ME
S HO
W-
Bones:
Classroom Activities
Calcium and Healthy Bones
Key Concepts:
The knee bone’s connected to the...
1.
Bones support the body.
2.
The milk group supplies
nutrients needed for
strong bones.
• Display and explain a skeleton,
model, picture or x-ray.
(skelton diagram page )
3.
Calcium, protein and
vitamin D are all important
for making strong bones.
Lesson Summary:
At the bones station, students
learned that bones are
important for supporting their
body. Bones must have a daily
supply of building materials to
be strong and healthy. Calcium
is an important material needed
by the bones and it can be
found primarily in the milk,
yogurt and cheese group.
Three servings from this group
are needed for growing
children. Other nutrients
important for bone strength are
vitamin D, a calcium absorption
enhancer; vitamin C, a
“cement” between bone layers;
and protein, a basic body
building material.
• Encourage students to locate
bones in their bodies.
• Pretend that you have no bones.
How would you walk or sit?
• Discuss the role of calcium
in bones.
High Calcium Foods
Have a tasting party with high calcium foods.
Food ................................................... Serving ...... Calcium Content
Size
(milligrams)
low fat yogurt with fruit ....................... 1 cup (8 oz.) ............... 330
sardines ............................................. 1/2 cup (3-1/2 oz.) ...... 314
skimmed milk (1/2%fat) ..................... 1 cup .......................... 302
calcium-fortified orange juice ............ 1 cup .......................... 300
orange juice (fresh not fortified) ........ 1 cup ............................ 30
whole milk .......................................... 1 cup .......................... 291
soft-serve ice milk .............................. 1 cup .......................... 236
cheddar cheese ................................. 1 slice (1 oz.) .............. 204
salmon (canned with bones) ............. 3 ounces ..................... 200
ice cream or ice milk .......................... 1 cup .......................... 176
pudding .............................................. 1/2 cup ....................... 145
cottage cheese, creamed .................. 1 cup .......................... 136
broccoli .............................................. 1 large stalk .................. 88
milk chocolate bar .............................. 1 bar (1.02 oz.) ............. 55
corn tortillas ....................................... 1 ................................... 42
cocoa from mix with milk ................... 1 cup .......................... 298
cocoa from mix with water ................. 1 cup .......................... 107
spinach cooked .................................. 1/2 cup ....................... 107
cottage cheese (low-fat, non-fat) ....... 1/2 cup .................... 60-80
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
http://outreach.missouri.edu/hesfn/bodywalk/
88
ME
S HO
W-
Bodywalk Classroom Activities
Bones
Rubber Bones
Demonstrate the importance of calcium in making strong bones by
comparing two uncooked chicken bones—one that has been soaked in
vinegar for several days and one that has not been soaked.
The vinegar will remove the calcium from the bone. Which kind of bone
would you like in your body?
Supplies:
• chicken bone
• vinegar
• jar
Directions:
1.
Vinegar will remove calcium
2.
from the chicken bones.
Without the calcium,
3.
the chicken bones
become soft and pliable.
Have a jar of vinegar or other similar acid. (The acetic acid action
of vinegar is similar to acid action in the mouth from sugar.)
Place chicken bone in a jar overnight
Observe the decalcification that takes place. Chicken bone can be
bent
The acetic
acid action
of vinegar is
similar to
acid action
in the mouth
from sugar.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
S HO
W-
Bodywalk Classroom Activities
ME
89
Bones
Paper Bone
Purpose:
Shows students the effect of
calcium loss on bones.
Supplies Needed:
• Paper to make bone
• Scissors
• Pencil
• Paper punch
Tibia
Directions:
1.
Have the students make
a bone. They might
want to draw it first
and then cut it out.
2.
Ask them to imagine the bone is full of calcium.
3.
Have the students punch holes in their bones
with the paper punch.
4.
Pretend the pieces
punched out are calcium.
5.
Ask students:
What will happen to this
bone now that it has
lost so much calcium?
(The bone becomes
weak, and breaks
more easily.)
Femur
Tibia
Femur
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
90
ME
S HO
W-
Bodywalk Classroom Activities
Bones
Calcium Calculations
Demonstrate the amount of calcium in your body. If calcium were
removed from our body, it would resemble flour. By using this display of
varying amounts of flour, children can learn how much calcium is
needed to stay healthy.
Newborn children have only 27
grams of calcium in their bodies,
which is equal to 1/4 cup flour.
Supplies:
• a bag of flour
• measuring cups
• plastic bags or bowls
• Newborn children have only 27 grams of calcium in their bodies,
which is equal to 1/4 cup flour.
• By the age of 10, the amount of calcium present in children’s bodies
is equal to 3 1/2 cups of flour. The amount has gone up because the
bones are still growing.
By the age of 10, the amount of
calcium present in children’s bodies
is equal to 3 1/2 cups of flour.
• By the age of 15, children’s bodies will have grown and will still
continue to grow. In the past five years, the amount of calcium will
have doubled, equaling about seven cups of flour.
• By the time children reach adulthood, their bones will contain 44
times as much calcium as they did when they were born. This is
equal to 11 cups of flour.
• Osteoporosis can’t be detected in adults until 30-40% of the bone is
lost. You can see how significant this calcium loss is by comparing
the calcium in healthy adult bones to the calcium in the bones of an
adult with osteoporosis. The bones of an adult with osteoporosis have
close to the same amount of calcium as a 15-year-old, between six
and seven cups of flour.
By the age of 15, the amount of
calcium will have doubled, equaling
about seven cups of flour.
To use as a large display, measure the various amounts of flour into
large plastic bags and label them accordingly.
Osteoporosis is a disease of the bones. If maximum
bone density is not reached during the bone-building
years, osteoporosis is more likely to develop later in
life. Osteoporosis can cause bones to become fragile,
weak, and prone to fracture.
In adulthood, children’s bones will
contain 44 times as much calcium
as they did when they were born.
This is equal to 11 cups of flour.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
ME
S HO
W-
Bodywalk Classroom Activities
91
Bones
Milk Facts:
• Milk accounts for roughly 60 percent of
teens’ calcium intake.
• There are approximately 9.5 million milk
cows in the United States.
• The average cow produces 90 glasses of
milk each day. That’s enough for 30 children
to have three glasses of milk a day.
• A cow gives nearly 200,000 glasses of milk in her lifetime.
• Almost one-third of all milk produced in the United States is used to make cheese.
Milk comes from healthy well-fed cows.
Did you know:
Cows eat about 90 pounds of
nutritious food a day.
90 pounds of food equals:
• 480 hamburgers or
• 206 baked potatoes or
• 1440 slices of bread
Cows drink 25-50 gallons of water each day.
• That’s nearly a bathtub full.
Milk is delivered to many places.
Did you know:
• Long ago, when people traveled and wanted
milk, they had to take cows with them.
• When Pilgrims came to America, they
brought cows with them. Nowadays, milk
is delivered to stores, schools and even
to homes.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
92
ME
S HO
W-
Bodywalk Classroom Activities
Bones
Teaching Tip
Put individual
servings in small
paper cups
to avoid the
spread of germs.
Have a classroom
teacher or volunteer
make up individual
servings.
Milk Foods
Tasting Party
Purpose:
Encourages students to taste milk food products.
Supplies Needed:
• Several types of milk like: plain, chocolate, strawberry
• Several milk foods like: flavored and plain yogurt, several types of
cheese (string, Cheddar, Swiss, Monterey Jack, ricotta, cottage),
ice cream, and pudding made with milk.
• Small paper cups
• Plastic spoons
• Paper napkins
• Warm water, soap and paper towels
Directions:
1.
Make sure the students wash their hands before tasting milk
foods. Demonstrate the correct way to wash hands and remind the
students that this will help keep germs from getting in their food.
2.
Put out a variety of milk foods for the students to taste.
3.
Ask questions like:
• What milk foods did you try today?
• What milk foods do you usually eat?
• What milk foods will you try at home?
• Where do you think _______ (name of milk food) comes from?
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
ME
S HO
W-
Bodywalk Classroom Activities
93
Bones
Bone Facts
• Your skeleton is made up of 206 long, short, round, flat, big and
little bones.
• Half the bones in your body are in your hands and feet.
• When you lift a glass of milk and take a sip, more than 30 joints
move in your fingers, wrist, arm and shoulder.
• Joints are where bones meet.
• A baby may have as many as 350 bones, but as the child grows
older, many of these grow together and form single bones,
especially in the skull.
• Throughout life, our bones are being remolded; old bone is broken
down (resorption) and new born is formed (formation).
• During childhood and teenage years, new bone is developed
faster then old bone is removed, as a result, bones grow longer
and denser.
• Maximum bone density and strength is reached around age 30.
• Maximum bone density and strength may never be reached if
there is an inadequate amount of calcium in the body.
• Calcium is not only needed for bone growth, calcium is also
needed for other things such as nerve impulses, blood clotting,
and muscle contraction.
• Osteoporosis is a disease of the bones. If maximum bone density
is not reached during the bone-building years, osteoporosis is
more likely to develop later in life. Osteoporosis can cause bones
to become fragile, weak, and prone to fracture.
• Environmental factors of osteoporosis are: Getting enough
calcium, exercising, not smoking, and avoiding excessive alcohol
consumption. These factors can be controlled and can help lessen
the risk osteoporosis.
• Genetic factors such as being female, small-boned, and having a
family history of osteoporosis, cannot be controlled.
• The most effective way to build bone mass is weight bearing
exercises. Weight bearing exercises are exercises that cause
muscles to work against gravity. Examples are: walking, running,
dancing, racquet sports, basketball, and soccer.
Half the bones in
your body are in your
hands and feet.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
94
ME
S HO
W-
Bodywalk Classroom Activities
Bones
Teaching Tip
Volunteers are needed
for this activity. They
can help distribute
materials, make sure
zip lock bags are
tightly closed, snip off
corners so children
can taste pudding,
and help clean up.
Astronaut Pudding
Purpose:
Give students an
opportunity to taste a
food made with milk.
Supplies Needed:
• Instant pudding any flavor
(one – regular 3.4 ounce
package will make 10 servings
using 1 tablespoon per student)
• Skim or 1 percent milk (one quart will make 16 servings
of pudding using 1/2 cup per student)
• Scissors
• Small zip lock bags (one per student)
• Warm water, soap and paper towels
• Paper napkins
Advance Preparation:
• Put one tablespoon of dry pudding into small zip lock bags.
Prepare one per student.
Directions:
1.
Have everyone wash her/his hands thoroughly.
2.
Give each student a small zip lock bag filled
with dry pudding.
3.
Add 1/2 cup milk to each bag.
Be sure bags are completely closed.
4.
Have students gently knead the mixture
until pudding forms.
5.
6.
Tell the students that they are
adding liquid to food just like the
astronauts do.
Snip off a small piece of one of the
bottom corners. Have the students
squeeze pudding into their mouths from
the bags.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
ME
S HO
W-
Bodywalk Classroom Activities
95
Bones
Milk Food Swap
Purpose:
• Gives students a chance to move and be active and
helps them become familiar with foods made from milk.
Supplies Needed:
• Pictures of milk foods—make sure you have at least
two pictures of each food—for example, two
pictures of chocolate milk. You could also use empty
milk food containers that have been washed well,
like: cottage cheese, yogurt or milk cartons.
Advance Preparation:
• Assemble pictures of milk foods or empty milk
food containers.
Directions:
1. Have the students sit in a circle on the floor.
2.
Give each child one picture (or an empty container)
of a milk food. Make sure that you distribute two
pictures of each milk product so that two children
have the same food.
3.
Tell the students that when you call out the name of
a milk food, the two students who have that food
should get up and switch places.
4.
Play until everyone has had a turn to switch places
or until the group tires of the game.
Cottage Cheese
Ice Cream
Cheddar Cheese
Milk
Cheese Spread
Yogurt
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
96
ME
S HO
W-
Bodywalk Classroom Activities
Bones
Everybody Grows
Supplies needed:
• Pencil
• Paper
• Ruler or Measuring Tape
Directions:
1.
Ask the students what happens when something grows.
(It gets bigger.)
2.
Ask them what plants and animals need for growth.
(Plants require sunlight air, water, and nutrients. Animals require
sunlight, air, water, and food.)
3.
Ask how they can tell that they have grown, if everyone grows in
the same way, will everyone grow to the same size?
Growing Bigger 4.
Put a piece of paper on the wall that is large enough to use to
record each students height. Add a measure on the side. Have
the students stand against the paper, mark their height, write their
name next to the mark, check their height against the measure on
the side. How many students are the same height? Repeat this
activity in a few months.
Purpose:
Students will label pictures by
numbering them to indicate the
life stages of living things.
Supplies needed:
• Growing Bigger Student
Activity Sheet (next page)
• Pencil
• Crayon
5.
Ask the students to line up in order of height. Starting at the wall,
tape a piece of paper on the floor that is large enough to record
foot size. Have the students take off their shoes. Now have the
students put their heel against the wall, mark their foot size and
write their name next to the mark.
Directions:
6.
How many students have the same foot size?
1.
7.
Have the students rank the class members from largest
measurement to smallest. Have the students determine the mean,
mode, and medium of the class measurements.
2.
Review the concept of
growth. Explain that some
growing things look different
at certain stages of development. (a butterfly was once a
caterpillar)
Distribute the activity sheet
and explain the directions.
More Growing bigger Ideas:
• Have students bring in a baby picture and talk about ways they
have grown.
• Have a guessing game.
Hang the baby pictures on a bulletin board and put a number by
each picture. Have the students number a piece of paper and write
down which classmate belongs with which picture.
• Have students write a short story to explain the stages depicted
on the worksheet. Students should write at least one sentence to
accompany each picture.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
ME
S HO
W-
Bodywalk Classroom Activities
97
Bones
Growing Bigger Activity Sheet
Directions: Number the pictures in each row to show how things grow. The first one has been done for you.
rooster 3
chick 2
egg 1
frog ____
egg ____
tadpole ____
sprout ____
plant ____
seed ____
Now draw a picture to show how you have grown
baby
preschooler
today
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences
98
ME
S HO
W-
Bodywalk Classroom Activities
Bones
The Skeleton
Skull
Scapula
Rib Cage
Humerus
Radius
Ilium
Sacrum
Ulna
Femur
Patella
Tibia
Fibula
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences