Pivot JointBones at pivot joints can swivel around like an office chair.
Hinge JointBones at hinge joints can swing back and forth like a door.
Date:
��
Taking Care of My Body
Important Steps
I realize that my body is an amazing machine. It gets me from place to place, fights off infections, allows me to learn about the world around me, helps me to grow, and many other things. In order for my body to take care of me properly, I must take care of it!
Here are some of the ways that I pledge to take care of my body:
1.
2.
3.
4.
5.
6.
Taking Care of My Body
Date:
��
Taking Care of My Body
Important Steps
7.
8.
9.
10.
11.
12.
Signature: Date:
Taking Care of My Body
Date:
�
Where’s This Joint?
Directions
How to Solve the Riddles:1. Read the riddles on page 6 and try to identify the joints they refer to.
2. Once you think you have solved a riddle, write the name of the joint on the line next to the clue. (Refer to the word bank at the bottom of this page to help you.)
3. Afterwards, locate the joint on the skeleton diagram on page 7 and label it using its common name.
Helpful Hints:• If a riddle mentions specific bone names, you can use the skeleton diagram on page 7 to
help you.• If a riddle mentions specific types of joints, you can use the joint diagrams on page 8 and
the classroom joint models to help you.• Test your ideas on your own body. If you think you have identified a particular joint, exercise
that joint to see if it moves the way the riddle describes.
Common Joints of the Human Body
Neck Shoulder Wrist Jaw Knuckle
Elbow Hip Knee Ankle
Where’s This Joint? (Lesson 2)
Date:
�
Where’s This Joint?
Solve the Riddles
Joint A: You will need to use these tiny hinge joints when you write down your answers to these riddles.
Joint B: This ball-and-socket joint can move in a complete circle. It is your body’s most flexible joint. If you throw, hit, or lift too hard, the bones in this joint can become disconnected (dis-located). In fact, this is the most likely joint in the body to be dislocated.
Joint C: This hinge joint connects the lower ends of the tibia and the fibula.
Joint D: This is the largest—and heaviest—joint in the body. Every time you move from one place to another, this joint works like a hinge, moving up and down, but not side to side. This joint is often injured during sports, such as basketball and skiing.
Joint E: You use this hinge joint to talk and eat. It is the most active joint in your body.
Joint F: This joint has eight small bones that can move up and down, with some side-to-side motion. The scientific name for this joint is the radiocarpal joint because it involves the carpal bones and the radius bone.
Joint G: This ball-and-socket joint can move in a complete circle. It is stronger than the shoulder but not as flexible. When you walk, the force placed on this joint is three to four times your body’s weight; when you run, it is five times your body weight.
Joint H: You might use this pivot joint when you’re startled by a sud-den, loud sound or when you want to indicate “No” without speaking.
Joint I: You can find the answer to this riddle by raising your hand to ask your teacher for help. Now put it down. You just exercised this hinge joint.
Where’s This Joint? (Lesson 2)
Knuckle
Shoulder
Ankle
Knee
Jaw
Wrist
Hip
Neck
Elbow
Date:
�
Where’s This Joint?
The Human Skeleton
Where’s This Joint? (Lesson 2)
Ankle joint
Knuckle joint
Neck jointJaw joint
Shoulder joint
Elbow joint
Hip joint
Wrist joint
Knee joint
Date:
�
Where’s This Joint?
Types of Joints
Where’s This Joint? (Lesson 2)
Ball-and-Socket JointBones at ball and socket joints can move around in a complete circle like a shower head.
Pivot JointBones at pivot joints can swivel around like an office chair.
Hinge JointBones at hinge joints can swing back and forth like a door.
Date:
��
Taking Care of My Body
Important Steps
I realize that my body is an amazing machine. It gets me from place to place, fights off infections, allows me to learn about the world around me, helps me to grow, and many other things. In order for my body to take care of me properly, I must take care of it!
Here are some of the ways that I pledge to take care of my body:
1.
2.
3.
4.
5.
6.
Taking Care of My Body
Answers vary. Students add to this list throughout the unit. Gauge whether students’ entries reflect an awareness of the impact of exercise, diet, and other lifestyle choices on health.
Date:
��
Taking Care of My Body
Important Steps
7.
8.
9.
10.
11.
12.
Signature: Date:
Taking Care of My Body
Human Body in Motion Unit Teacher Masters: Table of Contents
Introductory Letter to Families
Welcome to the Human Body in Motion Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–2
Assessments
Human Body in Motion Assessment 1: Supporting Active Muscle Cells . . . . . . . . . . . . . . . . . . . . . .3
Human Body in Motion Assessment 2: Mechanics of Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Human Body in Motion Assessment 3: Body Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Human Body in Motion Assessment 4: Observing and Describing . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Human Body in Motion Assessment 5: Recording and Analyzing Data and Making Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Note Recording Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8–9
Teacher Masters
Request for Materials (Lessons 1 and 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
What’s Inside the Human Body?—Initial (Lesson 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11–12
Where’s This Joint? Answer Key (Lesson 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
What’s Inside the Human Body?—Final (Lesson 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14–15
Setting Up a Fair Test (SBA 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16–19
Family Links
Be Good to Your Joints (Lesson 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Moving Our Limbs (Lesson 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Tracking Reflexes (Lesson 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Calcium in Your Diet (Lesson 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Breathing Matters (Lesson 9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Building Blocks (Lesson 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
ISBN 1-59192-279-82 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 082009 Edition. Copyright © 2005 Chicago Science Group. All Rights Reserved.
Human Body in Motion Teacher Master 4
Human Body in Motion Assessment 2: Mechanics of Movement
As you evaluate the children’s discussions and their work in their science notebooks, consider whether they demonstrate understanding of the following criteria related to how the parts of the body work together to move:
Assessment Criteria:
Students’ Names
A. A skeleton moves at its joints . There are different kinds of joints in the human body .
B. Muscles move the bones they are attached to by pulling on them .
C. Nerves carry signals to the muscles to move our bones .
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Assessment 2: Mechanics of Movement
Human Body in Motion Teacher Master 13
Where’s This Joint?Answer Key
Joint A: You will need to use these tiny hinge joints when you write down your answers to these riddles . (Knuckle joints)
Joint B: This ball-and-socket joint can move in a complete circle . It is your body’s most flexible joint . If you throw, hit, or lift too hard, the bones in this joint can become disconnected (dislocated) . In fact, this is the most likely joint in the body to be dislocated . (Shoulder joint)
Joint C: This hinge joint connects the lower ends of the tibia and the fibula . (Ankle joint)
Joint D: This is the largest—and heaviest—joint in the body . Every time you move from one place to another, this joint works like a hinge, moving up and down, but not side to side . This joint is often injured during sports, such as basketball and skiing . (Knee joint)
Joint E: You use this joint to talk and eat . It is the most active joint in your body . (Jaw joint)
Joint F: This joint has eight small bones that can move up and down, with some side-to-side motion . The scientific name for this joint is the radiocarpal joint because it involves the carpal bones and the radius bone . (Wrist joint)
Joint G: This ball-and-socket joint can move in a complete circle . It is stronger than the shoulder but not as flexible . When you walk, the force placed on this joint is three to four times your body’s weight; when you run, it is five times your body weight . (Hip joint)
Joint H: You might use this pivot joint when you’re startled by a sudden, loud sound or when you want to indicate “No” without speaking . (Neck joint)
Joint I: You can find the answer to this riddle by raising your hand to ask your teacher for help . Now put it down . You just exercised this hinge joint . (Elbow joint)
Where’s This Joint? Answer Key (Lesson 2)
Name: Date:
Human Body in Motion Teacher Master 20
Family Link with Science—Homework
Be Good to Your JointsDescribe a perfect school day from the perspective of your body’s joints .
• What are you eating, wearing, and carrying?
• Are you sitting, lifting things, or exercising? How?
• What simple changes can you make to your daily routine that will protect your joints?
You can read about ten ways to be good to your joints on pages 6–7 of your reference book to assist you as you complete this assignment.
Family Link: Be Good to Your Joints (Lesson 2)
Human Body in Motion Unit Visuals:Table of Contents
Overhead Transparencies
Overhead Transparency: Human Skeleton (Lesson 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Overhead Transparency: Bone Structure (Lesson 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Overhead Transparency: The Circulatory System (Lesson 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Overhead Transparency: The Digestive System (Lesson 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Overhead Transparency: Amazing Cells (Lesson 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5–6
Overhead Transparency: How the Human Body Is Organized (Lesson 11) . . . . . . . . . . . . . . . . . . . .7
Overhead Transparency: Steam Blower from Zorr (Lesson 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . 8–10
ISBN 1-59192-280-1 1 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08 2009 Edition. Copyright © 2005 Chicago Science Group. All Rights Reserved.
2009 Edition. Copyright © 2005 Chicago Science Group. All Rights Reserved.www.sc encecompanion.com
Human Skeleton
skull
maxillamandible
clavicle vertebra
scapula
humerusrib
vertebraradius
ulna
femur
tibia
fibula
tarsals metatarsals
phalanges
phalanges
patella
pelvis
sacrum
carpals metacarpals
Overhead Transparency: Human Skeleton (Lesson 2)
Human Body in Motion Visual 1
Human Body in Motion Unit Posters:Table of Contents
Posters
The Skeletal System and Movement (Lesson 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 1
The Muscular System and Movement (Lessons 3 and 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 2
The Nervous System and Movement (Lessons 4 and 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 3
The Circulatory System and Movement (Lesson 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 4
The Respiratory System and Movement (Lesson 9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 5
The Digestive System and Movement (Lesson 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 6
How the Human Body is Organized (Lesson 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poster 7
ISBN: 1-59192-281-X 1 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08 2009 Edition. Copyright © 2005 Chicago Science Group. All Rights Reserved.
The Skeletal System and Movement
Pivot joints like those at our neck and wrists allow bones to “swivel” from side to side.
The kick starts with the backwards movement of the lower leg bones
Next, the lower leg bones move forward at the knee joint sending the ball flying
Ball-and-socket joints like your hips and shoulders allow bones to move in a complete circle.
There are three main types of bone cells: osteoblasts (bone builders), osteoclasts (bone digesters), and osteocytes (bone directors). In this photograph two osteoclasts (shown in red) are “eating away” old, worn out bone.
The Human Skeleton
Mar
jorie
C. L
eggi
tt
A Closer Look Inside Bone
Hinge joints like your knee allow bones to swing back and forth like a door so you can kick the ball.
2009 Edition. Copyright © 2005 Chicago Science Group. All Rights Reserved.
www.sciencecompanion.com
2009 Edition. Copyright © 2004 Chicago Science Group. All Rights Reserved. www.sciencecompanion.com
1 2 3 4 5 6 7 8 9 10-P001-17 16 15 14 13 12 11 10 09 08
I ThinkI WonderI D
iscover
I TryI Observe
I Re
cord
DoingScience
I Wonder: notice, ask questions, state problems I Think: consider, gather information, predict I Try: experiment, model, test ideas, repeat I Observe: watch, examine, measure I Record: record data, organize, describe, classify, graph, draw I Discover: look for patterns, interpret, reflect, conclude, communicate discoveries
“I Wonder” Circle®
Doing Science
Table of Contents
Chapter 1: You Can’t Move Without a Skeleton . . . . . . . . . . . . . . . . . . . . 1
Your Skeleton Has Several Jobs . . . . . . . . . . . . . . . . . . . 1
A Skeleton Gives Your Body a Shape . . . . . . . . . . . . . . 1
A Skeleton Protects Your Body . . . . . . . . . . . . . . . . . . 2
The Human Skeleton . . . . . . . . . . . . . . . . . . . . . . 2
How Does a Skeleton Move? . . . . . . . . . . . . . . . . . . . . 3
Joints—Where Bones Meet. . . . . . . . . . . . . . . . . . . . 3
Chapter 2: Muscles Move Bones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Your Moving Team—Bones, Joints and Muscles . . . . . . . . . . 9
Muscles Pull Bones . . . . . . . . . . . . . . . . . . . . . . . 10
Muscles Don’t Push! . . . . . . . . . . . . . . . . . . . . . . 10
How Muscles Work in Pairs—Moving Your Arm . . . . . . . 12
Chapter 3: Directing Your Muscles—The Nervous System . . . . . . . . . . . . .17
How Your Nervous System Works . . . . . . . . . . . . . . . . . 17
Your Brain—Command Central . . . . . . . . . . . . . . . . 18
Your Senses—Providing Information . . . . . . . . . . . . . 18
Your Nerves—Sending the Messages. . . . . . . . . . . . . . 19
Your Spinal Cord—The Main Pathway Messages Travel On . . . . . . . . . . . . . . . . . . . . . 20
How Do All the Parts of Your Nervous System Work Together? . . . . . . . . . . . . . . . . . . . 20
Reaction Time . . . . . . . . . . . . . . . . . . . . . . . . . 22
Moving Without Thinking About It—Reflexes . . . . . . . . . . 24
Diseases and Other Problems of the Nervous System . . . . . . 25
iii
iv
Chapter 4: What’s Inside Your Body? . . . . . . . . . . . . . . . . . . . . . . . . . . .27
How Your Body Is Organized . . . . . . . . . . . . . . . . . . . 27
Cells—The Building Blocks of the Body . . . . . . . . . . . . 28
Cells Combine to Make Tissues . . . . . . . . . . . . . . . . 31
Tissues Combine to Form Organs . . . . . . . . . . . . . . . 32
Organs Work Together as Organ Systems . . . . . . . . . . . 32
A Summary of How Your Body Is Organized . . . . . . . . . 34
How Is Your Body Organized Like a House?. . . . . . . . . . 35
Your Body—Many Parts All Working Together . . . . . . . . 35
What Cells Need to Stay Healthy . . . . . . . . . . . . . . . . . 35
Chapter 5: A Closer Look at Bones . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
The Structure of Bones Helps Them Do Their Jobs . . . . . . . . 37
What Do Bone Cells Do?. . . . . . . . . . . . . . . . . . . . 38
Two Kinds of Tissue . . . . . . . . . . . . . . . . . . . . . . 39
Bones Make Blood Cells . . . . . . . . . . . . . . . . . . . . 40
Types of Bones . . . . . . . . . . . . . . . . . . . . . . . . . 41
Looking Even Closer—Long Bones. . . . . . . . . . . . . . . 42
Calcium—The Key to Strong Bones . . . . . . . . . . . . . . . . 43
Chapter 6: A Closer Look at Muscles . . . . . . . . . . . . . . . . . . . . . . . . . . .49
The Muscular System . . . . . . . . . . . . . . . . . . . . . . . 49
To Move Your Bones, Many Muscle Cells Pull Together . . . . 49
From Cells to Tissues . . . . . . . . . . . . . . . . . . . . . . 50
Muscles You Control and Muscles You Don’t . . . . . . . . . 51
What Muscle Cells Need. . . . . . . . . . . . . . . . . . . . . . 52
How Do Your Muscle Cells Get Energy? . . . . . . . . . . . . 53
What Happens if Your Muscle Cells Don’t Get Enough Nutrients and Oxygen?. . . . . . . . . . . . . . . 53
Table of Contents
v
Chapter 7: Getting Muscles What They Need—Your Circulatory System . . . .57
Your Circulatory System and How It Works. . . . . . . . . . . . 57
How Do Oxygen and Nutrients Get to Your Muscle Cells? . . 57
The Heart. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Blood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Blood Vessels . . . . . . . . . . . . . . . . . . . . . . . . . . 62
The Circulatory System . . . . . . . . . . . . . . . . . . . . . . 63
How Your Circulatory System Works When You Exercise. . . . . 65
Why Does Your Heart Beat Faster When You Exercise? . . . . 65
How Do Your Heart Muscles “Know” to Work Faster?. . . . . 66
Why Does Your Face Get So Red When You Exercise?. . . . . 66
Chapter 8: From Breath to Movement—Your Respiratory System . . . . . . . .69
How We Breathe . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Where the Air Goes . . . . . . . . . . . . . . . . . . . . . . 71
Your Air Cleaning System . . . . . . . . . . . . . . . . . . . 72
From Your Lungs to Your Blood and Back Again . . . . . . . . . 74
Moving Oxygen into the Blood . . . . . . . . . . . . . . . . 74
Removing Waste from Your Blood . . . . . . . . . . . . . . . 75
How Your Respiratory System Works When You Exercise. . . . . 75
Why Do You Breathe Harder When You Exercise? . . . . . . 75
How Do the Muscles That Control Breathing “Know” to Work Faster? . . . . . . . . . . . . . . . . . . . 76
Diseases and Conditions of the Respiratory System . . . . . . . 76
Asthma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Cystic Fibrosis . . . . . . . . . . . . . . . . . . . . . . . . . 77
Bronchitis . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Emphysema . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Table of Contents
Table of Contentsvi
Chapter 9: Getting Energy from Food—Your Digestive System . . . . . . . . . .81
The Digestive System . . . . . . . . . . . . . . . . . . . . . . . 81
The Parts of Your Digestive System . . . . . . . . . . . . . . 81
How Is Food Broken Down? . . . . . . . . . . . . . . . . . . 83
A Sandwich’s Journey . . . . . . . . . . . . . . . . . . . . . 84
What Happens to the Food Our Bodies Can’t Use? . . . . . . 85
Digestion and Exercise . . . . . . . . . . . . . . . . . . . . . . 86
Why Do You Feel Hungry After You’ve Been Active? . . . . . 86
Why Do You Feel Thirsty During and After Exercise? . . . . . 86
Why Do Your Muscles Feel Tired? . . . . . . . . . . . . . . . 86
Chapter 10: Poetry in Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
�
You Can’t Move Without a Skeleton
Your Skeleton Has Several Jobs
A Skeleton Gives Your Body a Shape
More than 200 bones connect inside your body to form your
skeleton. You need your skeleton more than you probably
think you do. What would life be like without it? If you didn’t
have a skeleton, you would be just a puddle of skin and other
body parts piled on the floor. You couldn’t stand or hold your
head up, let alone move!
Like the steel beams that keep up a tall building, your skel-
eton is the structure that the rest of your body is built around.
Your skeleton gives your body a shape, something to hang
everything else on. Your bones, which hold up the rest of your
body, are stronger than wood, concrete, or even steel. They
need to be that strong because they support your body when
you move.
�
Chapter ��
A Skeleton Protects Your Body
ChallengeName three organs,
besides your brain,
that your skeleton
protects.
Think about your skull. Just like a helmet, it protects your
brain. If you fall and hit your head, it might hurt, but your
brain is safe inside and will usually be okay. Your skull and the
rest of your skeleton are like “armor.” They keep your brain
and the other organs in your body safe.
The Human Skeleton
Human Body Facts• An adult’s body has
about 206 bones.
But a baby has
as many as 270.
As you get older,
some bones grow
together, so two
bones become one.
• Babies’ and tod-
dlers’ bones are
softer than older
kids’ and adults’.
So—when toddlers
fall—their bones
are likely to bend
instead of break.
People Doing Science
Many of the names we
use for bones today
were first used more
than 1800 years ago
by a Roman scientist
named Galen.
skull
maxilla
mandible
clavicle (collarbone)
vertebra
scapula(shoulder blade)
humerusrib
vertebra
radius
ulna
femur
tibia
fibula
tarsals metatarsals
phalanges
phalanges
patella (knee cap)
pelvis
sacrum
carpalsmetacarpals
�You Can’t Move Without a Skeleton
How Does a Skeleton Move?
If bones are hard and don’t bend, how can a skeleton move?
Your skeleton can only move where two bones come together.
Joints—Where Bones Meet
Human Body FactDo you know some-
one who’s “double-
jointed”? They really
aren’t. People who
are double-jointed
have ligaments that
stretch more than
other people’s. They
can move in ways that
most people can’t.
This makes it seem like
they have extra joints.
The point where two or more bones meet is called a joint.
Joints that cannot move, like most of those in the skull, are
called fixed joints.
How is your skeleton held together?Word ConnectionThe word ligament
comes from the Latin
word, “ligamentum,”
which means a band
or tie.
Bones that move are held in place by bands called ligaments
(LIG-uh-muhnts). Ligaments hold your bones in place, but they
are slightly stretchy—so you can move.
Chapter ��
Joints that allow you to move, like those in your knees, are
called moveable joints.
Femur
Patella
Tibia
Ligament
Ligament
LigamentLigament
Some joints allow a lot of movement and some just a little.
Your body has many different kinds of joints. You’ll be looking
at three kinds of moveable joints in science class.
Hinge joints, like those at your knees and elbows, allow your
arms and legs to swing back and forth like a hinged door.
�You Can’t Move Without a Skeleton
Human Body Facts• Just like you oil the hinges of a door so the parts don’t scrape against each other
and squeak, your joints are oiled with a slippery, oily substance (called synovial
fluid) that keeps the bones from grinding against each other.
• Have you ever heard someone crack their knuckles? They’re not really cracking
their bones against each other. When they pull their bones apart, air bubbles
form and then burst—which makes that weird popping noise!
Pivot joints allow bones to rotate from side to side—like an
office swivel chair. You can brush dirt off your clothing with
your hand thanks to your wrist’s pivot joint. And you can
shake your head back and forth to say “No” because of your
neck’s pivot joint.
T Think About It!Try moving different parts
of your body, like your
arm at the elbow or shoul-
der, your ankle, or your
head and neck. As you
move, think about what
kind of movement each
joint allows. What kind
of joint is moving in
each of these places?
Ball-and-socket joints, like those in your shoulders and
hips, allow you to swing your arms and legs in almost any
direction.
Chapter ��
Your Body in Motion—An Owner’s Guide
You’ve got to have smoothly working joints to move freely. But
joints are easy to injure. Here are ten ways you can be good to
your joints.
1. Move! When you don’t use your joints, they can become
stiff and weak. Change positions often if you have to sit for a
long time.
2. Stretch. Hold gentle stretches for 30–40 seconds. Don’t
bounce when you stretch.
3. Wear elbow pads, knee pads, and other gear that protects
your joints when you play sports.
4. Don’t overdo it. Using the same joint over and over can put
stress on it. When you’re doing the same activity again and
again, take a five minute break every 30 minutes of activity.
5. Keep a healthy weight. Walking or running with just one
extra pound on your body can put four extra pounds of
force on your knees.
6. Don’t slouch. Sit up straight and keep both feet flat on the
floor. This will help you develop good posture, and will pro-
tect the joints of your neck and back.
7. Think twice before wearing shoes that could hurt your feet.
Women who wear shoes with high heels often develop prob-
lems with their feet. There are lots of great-looking shoes
that are also good for your feet. Shoes that cushion and
support your feet, like running shoes, are best.
�You Can’t Move Without a Skeleton
8. Eat smart for your bones. Calcium-rich foods such as milk,
yogurt, broccoli, spinach, tofu, cheese, and salmon help
keep your bones strong.
9. Be careful when you lift heavy things. Bend your knees when
you pick stuff up and balance loads so that your largest and
strongest joints (your shoulders, elbows, hips, and knees)
are supporting most of the weight. Carry loads close to your
body—backpacks are great for this.
Backpack Tip• Always wear the
straps of your
backpack over
both shoulders.
• Keep the weight
you carry in your
backpack to
10% of your body
weight. (If you
weigh 100 pounds,
you shouldn’t be
carrying more than
10 pounds in your
backpack.)
10. Protect your lungs as well as your joints. Say “No” to
smoking! Smoking can make your bones thinner. Thin bones
break more easily than normal bones. Don’t let this happen
to you.
Chapter ��
Science Inventions—Artificial Joints
Sometimes people’s joints wear out, or stop working well. This can
happen as people get older or as a result of injuries. In the past,
when this happened, people were just plain out of luck—forced to
live with the pain or unable to walk.
Now, doctors can actually replace worn-out or damaged joints
with new joints made of metal and plastic. The most common
joint to be replaced is the hip joint. Arthritis, a condition that can
damage the joints in older people, is a major cause. Another joint
that often gets repaired or replaced is the knee joint, which people
sometimes injure when they ski or do other sports.
The artificial hip joint in the hip on the left side is easy to see in this x-ray. Can you see how this joint looks like a ball resting in a socket?