teacher’s guide€¦ · organs are made up of two or more different tissues. skin, heart, lungs,...

B e n c h m a r k e d u c a t i o n c o m p a n y

Themes• Body Systems • Energy• Measurement

Math

Skills and Strategies

Human Body MathLevel P/38

Anchor Comprehension Strategies

• Identify Cause and Effect• Make Inferences

Comprehension • Determinetextimportance

• Summarizeinformation

• Usegraphicfeaturestointerpretinformation

Vocabulary/Word Study Strategy • Usecontextcluestodetermineword

meaning

Math Big Idea • Allanimals,includinghumans,have

internalandexternalstructuresthatfunctioninspecificwaystokeeptheorganismalive.

TeACher’S GuIde

Model metacognitive strategy: determine text importance

Model comprehension strategy: make inferences

Use context clues to determine word meaning: definitions

Apply metacognitive strategy: determine text importance

Guide comprehension strategy: make inferences

Use context clues to determine word meaning: definitions

Apply metacognitive strategy: determine text importance

Apply comprehension strategy: make inferences

Use graphic features to interpret information: diagrams

Summarize the book using main ideas from each chapter

D a y

1

2

3

4

5

A c t i v i t i e s

A dd i t i o n a l R e l a t e d R e s o u r c e s

Notable Trade Books for Read-Aloud• Colombo, Luann. Uncover the

Human Body: An Uncover It Book. Silver Dolphin, 2003.

• Crawford, Jean, and Patricia Daniels. From Head to Toe: Body Math (I Love Math). Time Life, 1994.

• Parker, Steve. Eyewitness: Human Body. Dorling Kindersley, 1999.

Web Site for Content Information• Scholastic

http://teacher.scholastic.com/ mathhunt/StartGame.asp?QuizID=8

Scholastic offers students a Human Body Math Hunt Game that visits five web sites about the body. Learn facts about the body and use them to solve math problems along the way.

S a m p l e L e s s o n P l a n n i n g G u i d e

© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1102-82

Lesson at a GlanceBefore Reading (p. 3)• Build Background• Introduce the Book• Administer Preassessment

During Reading (pp. 4–10)Introduction–Chapter 1 (pp. 4–6)• Model Metacognitive Strategy:

Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Model Comprehension Strategy:

Make Inferences• Use Context Clues to Determine

Word Meaning: Definitions

Chapter 2 (pp. 7–8)• Apply Metacognitive Strategy:

Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Guide Comprehension Strategy:

Make Inferences• Use Context Clues to Determine

Word Meaning: Definitions

Chapters 3–4 (pp. 9–10)• Apply Metacognitive Strategy:

Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Apply Comprehension Strategy:

Make Inferences• Use Graphic Features to Interpret

Information: Diagrams

After Reading (p. 11)• Administer Posttest• Synthesize Information: Summarize

Information

Writing Workshop (pp. 12–13)• Model the Writing Process: Write an

Inference Paragraph

Make Inferences (p. 14)

Use Context Clues to Determine Word Meaning: Definitions (page 15)

Inferences (page 16)

Build background: pair share about which body system students think is most important

Introduce/ preview the book: back cover, table of contents, review two chapters

Navigators Lesson Guides provide flexible options to meet a variety of instructional needs. Here is one way to structure this lesson.

Before ReadingBuild Background • Have students pause for a moment to think about the human

body and how it operates. Mention that human bodies are made up of different parts: cells, tissues, organs, and systems.

• Say: Tissues are cells that work together to do the same job. There are only four different kinds of tissue. Organs are made up of two or more different tissues. Skin, heart, lungs, brain, eyes, and stomach are examples of organs. Systems are a group of organs that work together to do the same job. Think about how several muscles work together to help you move. These muscles are all part of the muscular system.

• List the following words on the board: skin, bones, muscles, heart, lungs, stomach, senses, brain. Help students read each word. Have students discuss with a partner what each body part does. Then discuss the words as a group. Make sure students understand that all of the words name organs, except for senses. Point out that students use sense organs to see, hear, taste, smell, and feel. Mention that these organs are a part of the ner-vous system.

Introduce the Book • Give students a copy of the book. Have them read the title and

the back cover blurb. Ask if they have any ideas what this book is about.

• Have students turn to the table of contents. Explain that Human Body Math is all about the human body and how it works. Have students choose two chapters and view these chapters as a group.

• As students view the introduction and chapters, point out pic-tures and captions, diagrams, and sidebars. Tell students these parts of the text will provide important details that will help them better understand the topics.

Administer Preassessment• Have students take Ongoing Assessment #23 on page 82 in the

Comprehension Strategy Assessment Handbook (Grade 3).

• Score assessments and use the results to determine instruction.

• Keep group assessments in a small-group reading folder. For in-depth analysis, discuss responses with individual students.

Body Systems

skinbones

musclesheartlungs

stomachsensesbrain

Informal Assessment Tips

1. Assess students’ ability to locate the introduction and chapters using the table of contents.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

4. For struggling students, place a ruler beneath the title of any chapter in the table of contents. Have students draw an imaginary line from the chapter to the corresponding page number. Then have students locate the chapter.

© 2011 Benchmark Education Company, LLC HumanBodyMath3

During Reading: Introduction–Chapter 1

Model Metacognitive Strategy: Determine Text Importance

• Use a real-life example of determining text importance. Say: When I read, I think about the importance of the part of the text I am reading. I might look for a key topic. Key topics are the general ideas of a passage. Then, I also look for details to support the key topic. Supporting details provide more information. Let’s look at the introduction to Human Body Math, for example. Read the introduction aloud to students. Say: This introduction is all about the human body, so the human body is the key topic. The supporting details tell me that human bodies have millions of parts that work together. It can do many different things. It can even fix itself. These are all details about the human body.

You can do the same thing. Determining text importance will help you understand what you read. Today, let’s discriminate between key topics and supporting details.

• Read pp. 4–5 aloud while students follow along. When you are finished, determine text importance by discriminating between key topics and supporting details. Some ideas follow. Say:

I ask myself, What one word tells what these two pages are all about? These two pages are all about skin, so skin is the key topic of these pages.

Many details support the key topic. For example, paragraph 2 on page 4 tells me that skin has two main layers and gives me more information about both layers.

I can also find supporting details in the diagrams and sidebars. Under It’s a Fact, for example, it says, “Skin is thinnest on your eyelids.” This idea gives more information about skin. It is a supporting detail.

4HumanBodyMath © 2011 Benchmark Education Company, LLC

Good readers decide and remember what is important and

what is not important while they read. To do this well, read-

ers must be able to identify the author’s purpose for using

particular nonfiction text features (bullets, sidebars, heads,

graphs, charts, titles, primary source materials), notice and

select new information on familiar and unfamiliar topics,

understand that a piece of text may have many themes and/

or ideas, and distinguish between key topics and supporting

details. Good readers keep track of their thinking by using a

journal or self-stick notes. Students need to be taught how to

identify the big ideas.

Content InformationSkin, bones, and muscles have important functions.

• Skin keeps out diseases and helps cool the body through sweat. The melanin in skin protects the body from the sun’s harmful rays.

• Bones store minerals. Babies have more cartilage (connective tissue) than bone. As they grow, minerals take the place of cartilage, forming bone.

• Muscles help us breathe. They move our eyes so we can read. Heart muscles pump blood throughout our bodies. Without muscles, we could not chew, swallow, or move food into our stomachs.

Minds-On/ Hands-On Activity

1. Provide a picture of a skeleton with the names of bones.

2. Read the names of the bones, helping students pronounce them and locate them on the skeleton.

3. Have students work in pairs to learn some of the names of the bones.

4. Ask volunteers to name as many bones as they can on an unlabeled picture of a skeleton.

Set a Purpose for Reading • Ask students to read pp. 6–7 and 8–9 silently and think about

text importance. As they read, they should jot down in their reading journals or on self-stick notes possible key topics for each spread. Also ask them to write down two or three supporting details for each key topic they write. Tell them they will share their ideas later. Remind them to read the diagrams and sidebars as well as the text.

Discuss the Reading • Ask students to share their key topics and supporting details.

If students have chosen incorrect key topics, point out how difficult it is to find any supporting details. Tell them that one good way to check to see if they found the key topic is to find several supporting details.

• Have different students provide a variety of details from their journals to support the key topics for the pages. (skeleton, muscles)

Model Comprehension Strategy: Make Inferences• Ensure that students understand what it means to make

inferences. Say: Inferences are decisions I make while reading. I make these decisions as I put together the various details that I am reading about. When I read, I must often “read between the lines” to understand what I read. The decisions I make aren’t easy, but I make inferences all the time, without thinking about it. The decisions only make sense after I learn about the clues. That’s why it’s important to read carefully and pay attention to clues.

• Pass out the graphic organizer Make Inferences (blackline master, page 14 of this guide).

• Explain that as they read, the group will complete the first five rows together. The last two rows will be completed independently.

• Have students look at the book and follow along while you show them how to make inferences in the introduction and chapter 1. Read the first paragraph on page 2 aloud to students, omitting the last paragraph. Write the information on the graphic organizer as you find it. (You may want to make a chart-size copy of the graphic organizer or use a transparency.) Say: These sentences provide many clues that I will write on the graphic organizer. They tell what this machine can do, but they don’t tell me what the machine is. I can use the clues to infer that the author is talking about the human body. I’ll write that on the graphic organizer. Finish reading page 2. Also read the labels on the illustration and compare the body to a machine.

Informal Assessment Tips1. Watch students as they write

key topics and supporting details in their journals or notebooks.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be discriminating between key topics and supporting details as they read. Document students who are and are not using this metacognitive strategy.

4. Remind students that discriminating between key topics and supporting details as they read will help them better understand and remember what they read.


2

4–5

9

11

12–13

19

20

Page Number Clues/Evidence Inferences

Work day and night.Thinks, moves, writes, speaks.Creates art and music.

Make Inferences

The machine being described is the human body.

Chapter 1 (continued)


• Then read pp. 4–5 aloud. Say: These two pages have lots of clues about skin. The first paragraph says that it covers my body, is the organ of touch, and protects other organs. These pages tell me that skin does a lot for me. It has a lot of jobs. That is the inference. I’ll write that in the inference column.

• Say: Let’s do one more together. Read page 9 out loud to students. Say: These two paragraphs talk about muscles that move on their own, or automatically. What do those clues tell me about my muscles that is not stated? I think an inference is that these muscles move even when I’m asleep.

• Say: Now you can see how people make inferences as they read. We’ll continue the graphic organizer the next time we meet.

• Ask: What do we need to do to make inferences? (Read carefully to identify clues, then come to a decision based on those clues by “reading between the lines.”)

Use Context Clues to Determine Word Meaning: Definitions • Have students find the word skeleton on page 6. Point out that

the word is boldfaced. This means it is in the glossary. Ask students what they could do if they did not have a glossary. Read the entire sentence, and point out that the author provides a definition for skeleton right in the sentence. Say: The strong frame that supports your body is its skeleton. The author gives you a clue word to tell you a definition is going to follow. In this sentence, the clue word is is. The author also gives more information about the word skeleton that helps define it.

• Point out definitions for the words joint and ligaments on page 7. Say: If I read the entire sentence, I learn the real definitions: The place where two bones meet is called a joint. Strong, cord-like tissues called ligaments connect your bones at movable joints. What clue words did the author give for joint? (is called) What clue words did the author give for ligaments? (called) Remind students that authors often define words in the text.

• Tell students that they will practice this strategy again later in their reading.

2

4–5

9

11

12–13

19

20


Work day and night. Thinks, moves, writes, speaks. Creates art and music.

Covers entire body.Organ of touch. Protects other organs.

Smooth muscle– moves automatically. Cardiac muscle-moves automatically.

Make Inferences


Skin does more than one thing. It has many jobs.

Muscles move even when you are asleep.

Chapter 2

Apply Metacognitive Strategy: Determine Text Importance• Have students look at their journals to review the key topics and

supporting details they wrote yesterday. Remind students that determining text importance helps them understand what they read.

• Say: Yesterday we looked at how to discriminate between key topics and supporting details. Today we are going to learn how to identify new information about a topic. Good readers identify new information and think about how it affects what they know about a topic. I’m going to read pages 10–11 to you and show you what good readers do when they identify new information.

• Read pp. 10–11 aloud while students follow along. Say, I never knew about the diaphragm. Without it, we couldn’t breathe. I think I’ll make a note about this new information in my journal. I also didn’t know that the tube from my mouth to my lungs is called the trachea and that small tubes inside my lungs are called bronchi. I’ll write about this in my journal, too.

• Encourage students to look for new information as they read.

Set a Purpose for Reading • Have students read chapter 2 and look for new information on

each page. You might also have them determine the key topic of the pages for practice and think about how the key topic is related to the new information. Remind them to use context clues to figure out difficult words. Tell them they are to write any definitions they find in their journals or notebooks.

Discuss the Reading • Ask students to share their new information with the class. Point

out that not all students found the same information to be new. Make sure students understand that they should write down what is new for them.

• Have students tell in their own words what they have learned about the key topics in this chapter. (respiratory system, circula-tory system, and digestive system)


Content InformationBody systems work together to bring food energy to the body.

• The digestive system breaks food into simpler molecules. These molecules are carried to the cells in blood.

• The respiratory system provides oxygen to the blood. Oxygen is needed by each cell to take energy from food.

• Red blood cells (part of the circulatory system) transport the oxygen. Hemoglobin (in blood) joins with the oxygen to release the energy from food.


1. Have students study the nutrition label on page 15 and answer the questions.

2. Ask students to bring to class nutrition labels from foods they often eat. Give students time to read them. Then discuss which foods have the most and least vitamins, fat, salt, fiber, sugar, protein, and calories.

3. Challenge students to make a chart listing the foods and the fat, sugar, and calories in each. Display the chart in the classroom.

Chapter 2 (continued)

Informal Assessment Tips1. Watch students as they help

complete the Make Inferences chart.

2. In your folder, jot down what you see the students doing as they complete the activity with you.

3. Ask yourself: Are students having problems with this strategy? If so, what are the problems? Are students mastering this strategy? If so, how do I know?

Guide Comprehension Strategy: Make Inferences• Review making inferences by reviewing the graphic organizer.

Explain that as a group you are going to revisit chapter 2 to make inferences.

• Ask students to skim page 11 to locate the clues that are on the graphic organizer. Ask: What do these clues suggest about the respiratory system? Remember that the inference is not stated in the book. Use the graphic organizer to help students create an inference.

• Follow the same procedure for pp. 12–13.

Use Context Clues to Determine Word Meaning: Definitions • Remind students about the definition lesson from chapter 1.

• Have students find the word diaphragm on page 10. Ask them what they could do if the word wasn’t in the glossary.

• Ask: What is a diaphragm? (a large muscle below your ribs that helps you breathe) How did you know the meaning? (The author uses the word called.)

• For more practice on context clues using direct definitions, have students complete the blackline master Use Context Clues to Determine Word Meaning: Definitions on page 15 of this guide. Students can do this during small-group reading or at their desks.


1. outer membrane _____________________________________________________________

___________________________________________________________________________________

2. bony layer ____________________________________________________________________

___________________________________________________________________________________

3. phosphorus ___________________________________________________________________

___________________________________________________________________________________

4. spongy bone __________________________________________________________________

___________________________________________________________________________________

5. marrow _______________________________________________________________________

___________________________________________________________________________________

The tough, outer layer of bones that contains many blood vessels.

The hard part of bone that contains living bone cells and minerals.

A mineral that is found in bones.

A type of bony layer in bones that contains lots of air spaces.

Soft tissue inside bones that makes blood cells and stores fat.

2

4–5

9

11

12–13

19

20


Work day and night. Thinks, moves, writes, speaks. Creates art and music

Covers entire body.Organ of touch.Protects other organs.

Smooth muscle-moves automatically.Cardiac muscle-moves automatically.

Air travels through upper part of the body.Oxygen travels through whole body.

Transports blood throughout body.Blood keeps body temperature even.

Make Inferences



Muscles move even when you’re asleep.

Air does not travel through the whole body; only oxygen does.

Every part of the body contains blood.


Chapters 3–4

Apply Metacognitive Strategy: Determine Text Importance • Have students look at their journals to review the new

information they wrote during the last lesson. Remind them that determining text importance by noticing new information is what good readers do to be actively involved in their reading.

• Say: Two days ago, we looked at how to discriminate between key topics and supporting details. Today we will note that there are often several important ideas rather than one single idea in a chapter.

• Read page 16 aloud while students follow along. Identify one key topic as sight. Point out several supporting details. Identify a second key topic. Say: The author tells me through the diagram that the eye is made up of several different parts. That’s an important key topic. A third key topic is that all of these parts have to be working well for an eye to work well.

• Ask students what they are going to do as they read the next chapters.

• Remind students that identifying all of the key topics or important ideas is a good way to understand the text.

Set a Purpose for Reading • Have students read the rest of the book silently. Ask them to

write down several important ideas in their journals. Remind them to look for definitions of difficult words within the text.

Discuss the Reading • Ask students to share their important ideas from the reading.

Point out that students’ answers should cover the same important ideas.

• Ask: How are smell and taste closely linked? (Air sends scent information to the brain, while the tongue sends taste information.) What information does your body get from touch? (heat, cold, texture, pressure, pain) What is the function of the brain? (control center) What are the three parts of the brain? (cerebrum, cerebellum, brain stem)

Content InformationThe brain, spinal cord, and nerves make up the nervous system.

• The brain controls the nervous system.

• The brain is connected to the spinal cord, which carries messages between the brain and other parts of the body. The brain and spinal cord together are called the central nervous system.

• Nerves that connect the central nervous system with parts of the body are called the peripheral nervous system.

• Sense organs send impulses along nerves to the brain, where they are interpreted.


1. Provide the materials for the Try This! activity on page 19.

2. Have students work in teams to follow the directions.

3. Ask one student in each group to record the results.

4. Discuss the students’ findings. Did each group come to the same conclusions?

Chapters 3–4 (continued)

Informal Assessment Tips 1. Watch students as they

determine text importance. Ask yourself: How have the students progressed with discriminating between key topics and supporting details? Do they notice and select new information on familiar and unfamiliar topics? Do they understand that there are often several important ideas rather than one single idea?

2. Watch students as they complete the graphic organizer independently. Ask yourself: Who is still struggling with this strategy? What are they doing or not doing that makes me think they are struggling? How can I help them?

3. Jot down your thoughts in your folder or notebook.

Apply Comprehension Strategy: Make Inferences• Review the graphic organizer with students and explain that you

want them to try to make inferences in chapters 3 and 4 independently.

• Ask if they have any questions about making inferences before they begin.

• Monitor their work and intervene if they are having difficulty completing the graphic organizer.

• Discuss student responses together.

• For more practice, have students complete the blackline master Inferences on page 18 of this guide.

Use Graphic Features to Interpret Information: Diagrams • Have students turn to the diagram of the tongue on page 18.

Explain that a diagram is a picture with labels on it. Say: This diagram shows a picture of a tongue. Read the labels, which show where bitter, salty, sour, and sweet taste buds are located on the tongue. The diagram makes this information easier to understand.


2

4–5

9

11

12–13

19

20


Work day and night.Thinks, moves, writes, speaks.Creates art and music.

Covers entire body.Organ of touchProtects other organs.

Smooth muscle-moves automatically.Cardiac muscle-moves automatically. Air travels through upper part of the body.Oxygen travels through whole body.

Transports blood throughout body.Blood keeps body temperature even.

Fingertips are very sensitive.Back is not as sensitive.

One-fifth of your blood supply is flow-ing through brain.Uses a lot of energy and needs oxygen.

Make Inferences



Muscles move even when you’re asleep.

Air does not travel through the whole body; only oxygen does.

Every part of the body contains blood.

Your fingers wil feel heat before your back will.

The rest of your body does not require as much blood as your brain.

1. How can you be sure to get all of the vitamins your body needs?

_______________________________________________________________________

_______________________________________________________________________

2. What clue helped you decide the answer to question #1?

___________________________________________________________________________________

___________________________________________________________________________________

3. Monica isn’t getting enough minerals from the foods she eats. How could this

affect her body, according to details from the passage?

___________________________________________________________________________________

___________________________________________________________________________________

4. What could happen if there’s not enough water in your blood?

_______________________________________________________________________

___________________________________________________________________________________

eat a variety of foods

No one food contains all of the vitamins the body needs.

Her body may not grow properly. Her body systems won’t work properly.

Food and oxygen will have a hard time getting to the cells.

After ReadingAdminister Posttest• Have students take Ongoing Assessment #24 on page 84 in the

Comprehension Strategy Assessment Handbook (Grade 3).

Synthesize Information: Summarize• Tell students that they are going to summarize the book.

Remind them that a summary is a short statement that gives the main ideas of an article or story. Explain that they will first identify the main idea(s) of each chapter, then use that information to create a summary.

• Ask students to work with partners and write down the main ideas from each chapter in their journals.

• Have students use those main ideas to give an oral summary of the book. Encourage them to speak slowly and clearly, and not read their notes. They can practice giving their summaries with a partner.

• Have students give their summaries in small groups. Students can compare and contrast their summaries to determine the strengths of each summary.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. Use posttests to document growth over time, for parent/ teacher conferences, or for your own records.

Model the Writing Process: Write an Inference Paragraph• Remind students that throughout Human Body Math they made

inferences by “reading between the lines.” Explain that now they will write a paragraph that leads a reader to make an inference about the topic.

• On chart paper or the board, create a visual map like the one below showing how several clues can lead readers to infer that the workers were turning an empty lot into a park.

• Use the writing model to show how the information from the visual map can be used to write a paragraph that provides details that lead the reader to make an inference. Point out that the clues lead the reader to make the right inference. Remind students that making an inference is like “reading between the lines.”

• Work together as a class to list possible inferences that students could write about. Possible ideas are: riding a bike, making a go-cart, a horse running in a race, a baby eating an ice cream cone.

• Have each student choose an inference and then list the clues that lead the reader to make that inference. Encourage students to organize the information they find in a chart similar to the one shown. Make sure they understand that the clues are listed first, followed by the inference.


1. Observe students as they participate in the group writing project. Identify those who might need additional assistance during the various stages of the writing process. Jot down notes in your journal.

2. During conferences, keep notes on each student’s writing behaviors. Ask yourself: What evidence do I have to support the conclusion that this student is writing well or poorly? What can I do about it?

3. For struggling students, have them practice by giving them the inference and having them write clues that might lead a reader to make that inference. (Inference: It’s raining. Possible clues: My shoes are wet. I’m carrying an


Writing Workshop

Teaching Tips: Process Writing Steps

1. Have students independently write a first draft using the inference structure.

2. After students complete their paragraphs, have them revise and edit with the help of a classroom buddy.

3. Conference with each student following the first revision and editing.

4. Have students make any additional changes and create a final copy of their paragraphs.

5. Finally, invite students to share their paragraphs with a group of other students.

Inference drop-down chart

Clue: Workers throw away junk from an empty lot.

Clue: The workers pull weeds and plant grass.

Clue: The workers put in sidewalks and benches.

Clue: The workers plant flowers.

Inference: The workers turned an empty lot into a park.

© 2011 Benchmark Education Company, LLC

What Happened to the Empty Lot?An empty lot was full of junk and weeds.

Everyone in the neighborhood ignored the ugly

lot. Then one day, the neighbors saw some

workers in the lot. They picked up all of the

junk and took it away. The next day, the workers

pulled weeds. Then they put in a sidewalk.

Then they rolled out long pieces of grass called

sod. They planted flowers in a flower garden.

The last thing the workers did was install

benches so people could enjoy the scenery.

Now the ugly lot wasn’t ugly anymore!

Writing Model


Name ________________________________________ Date __________________

2

4–5

9

11

12–13

19

20


Make Inferences


All About BonesYou know that your skeleton is made from bones. You know that

bones have many different shapes and sizes. But what are bones made from? What is inside a bone?

Bones are covered with a tough layer called the outer membrane. This layer has many blood vessels. Just below the outer membrane is the bony layer. It is hard and strong. The bony layer contains living bone cells. It also contains calcium and phosphorus. The body needs these minerals. The bony layer at the ends of bones contains many air spaces. This kind of bony layer is called spongy bone.

Bones are hollow inside. The hollow space contains a soft tissue called marrow. Marrow makes red blood cells. It also stores fat.

Name ________________________________________ Date __________________

Use Context Clues to Determine Word Meaning: Definitions

Directions: Read the passage. Highlight or underline any definitions. Complete the exercise at the bottom of the page.

In the space below, write definitions of the underlined words using the informa-tion in the text.

1. outer membrane _____________________________________________ ______________________________________________________________

2. bony layer __________________________________________________ ______________________________________________________________

3. phosphorus _________________________________________________ ______________________________________________________________

4. spongy bone ________________________________________________ ______________________________________________________________

5. marrow _____________________________________________________ ______________________________________________________________

Skills Bank

16 ©2011 Benchmark Education Company, LLC

HumanBodyMath

BuildComprehensionIdentIfyCauseandeffeCt

Explain • Create an overhead transparency of the graphic organizer “Human Body Math” or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect.

Model • Say: Let’s figure out the cause-and-effect relationships in Human Body Math. Ask students to turn to page 4. Say: We read that there is a layer of fat tissue beneath the layers of skin. Why do people need fat under their skin? The text says that this layer of fat keeps us warm. The layer of fat is the cause. In the first Cause box on the graphic organizer, write We have a layer of fat beneath our skin. Then say: The effect of having the layer of fat is keeping warm. In the first Effect box, write We can stay warm.

Guide • Say: Let’s find another cause and effect. Look on page 5. The word because is a clue that a cause-and-effect relationship is being discussed. What is the cause? What is the effect? (Allow time for students to respond, assisting if needed.) Yes, hair and nails are made of dead cells. Only the roots are living. That hair and nails are made of dead cells is the cause. What happens because these cells are dead? (Again allow time for students to respond.) Yes, the effect of visible hair and nails being dead is that it doesn’t hurt to cut them. Write the cause and effect in the second row of the graphic organizer.

Apply • Ask students to work with a partner to find other causes and effects in the book. Remind them that a cause happens first and an effect happens as a result of the cause. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.

name_______________________________________________________ date__________________

©2011 Benchmark Education Company, LLC

HumanBodyMathIdentify Cause and Effect

Cause Effect

Name ________________________________________ Date __________________

InferencesDirections: Read the passage. Then make inferences by answering the questions below.

NutrientsOur bodies need nutrients. Without nutrients, we can’t function well. Vitamins help to control the chemical functions in our bodies.

Vitamins come from food. No one food contains all of the vitamins the body needs.

Minerals provide materials that our bodies need for growth. Minerals are also needed for our body systems to work. Without iron, for example, red blood cells can’t carry oxygen. Like vitamins, minerals are found in foods.

Our bodies need lots of water. Many chemical changes need water to take place. Blood carries food and oxygen to the cells. Blood is 90 percent water. Water is also needed to carry wastes from the body. Drinking water is good for our bodies. We also get water from the foods we eat.

1. How can you be sure to get all of the vitamins your body needs? ____________________________________________________ ____________________________________________________

2. What clue helped you decide the answer to question #1? ____________________________________________________ ____________________________________________________

3. Monica isn’t getting enough minerals from the foods she eats. How could this affect her body, according to details from the passage? ______________________________________________________ ______________________________________________________

4. What could happen if there’s not enough water in your blood? ____________________________________________________ ____________________________________________________


teacher’s guide€¦ · organs are made up of two or more different tissues. skin, heart, lungs,...

Documents