Teacher Assessment Guide
Human Body
Investigation 1: Bones
•
•
•
•
•
•
Observe the movement of the body in the act of jumping
Locate some of the major bones in their bodies
Compare their own skeletons to posters and photos of the human skeleton
Determine the number of bones in the human skeleton
Learn the name, location, and orientation of the most important bones in the
human skeleton
Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing and organizing.
Investigation 2: Joints
•
•
•
•
•
•
Observe joints in the human hand
Perform everyday tasks with hand joints immobilized
Investigate different kinds of joints in the human skeleton
Heighten their awareness of the exquisite design and versatility of the human
body
Compare human skeletal joints to analogous mechanical structures
Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing and organizing
Investigation 3: Muscles
•
•
•
•
Learn that muscles contract when they work
Build an operating model to demonstrate how muscles and tendons works
together to move legs and feet
Build an operating model to demonstrate how muscles, tendons, and ligaments
work together to move thumbs
Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing and organizing
Investigation 4: Coordination
•
•
•
•
•
Investigate hand and foot response to visual stimuli
Observe the bones, joints and muscle that move when the hand and foot respond
Investigate the effect of practice on response time
Investigate response time when the stimulus is nonvisual (auditory or tactile)
Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing and organizing
Investigation 5: Animal Growth and Development
•
•
•
•
•
•
Recognize that all animals have fine basic needs: food, water, oxygen, shelter
and climate
Conclude that animals meet their needs in different ways
Identify three adaptations birds have to help them meet their needs
Describe animal body part adaptations that enable them to meet their needs
Identify ways animals behave to enable them to meet their needs
Distinguish between instinctual behavior and learned behavior in animals
Investigation 6: Ecosystems
•
•
•
•
•
•
•
•
•
Describe what makes up a system
Identify ways that a system gains stability
Describe the basic parts of an ecosystem
Explain how the living things in ecosystems are organized
Give examples of habitats and niches in ecosystems
Explain how plants and animals interact and change their environments
Explain how tropical rain forests and coral reefs are alike
Describe the resources of rain forests and coral reefs
Explain why the resources are important
Investigation 7: Protecting Ecosystems
•
•
•
•
•
•
Describe ways ecosystems change
Explain how changes affect ecosystems
Describe how people affect ecosystems
Give examples of ecosystem changes that people cause
Describe the ways people can conserve natural resources
Explain how governments help protect ecosystems
Investigation 1 Part 1: Counting Bones (Two-50 minute sessions)
• Familiarize oneself with the human skeleton photograph and the bones’
subsystems
• Identify bones in arm, leg, skull and torso
• Learn the function of the skeleton
• Count the bones in the human skeleton – differentiate why there are more bones
in a young child than an adult
• Describe skeletal body parts
Vocabulary: bones, cartilage, joint, skeleton, skull, and torso
Assessment: Bone names with definitions; List parts of bones that come into action when
jumping.
Part 1 – Counting Bones
Criteria (TEKS,
Objectives)
Identified the correct
number of bones in the arm
Identified the correct
number of bones in the leg
Identified the correct
number of bones in the
skull
Identified the correct
number of bones in the
torso
High
Quality
Acceptable
Needs
Improvement
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Science Story: A Marvelous Machine and The Shape of Your Shape? (See FOSS
Science Stories folio page 2) (40 minutes)
Vocabulary: enamel, sacrum, pelvic, girdle, joints, cartilage, ligaments, tendons,
vertebrae, scapula, femur, periosteum, bone marrow, blood vessels
Have students complete the chart below by identifying what part of the body is a super
protector, a flexible skeleton part or what is inside the bones.
Vocabulary Word
Bone marrow
Joints
Enamel
Tendons
Blood vessels
Super Protector
Flexible Skeleton
Part
What’s inside a
bone
Sacrum
Cartilage
Femur
Girdle
Scapula
Pelvic
Periosteum
Vertebrae
Ligaments
Assessment: See page 3 of FOSS Science Stories folio for discussion questions.
Harcourt: How do the Respiratory and Circulatory Systems Work?
Vocabulary: lungs, capillary, heart, artery, vein
Assessments: Review pg. A99/Workbook pg. WB51
Investigation 1 Part 2: Mr. Bones Puzzle (45-50 minutes)
• Assembling how bones in a skeleton go together
• Identify each bone in the human body
• Record how each bone has an identifiable shape, position, orientation and
function
• Compare assembly of skeleton to accurate model
• Learn to prevent and care for broken bones
Vocabulary: This part introduces no new vocabulary. Students may add other words to
word bank.
Assessment: Assembly of Mr. Bones; Response Sheet - Bones
Part 2 – Response Sheet - Bones
Criteria (TEKS,
Task
Objectives)
completed
correctly
Identified that the large
25
vertebrae needs to be
removed from the neck and
placed between the ribs and
pelvis
Identified the skeleton’s
25
right arm should have two
bones in the lower arm
rather than in the upper
arm.
Task is
partly
correct
20
Task
contains big
mistakes
15
Task not done
20
15
0
0
Identified the rib cage is
upside down
Identified that the femur on
the skeleton’s left leg is
upside down
25
20
15
0
25
20
15
0
Science Story: The Broken Radius and The Boneyard (See FOSS Science Stories folio
page 4) (30 Minutes)
Vocabulary: radius, cast, x-ray, malleus, incus, stapes, patella, and clavicle
Assessment: FOSS Science Stories folio page 8 questions.
Harcourt: How do Scientists Classify Living Things? and How Are Animals
Classified?
Vocabulary: classification, kingdom, moneran, protest, fungi, genus, and species
Assessment: Workbook pgs. WB5 & WB9.
Science Extensions – Read about other skeletons and report how their skeletons compare
to human skeletons.
Investigation 1 Part 3: Owl Pellets (Two 50 minute sessions)
• Compare the similarities of a rodent skeleton to a human skeleton
• Examine owl pellets
• Compare and contrast rodent structures to those of human bones
• Reconstruct the rodent skeleton
• Explore behavior of barn owls
Vocabulary: This part does not introduce new vocabulary. Students may add other
words to their word bank.
Assessment: Notebook, writing, drawing conclusions; Food Chain – draw a diagram that
shows the flow of energy from the sun through grass, mouse, to the barn owl – explain.
Part 3 – Owl Pellets
Criteria (TEKS,
Objectives)
Able to identify a bone
found in the owl pellet, in
terms of human bones
Writes detailed
observations
High
Quality
Acceptable
Needs
Improvement
No Answer
25
20
15
0
25
20
15
0
(similarities/differences)
Can tell the function of a
bone by its structure
Neatness in investigation
25
20
15
0
25
20
15
0
Science Story: Barn Owls (See FOSS Science Stories folio page 6) (20 Minutes)
Vocabulary: regurgitate
Assessment: Multiple Choice Questions by Skills
Math Extension – Problem of the Week worksheet
Home/School Connection – students can assemble Bonita the skeleton at home with
family.
Investigation 1 Multiple Choice Questions
1. About how many bones does a human body have?
a. 210
b. 206
c. 150
d. 500
2. Which is not a purpose of the skeleton?
a. movement
b. respiration
c. protection
d. support
3. What do you call the whole system of bones?
a. circulatory
b. skeletal
c. muscular
d. framework
4. How are the bones of rodents NOT like those of humans?
a. number
b. shape
c. size
d. none of the above
5. To stay strong, bones need:
a. oxygen, vitamins, and minerals
b. water, vitamins, and minerals
c. blood, oxygen and minerals
d. oxygen, vitamins, and blood
6. Which of the following is a skeleton of a bird?
7. Which is one of the smallest bones in your body?
a. scapula
b. mandible
c. clavicle
d. stirrup
8. Which is NOT a bone?
a. skull
b. teeth
c. ribs
d. knee cap (patella)
9. What is the place where two bones meets?
a. joint
b. cartilage
c. 206
d. torso
10. What is the rubbery, flexible material that sometimes connects bones and provides
shape for some body parts, including the nose and ears?
a. cartilage
b. joint
c. skeleton
d. torso
11. What is the hollow case, made from 18 fused bony plates and 2 jawbones that
surrounds and protects the brain, inner ears and eyes?
a. skull
b. cartilage
c. bones
d. torso
12. What are the individual parts of a hard interior framework that provides shape and
protection for the human body?
a. joint
b. skull
c. torso
d. bones
Investigation 1 – Barn Owls Science Story
Skill Questions
Draw a Conclusion
Read paragraph 2. Why do you think a barn owl cannot digest the bones, fur, claws and
teeth of their prey?
a.
b.
c.
d.
they don’t like it
they don’t need it
its stomach cannot break down the bone, fur and claws
I don’t know
Context Clues
What does the word regurgitate mean?
a. not here
b. do it again
c. cough up or throw up
d. owl pellets
Cause & Effect – choose the cause from the list provided below
CAUSE
EFFECT
Pieces of a complete
skeleton of a small
rodent can almost
always be found in a
pellet
a.
b.
c.
d.
owls don’t like them
you can use a magnifying glass
owls threw it up
barn owls don’t tear and chew their prey
Context Clues
What is a vole?
a.
b.
c.
d.
a bird
a mole
a small, mouse like animal
don’t know
Author’s Purpose
Why did the author write this passage?
a. to entertain
b. to persuade
c. to inform
d. to entertain and persuade
Investigation 2 Part 1: Looking at Thumb Joints (50 – 60 minutes)
• Explore joint awareness and disability
• Describe what joints are essential for performing everyday tasks
• Observe joints in hand
• Investigate different kinds of joints
• Learn function of thumb
Vocabulary: joint, articulated, opposable thumb, immobilize
Assessment: Chart student progress of investigation
Part 1 – Looking at Thumb Joints
Criteria (TEKS,
Task
Objectives)
completed
correctly
Able to perform action
25
tasks
Able to color/shade picture
25
Task is
partly
correct
20
Task
contains big
mistakes
15
Task not done
20
15
0
0
Able to trace the maze
25
20
15
0
Able to perform addition
tasks assigned by teacher
25
20
15
0
Science Story: Your Amazing Opposable Thumb (See FOSS Science Stories folio page
8) (20 - 30 Minutes)
Vocabulary: opposable thumb, precision grip, saddle joint, phalanges, metacarpals, and
carpals
Assessment: FOSS Science Stories folio questions page 9
Investigation 2 Part 2: Doing Joint Tasks (50 – 60 minutes)
• Learn the importance of joints in the fingers and hands
• Describe how the opposable thumbs are essential for performing intricate tasks
• Build explanations
Vocabulary: This part does not introduce new vocabulary. Students may add other
words to their word bank.
Assessment: Notebook: What physical features allow us to perform intricate everyday
tasks?
Part 2 – Doing Joint Tasks
Criteria (TEKS,
Objectives)
High
Quality
Acceptable
Needs
Improvement
No Answer
Stiff thumb: Lays craft stick
along the back of the thumb with
tape and aligns to wrist with tape
Stiff Fingers: Tapes index
and middle fingers together with
dowel between both fingers and
aligns to wrist with tape.
10
8
8
0
10
8
6
0
Necklace
Vial and Screw cap
Pennies
Tape
Newspaper
Bracelet
Letter Writing
Scissors
10
10
10
10
10
10
10
10
8
8
8
8
8
8
8
8
6
6
6
6
6
6
6
6
0
0
0
0
0
0
0
0
Investigation 2 Part 3: Naming Joints (30 – 40 minutes)
• Determine if joints in human skeleton are the same
• Describe the three main types of joints that allow movements
• Identify adaptations
• Compare adaptive characteristics of various species
• Identify different kinds of joints
Vocabulary: compensate, ball-and-socket joint, hinge joint, gliding joint
Assessment: Notebook: Describe the movement of the three types of joints
Have students fill in chart matching the body part with type of joint.
Part 3 – Naming Joints
Body Parts
Arm
Shoulder
Neck
Elbows
Legs
Fingers
Toes
Hip
Spine
Hinge
Ball &
Socket
Gliding
No Answer
Wrist
Knee
Ankles
Science Story: Comparing Joints (See FOSS Science Stories folio page 12) (30
minutes)
Vocabulary: stifle joint
Assessment: FOSS Science Stories folio questions page 12-13.
Investigation 2 Part 4: Comparing Bones (40 – 50 minutes)
• Determine difference in leg bones
• Observe each bone and record observations
• Position and orient bones to form leg
• Draw and label bones and joints
Vocabulary: This part does not introduce new vocabulary. Students may add other
words to their word bank.
Assessment: Notebook: Note the size and shape of each bone. What kind of joint can it
form when it meets another bone?
Part 3 – Naming Joints
Criteria (TEKS,
Objectives)
Writes detailed description
of each bone
Assembles the bones
Draws a picture to show
assembly of bones
Logically explains the clues
that helped put bones
together
High
Quality
Acceptable
Needs
Improvement
No Answer
25
20
15
0
25
25
20
20
15
15
0
0
25
20
15
0
Science Extension: Immobilize knees and elbows and compare other animal skeletons
and how the joints of other animals compare to the joints of humans.
Investigation 2 Multiple Choice Questions
What does not connect bones?
a. cartilage
b. ligaments
c. tendons
d. veins
Which is NOT a type of joint?
a. hinge
b. ball and socket
c. lever joint
d. gliding joints
Bones meet at
a. organs
b. cells
c. muscles
d. joints
What is the function of the skeleton?
a. structure
b. protection
c. locomotion
d. all of the above
Each hand has_______joints
a. 12
b. 15
c. 18
d. 14
Which is the only hinge joint that locks?
a. knee
b. elbow
c. finger
d. shoulder
The clavicle is the science word for
a. ankle
b. elbow
c. ribs
d. collar bone
What is a joint?
a. where two bones meet
b. the bones opposite to the thumb
c. the bone that moves around
d. the section where the human skeleton joins
The most important joint in the human body is the
a. ball and socket
b. thumb joint
c. hip joint
d. shoulder joint
Investigation 3 Part 1: Making a Leg Model (40 – 50 minutes)
• Learn how muscles move bones
• Assemble a model leg and foot with simulated muscles
• Emulate the actions of a leg and foot while jumping
• Identify muscle names
• Recognize the relationship between muscles and bones
Vocabulary: tissue, muscle, contract, and tendon
Assessment: Notebook: writing and identifying the muscles that work when a leg is
moving.
Science Story: Muscles and Muscles and Bones: Working Together (See FOSS Science
Stories folio page 14) (50 minutes)
Vocabulary: contract, voluntary muscles, smooth muscles, cardiac muscles, biceps, and
triceps
Assessment: FOSS Science Story – Muscles and Muscle and Bones Working Together
Chart
Students fill in chart to identify which muscles are associated with the statements.
Statement
Allows
you to
bend,
straighten
and twist
your ankle
Can move
your hand
in a
variety of
ways
Allows
you to
smile and
wrinkle
your
forehead
Helps you
run, jump
and climb
Facial
Neck
Hand
Arm
Abdominal
Gluteus
Maximus
Leg
Work with
the hand
muscles to
make your
wrists and
fingers
move
Help to
keep the
head
upright.
There are
30
different
muscles
here
Allows
your thigh
to bend,
straighten
and twist
both your
hip and
knee
Help you
inhale and
exhale
Largest
muscle in
your body
Investigation 3 Part 2: Making Thumb Model (50 – 60 minutes)
• Construct a model
• Emulate movements of thumb
• Understand that muscles are responsible for movement
• Identify muscle names
• Learn how the function of bones and muscles change in space
Vocabulary: ligaments
Assessment: Notebook: writing and identifying which muscles are being used when
moving a thumb
Science Story: Space Race (See Foss Science Stories folio page 16) (40 minutes)
Vocabulary: simulator, treadmill
Assessment: Answer True/False questions on muscle facts.
Students mark true or false when answering the statement/question.
Muscle Facts
Muscles contract when they have received too much
oxygen
Muscles make up 40% of your body mass
Muscles are 75% water
Bones make up 10% of your body mass
A cramp happens when a muscle contracts on its own
Your brain is 20% of your entire body mass
The tongue is one of the strongest muscles in your body
Skin makes up 10% of your body mass
The smallest muscles in your body are in your thumb
The hammer, anvil and stirrup are the smallest bones in
your body
True
False
Investigation 3 Part 3: Making an arm model (40 – 50 minutes)
• Construct an arm model
• Determine why muscles contract when they work.
• Demonstrate basic understanding of how muscles move bone
• Introduce work of anthropologists and scientists
Vocabulary: This part does not introduce new vocabulary. Students may add other
words to their word bank.
Assessment: Muscle action worksheet
Part 3 – Making an arm model
Criteria (TEKS,
High
Objectives)
Quality
Makes a reasonable model
of an arm
Describes how the muscle
on the model arm works
Understands how the biceps
and triceps work together to
flex and extend
Understands that muscles
attach across joints to move
ones
Acceptable
Needs
Improvement
No Answer
25
20
15
0
25
20
15
0
25
20
15
0
25
20
15
0
Science Extension: Students keep an exercise journal documenting the exercise their
body gets throughout the day.
Language Extension: Students will identify the two bones that muscles move and
identify where muscles attach to bones to move the shoulder, elbow, neck and hips.
Harcourt: How Do the Skeletal and Muscular Systems Work?
Vocabulary: cell, tissue, organ, cardiac muscle, smooth muscle, and striated muscle
Assessment: Review page A93 and Workbook page WB47
Investigation 4 Part 1: Stimulus/Response (50-60 minutes)
• Investigate the elapse time between a visual stimulus and a response
• Compare foot response time to hand response time
• Learn that coordinated movement of the bones and muscles do not happen by
themselves
• Discover that movements are directed by the central nervous system
Vocabulary: coordination, stimulus, response, and response time
Assessment: Student sheet # 19, Notebook: Does it take the same amount of time for
hand and feet to respond to a visual stimulus? Explain.
Investigation 4 Part 2: Response and Practice (30-40 minutes)
• Investigate how practice affects response time
• Discover that practice increases muscle strength
• Understand that several kinds of stimuli can evoke a variety of responses
Vocabulary: This part does not introduce new vocabulary. Students may add other
words to their word bank.
Assessment: Notebook: writing, drawing conclusions; Student worksheet #20
Criteria (TEKS,
Objectives)
STIMULUS
Mosquito lands = Satoshi
slapping
Spilled root beer = Jasmine
jumping up
Jasmine steps on Lou’s toe
= Lou jumping around
All the things happened =
laughter
TOTAL (total each column,
add together and divide by
2) 100 + 100 /2 = 100
Stimulus
identified
Response
identified
No Answer
25
25
0
25
25
0
25
25
0
25
25
0
100
100
Science Story: Smart Training (See FOSS Science Stories folio page 20) (30 minutes)
Vocabulary: carbohydrates, ligaments, tendons, and tendonitis
Assessment: FOSS Science Stories folio page 21 questions
Harcourt: How do the Respiratory and Circulatory Systems Work? (Review) and How
do the Nervous and Digestive Systems Work?
Vocabulary: brain, neuron, nerve, spinal cord, esophagus, stomach, small intestine, and
large intestine
Assessment: Review page A105 or Workbook WB55
Investigation 4 Part 3: Timing Your Reponses (40-50 minutes)
• Discover that one can quickly respond to a visual stimulus using a response timer
• Record response times
• Compare response times
Vocabulary: This part introduces no new vocabulary. Students may add other words to
their word bank.
Assessment: Student Sheet # 21 and # 22
Science Story: The Circulatory System (See FOSS Science Story folio page 22) (30
minutes)
Vocabulary: circulatory system, blood vessels, arteries, capillaries, veins, red blood
cells, white blood cells, platelets, clot, plasma
Have students fill in chart for The Circulatory System.
Identify whether the vocabulary word is a blood vessel or part of the blood.
Vocabulary Word
plasma
Arteries
White blood cells
Clot
veins
Platelets
Capillaries
Red blood cells
Blood Vessel
Blood
Math Extension: Problem of the Week. Students are to graph results.
Investigation 5 Lesson 1: Harcourt Unit A
“Animal Growth and Adaptations” and “How Animals Meet Their Needs” pg A28 –
A37
• Recognize that all animals have five basic needs: food, water, oxygen, shelter and
climate
• Conclude that animals meet their needs in different ways
Vocabulary: environment, climate, oxygen, shelter, metamorphosis
Assessment: WB pg 15 – Animal Growth and Adaptations Lesson 1 Basic Needs, WB
pg 18 and 19 and Compare and Contrast Mini Lesson.
Students fill out worksheet to determine how different animals get oxygen
Compare and Contrast
Animals
How They Get Oxygen
Whales
Porpoises
Bear
Fish
Dog
Investigation 5 Lesson 2: Harcourt Unit A
“How do Animals’ Body Parts Help Them Meet Their Needs?” and “Animals
Adaptations: Body Parts: pg A38 – A 45
• Identify three adaptations birds have to help them meet their needs
• Describe the animal body part adaptations the enable them to meet their needs
Vocabulary: adaptation, camouflage, mimicry
Assessment: WB pg 15 – Animal Growth and Adaptations Lesson 2 Body Parts, WB pg
22 and 23 and Camouflage and Mimicry Chart
Students list animals that use camouflage or mimicry.
CAMOUFLAGE
MIMICRY
Investigation 5 Lesson 3: Harcourt Unit A
“How do Animals’ Behaviors Help Them Meet Their Needs?” and “Animals’
Adaptations: Behaviors” pg A46 – 49
• Identify ways animals behave to enable them to meet their needs
• Distinguish between instinctual behavior an learned behavior in animals
Vocabulary: instinct, migration, hibernation
Assessment: WB pg 15 – Animal Growth and Adaptations Lesson 3 Behaviors, WB 26,
27 ad 28 and Cause and Effect Chart
Students will identify cause and effect relationships
Behavior Adaptations
Cause
Effect
Migration
Lack of food
Migration
Move from one region to another
Hibernation
Reduced food supply
Hibernation
Lowered body temperature
Investigation 5 Multiple Choice Questions
1. Environment is everything that__________
a. an animal eats
b. surrounds and affects and animal
c. an animal chases
2.
a.
b.
c.
A desert and tropical rain forest both have_________
warm climates
cold climates
wet climates
3.
a.
b.
c.
What are the three basic needs of animals?
food, water, grass
food, water, shelter
food, water, fish
4.
a.
b.
c.
Examples of shelters found in NATURAL environments are_______
trees, cars, and mall
trees, rocks and houses
trees, rocks and logs
5.
a.
b.
c.
Which of the following is NOT a need of animals?
food
clothing
oxygen
6.
a.
b.
c.
Which adaptations would best help a hawk catch a mouse?
talons
feathers
camouflage
7.
a.
b.
c.
An animal’s body temperature drops for a long period when it is_____
migrating
sleeping
hibernating
8.
a.
b.
c.
Camouflage means to _______
blend with your surroundings
mimic another animal
grow new skin
Investigation 6 Lesson 1: Harcourt Unit B
“Ecosystems” and “Characteristics of Systems” pg B4 – B9
• Describe what makes up a system
• Identify ways that a system gains stability
Vocabulary: system, stability
Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 1 Systems and WB pg 61
Investigation 6 Lesson 2: Harcourt Unit B
“What Makes Up an Ecosystem?” and “Parts of Ecosystems” pg B10 – B17
• Describe the basic parts of an ecosystem
• Explain how the living things in ecosystems are organized
Vocabulary: ecosystems, populations, community
Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 2 Ecosystems and WB
pg 65
Investigation 6 Lesson 3: Harcourt Unit B
“What are Habitats and Niches?” and “Living Things in Ecosystems” pg B18 - B23
• Give examples of habitats and niches in ecosystems
• Explain how plants and animals interact and change their environments
Vocabulary: habitat, niche, producer, consumer, decomposer
Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 3 and WB pg 69
Investigation 6 Lesson 4: Harcourt Unit B
“What are Tropical Forests and Coral Reefs?” and “Tropical Ecosystems” pg B 24 – B 31
• Explain how tropical rain forests and coral reefs are alike
• Describe the resources of rain forests and coral reefs
• Explain why the resources are important
Vocabulary: climate, diversity, salinity
Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 4 Tropical Rain Forests
and Coral Reefs and WB pg 74
Investigation 6 Multiple Choice Questions
1. The floor of a tropical rain forest is covered with ______
a. grasses
b. dead plant material
c. blooming flowers
d. animals
2. Which of the following is a producer?
a. fox
b. chicken
c. fungus
d. grass
3. What might an ecosystem that has mostly pine or spruce trees be
called?
a. mountain forest
b. evergreen forest
c. deep woods
d. green woods
4. Why do animals need plants?
a. food and shelter
b. food and companionship
c. shelter and companionship
d. shelter and vitamins
5. What is the role of the decomposer?
a. eat other living things
b. produce their own food
c. eat plants
d. breaking down wastes and remains
6. Where are rain forests located?
a. near the horizon
b. near the equator
c. near the hemisphere
d. near the United States
Investigation 7 Lesson 1: Harcourt Unit B
“What Kinds of Changes Occur in Ecosystems?” and “Ecosystem Changes” pg B68 – B
75
• Describe ways ecosystems change
• Explain how changes affect ecosystems
Vocabulary: succession
Assessment: WB pg 89 Protecting Ecosystems Graphic Organizer Lesson 1 Ecosystem
Changes and WB pg 93
Investigation 7 Lesson 2: Harcourt Unit B
“How Do People Change Ecosystems?” and “Humans and Ecosystems” pg B 76 – B 83
• Describe how people affect ecosystems
• Give examples of ecosystem changes that people cause
Vocabulary: reclamation
Assessment: WB pg 89 Protecting Ecosystems Graphic Organizer Lesson 2 Human
Interactions with Ecosystems and WB pg 97
Investigation 7 Lesson 3: Harcourt Unit B
“What is Conservation?” and “Resource Conservation” pg B84 – B89
• Describe the ways people can conserve natural resources
• Explain how governments help protect ecosystems
Vocabulary: conservation, preservation
Assessment: WB pg 89 Protecting Ecosystems Graphic Organizer Lesson 3 Conserving
Ecosystems and WB pg 101
Investigation 7 Multiple Choice Questions
1. Protecting an area by making it a park is a form of ______
a. conservation
b. preservation
c. reservation
d. reclamation
2.What can be made with used aluminum cans?
a. new cans
b. old cans
c. paper
d. cardboard
3. About how much of Earth’s rain forests have already been destroyed?
a. one quarter
b. one third
c. one half
d. two thirds
4. Which of these are most likely to be the first plants in anew ecosystem that has few
nutrients?
a. trees
b. mosses
c. flowers
d. shrubs
5. How are hurricanes tracked?
a. weather satellites
b. weather balloons
c. planes
d. all of the above
6. What can people do to protect themselves from sudden severe weather?
a. run
b. take shelter
c. call 911
d. read a magazine
7. What is the most destructive aspec6t of tornadoes?
a. rain
b. hail
c. funnel
d. wind
Bone
Worksheet # 1
The parts of your body that help you stand are the legs and feet. Both the legs and
feet support the weight of your entire body. In each leg you have three bones and
a kneecap. You have 26 bones in each foot. Many movements can be made by
your legs and feet, which include running, walking, skipping, jumping, and
hopping. Your legs and feet allow you to dance, kick a ball and play different
kinds of sports.
1. What does the word movement mean?
a. actions
b. parts
c. objects that fly
2. What does the word support mean?
a. to make noise
b. to hold up right
c. to move around
3. Antonym is a word that means the opposite. What is the opposite of sit?
a. to walk
b. to stand
c. to run
4. Homonyms are words that sound the same, but spelled differently. What is
the homonym for the word wait?
a. walk
b. we
c. weight
5. A compound word is a word that is made up of two or more words. Which
word is a compound word?
a. kneecap
b. entire
c. support
Bones
Worksheet # 2
Answer the riddle with the appropriate answer.
1. I am found in the abdomen area and protect the intestines. The thighbones
are connected to me and I am located at the bottom of the spine.
a. shin bone
b. pelvis
c. knee
2. I am found in your back and have 24 bones. I can twist from one side to
another and bend forward and backward.
a. pelvis
b. spine
c. skull
3. I am at the top of your spine and can be as strong as a helmet. I also
protect the brain.
a. rib cage
b. skull
c. pelvis
4. A hinge attaches me to the skull and I can move up and down when you
talk as well as move side to side when you chew.
a. jawbone
b. skull
c. rib cage
5. I am in the chest and I protect your heart and lungs.
a. shoulders
b. spine
c. rib cage
Muscles
Worksheet # 1
Sequencing
Read the paragraph and number the sentences in order.
The body has 206 bones. Bones cannot move by themselves and
are helped by muscles. A muscle covers each bone in your body.
When the muscle moves, so does the bone. When muscles can get
shorter and become firm and tight, this is called contracting. A
muscle contracts and pulls on the bone to which it is attached.
Each muscle pulls a bone in one way while another muscle pulls a
bone in another direction.
__________ Every bone in your body is covered by a muscle.
__________ The body has 206 bones.
__________ Another muscle pulls a bone in another direction.
__________ Bones cannot move by themselves and are helped by
muscles.
__________ Each muscle pulls a bone in one way.
__________ When muscles contract it moves a bone.
End of Module
Worksheet # 1
Fill in the blanks with one of the words below in the wordlist to name a body part.
1. __________________are at the end of your hands.
2. You have ________________ on each side of your head.
3. At the top of your arms are your____________________.
4. The __________________ is found between your calf and your thigh.
5. The ___________________ is between the shoulders and below the head.
6. The ___________________connects the upper and lower arm.
7. The ____________________is below the calf and above the foot.
8.
______________________is in the middle of your face.
9.
Below the chest and above the hips is the ____________________.
10. ____________________are on the sides of the face.
11. The ____________________ is between the lower arm and
hand.
12. The ___________________ is between the hip and knee.
13. The____________________ is above the eyebrows.
14. Your _______________________ is located below the neck
and above the waist.
WORD LIST
abdomen
ankle
knee
cheeks
chest
ears
elbows
neck
nose
shoulder
fingers
thigh
forehead
wrist
Investigation 3 Multiple Choice Questions
1. Muscles are responsible for
a. movement
b. support
c. protection
d. feeling
2. Which kind of muscle squeezes and relaxes without
stopping?
a. skeletal
b. smooth
c. cardiac
d. striated
3. Leg muscles that are used when you life a box are
a. smooth muscles
b. striated muscles
c. cardiac muscles
d. heart muscles
4. Which muscle is NOT used to kick a football?
a. Achilles
b. Gastronemius
c. Gluteus maximus
d. Pectoral
5. Your ___________ is one of the strongest muscles in your
body.
a. triceps
b. biceps
c. calf muscles
d. tongue
6. How would you prevent a muscle injury?
a. drinking milk
b. stretching
c. taking vitamins
d. running a race
7. When muscles contract they ___________.
a. become shortened
b. become larger
c. become flat
d. become weak
8. Our muscles can be compared to ____________.
a. paper clips
b. rubber bands
c. Popsicle sticks
d. sponges
Investigation 4 Multiple Choice Questions
1. When blood passes through ___________, it exchanges
oxygen and carbon dioxide.
a. arteries
b. veins
c. heart
d. capillaries
2. Your ___________ is the organ that pumps blood.
a. stomach
b. brain
c. heart
d. lungs
3. Your heart is about the size of what other body part?
a. fist
b. head
c. thumb
d. elbow
4. The length of time for a person to respond to a visual stimuli
is
a. less than a quarter of a second
b. 1 second
c. 5 seconds
d. 5 minutes
5. The ___________ system is automatically pumping blood to
your body.
a. nervous system
b. skeletal system
c. circulatory system
d. muscular system
6. What is blood NOT made of?
a. white blood cells
b. red blood cells
c. platelets
d. blue blood cells
7. What system sends messages to your body?
a. nervous system
b. skeletal system
c. circulatory system
d. muscular system
8. What body part will take longer to reply to visual stimuli?
a. head
b. arm
c. hand
d. foot
Body Systems
A system is a group of body parts that work together. Each system
has a certain job to do. Identify which body part belongs to the
proper system.
Skeletal System
1.
2.
3.
4.
Digestive System
1.
2.
3.
4.
Nervous System
1.
2.
3.
4.
Respiratory System
1.
2.
3.
4.
Circulatory System
1.
2.
3.
4.
Body Parts
Intestines
Esophagus
Spine
Brain
Arteries
Ribs
Sense organs
Stomach
Trachea
Diaphragm
Blood
Skull
Lungs
Liver
Spinal cord
Pelvis
Nerves
Air sacs
Veins
heart
Ins and Outs
Read the story and identify whether the body parts are located
inside or outside of your body.
Our bodies have many parts and each part definitely has its own
special job. Some of these parts are located inside of our body and
some are located inside too. Many of these parts continue to grow
as we grow from infant to adult.
Inside
Outside
BODY PARTS
Heart
Arms
Lungs
brain
stomach
nose
muscles
toenails
feet
skeleton
legs
hands
Cause and Effect
Match each cause with its effect.
______1. You breathe air into your body
through your nose and mouth
a. bleeding stops
b. heart beats
slowly
______2. Your stomach’s lining secretes
digestive juice
______3. Heart contracts many times
per minute
______4. When you sleep or rest, the body
does not move a lot
______5. Drink milk and eat food that are
high in calcium
______6. Clots form on a cut.
______7. The body moves a lot when you
exercise
______8. You breathe air out of your
nose and mouth
c. bones become
harder and
stronger
d. heart beats
faster and faster
e. lungs become
smaller and
flatter
f. foods break
down into a
thick paste
g. lungs and chest
expand
h. blood gets
pumped to all
parts of the body
A Marvelous Machine & The Shape of Your Shape
Worksheet
Fill in the chart below with an X to identify which part of the body
is a super protector, a flexible skeleton part or what is inside the
bones.
Vocabulary Word
Bone marrow
Joints
Enamel
Tendons
Blood vessels
Sacrum
Cartilage
Femur
Girdle
Scapula
Pelvic
Periosteum
Vertebrae
Ligaments
Super
Protector
Flexible
Skeleton Part
What’s inside a
bone
Naming Joints
Fill in the chart with an X to match the body part with its type of
joint.
Body Part
Arm
Shoulder
Neck
Elbows
Legs
Fingers
Toes
Hip
Spine
Wrist
Knee
Ankles
Hinge
Ball &
Socket
Gliding
No
Answer
Muscles
Place an X to identify which type of muscle is used to answer the
statement.
Statement
Allows you to
bend, straighten
and twist your
ankle
Can move your
hand in a
variety of ways
Allows you to
smile and
wrinkle your
forehead
Helps you run,
jump and climb
Work with the
hand muscles
to make your
wrists and
fingers move
Help to keep
the head
upright.
There are 30
different
muscles here
Allows your
thigh to bend,
straighten and
twist both your
hip and knee
Help you inhale
and exhale
Largest muscle
in your body
Facial
Neck
Hand
Arm
Abdominal
Gluteus
Maximus
Leg
Muscle Facts
Mark an X to determine whether each statement is True or False.
Muscle Facts
Muscles contract when they have
received too much oxygen
Muscles make up 40% of your body
mass
Muscles are 75% water
Bones make up 10% of your body
mass
A cramp happens when a muscle
contracts on its own
Your brain is 20% of your entire
body mass
The tongue is one of the strongest
muscles in your body
Skin makes up 10% of your body
mass
The smallest muscles in your body
are in your thumb
The hammer, anvil and stirrup are
the smallest bones in your body
True
False
The Circulatory System
Identify whether the vocabulary word is a blood vessel or part of the blood.
Vocabulary Word
Blood Vessel
Blood
plasma
Arteries
White blood cells
Clot
veins
Platelets
Capillaries
Red blood cells
Identifying Body Parts
Using the word list, identify the body part with its proper group.
Organs
Joints
Head
Aids in
digesting
food
Parts of the
skeleton
Carry
blood
Aid in
breathing
Word List
Heart
Kneecap
Pelvis
jaw
brain
ribs capillary small intestine
cranium vein stomach
diaphragm
pancreas lungs
intestine
elbow
ankle
vessel
artery
wrist
large