REAL WORLD SCIENCE
The Skeletal & Muscular Systems
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING The Skeletal & Muscular Systems
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Word Search puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Skeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Language Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Figures of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .17
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Angela Santiago Chung
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: info@aimsmultimedia.com
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© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
media or content areas.
Link to the World
in the program. Your students
These activities offer ideas
will have opportunities to make discoveries
for connecting learners’
meaning.
classroom activities to their
and formulate ideas on their own, based on
Curriculum Connections
suggested
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read The Skeletal & Muscular Systems
learned, and to provide them with
Themes, Overview, and Objectives to
practice in test-taking procedures.
Reproducible Activities
become familiar with program content
The AIMS Teaching Module provides a
and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view The Skeletal &
the opportunity for students to assess their
Muscular Systems together or in small
knowledge of new vocabulary with this word
groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
or
•
Some students may benefit from
viewing the video more than one time.
context.
5
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a
local
community
REAL WORLD SCIENCE
The Skeletal & Muscular Systems
Themes
Objectives
Introduction to Vocabulary
The major theme in Real World Science:
The Skeletal & Muscular Systems is the
interdependence of the skeletal and
muscle systems. Related themes are
bone structure, muscle types and their
functions.
• To examine the interdependence of
the human skeletal and muscular systems for movement
Vocabulary used in Real World Science:
The Skeletal & Muscular Systems
includes the terms skeletal, cartilage,
vertebrae, bone marrow, tendon, ligaments, biceps and triceps. To ensure
that all students understand these terms,
write them on the board and pronounce
each one aloud. In preparation for a
discussion of the meaning of terms after
the program, encourage students to
note the context in which the words are
used in the program. During the discussion, if the meaning of any word
continues to be unclear, ask volunteers
to use an appropriate reference source
to check the term and report their findings to the class.
• To examine the composition of a bone
• To identify the different types of joints
and muscles and their functions
Overview
Real World Science: The Skeletal &
Muscular Systems explores the characteristics and functions of the bones and
joints in the human skeletal system.
Also examined are the muscles, tendons
and ligaments that work in conjunction
with the skeletal system to provide
movement for the body. Students will
enjoy learning about the interdependence of these systems and the ways to
maintain healthy bones and muscles.
• To explore the effects of a healthy diet
and exercise on the human skeletal
and muscular systems
Introduction to the Program
To prepare students for Real World
Science: The Skeletal & Muscular
Systems, ask them to discuss what they
already know about the skeletal and
muscular systems of the human body.
Ask them to name as many bones of the
human skeleton as they can. Write all
responses on the board, and discuss
them with the class. Explain that they
will be viewing a video in which they
will see many of the same things they
mentioned, along with additional facts
and details about the human skeletal
and muscular systems.
Discussion Ideas
Lead students in a discussion on any of
the following issues:
What makes our bodies move, run,
jump and play?
What is the purpose for our skeleton?
What are vertebrae? Are there any
animals that do not have vertebrae?
Are bones living organs? Why or why
not? Explain your answer.
What are muscles?
Where are muscles located?
Focus
As they view the program Real World
Science: The Skeletal & Muscular
Systems, ask students to keep their discussion responses in mind, making note
of preconceived notions, corroborations
and new information.
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SUGGESTED ACTIVITIES
Connection to Science/Movement
Find information on the human skeleton at your local public library or online. Teach students the names
of the various bones. Have students test their knowledge by playing the game “Simon says ...”. Repeat
the exercise as many times as you wish. Play the game throughout the year, ensuring students’ knowledge of the human skeleton.
SC IE NC E
30 Minutes
Connection to Research/Writing
Most of the bones in a human skeleton begin as cartilage, but as a person grows, the cartilage is
replaced with bone. Have students research which bones start out as cartilage and at what age the
cartilage is replaced with bone.
1 Hour
Connection to Health/Writing
In the video, an emphasis is placed on exercise and good eating habits. Discuss the basic food groups
with students and what makes up a healthy diet. Have students keep a nutrition and exercise journal
for the week. Have them document what they eat, when they eat and how much they eat. Students
should also record details about their exercise routine. At the end of the week, have students assess
their diet and health choices. Have students set short and long term health goals. Monitor progress
throughout the year.
HE AL TH
Extended
Hands On
In the video, students learned that bones are living organs with different types of bone tissue, such as
spongy bone. Students also learned that bones contain blood vessels, nerves and bone marrow. Bring
to class items needed to make a food model of a bone. Use bread to represent spongy bone, use red
gelatin to represent the bone marrow and use thin red licorice to represent the blood vessels and nerves.
Divide students into an even number of small groups. Give each group a picture of a bone and a bone
cross section. Have students create a food model of a bone.
Extended
Connection to Science
Although human skeletons differ from other vertebrate skeletons, knowledge of how bones work
together can be learned from other vertebrate skeletons. Bring to class chicken leg quarters that have
already been boiled. Have students carefully dissect chicken pieces to examine where the femur connects to the fibula and tibia. Caution students not to eat any of the chicken, since handling the chicken
will make it unsanitary. Have students diagram and record their findings.
SC IE NC E
1 Hour
Culminating Activity
Divide students into groups of 4 or 6. Have each group research and create a multimedia presentation on the different muscle groups and parts of the skeletal system. Discuss the types of materials and
media they would like to include in their presentation. Optional: video tape their presentations for later
viewing.
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Extended
Name
VOCABULARY
The vocabulary words listed below are from Real World Science: The Skeletal & Muscular Systems. Read
each definition. On the line next to the definition write the letter of the vocabulary word that matches the
definition. Then use each word in a sentence.
A. cartilage
B. connective tissue
C. framework
D. joint
E. ligament
F. marrow
G. skeleton
H. tendon
I. triceps
J. vertebrae
1.
________ an elastic body tissue that holds things together
2.
________ a tough band of tissue connecting the bones or supporting an organ or joint in place
3.
________ bony or cartilaginous segments composing the spinal column
4.
________ a connective tissue that is more flexible than the bone
5.
________ a soft, jelly-like substance that occupies the cavities of most bones
6.
________ a usually rigid, supportive or protective structure or framework of an organism
7.
________ structural frame
8.
________ a muscle that arises from three heads; especially, the great extensor muscle along the back of the upper arm
9.
________ a tough band of connective tissue that unites a muscle with some other part (as a bone) and transmits the force
which the muscle exerts
10.
________ the point of contact between two parts
8
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Name
CHECKING COMPREHENSION
Read the sentences below. Circle the letter of the word that best completes each sentence.
1. An adult has a total of ____________ bones
2. Bones ____________.
3. Bones are hard because they are made up of minerals, primarily ____________ and ___________.
4. Two forms of bone tissue are ____________ and ____________.
5. Bones contain two types of ____________.
6. The bones of the ____________ are examples of immovable joints.
7. All joints are held together by strong elastic tissue called ____________.
8. Osteoporosis is a condition in which the bones ____________.
9. The most common injuries to bones are ____________, ____________ and ____________.
10. It takes an average of 13 muscles to ____________ and an average of 43 muscles to ____________.
1.
a)
b)
c)
d)
e)
105
201
206
217
306
2.
a)
b)
c)
d)
e)
provide shape to the body
produce blood cells
protect our internal organs
answers A and C
answers A, B and C
a)
b)
c)
d)
phosphorous and calcium
calcium and magnesium
magnesium and zinc
all of the above
a)
b)
c)
d)
e)
spongy bone and membrane bone
membrane bone and compact bone
membrane bone and dense bone
compact bone and spongy bone
moveable bone and immovable bone
a)
b)
c)
d)
veins
marrow
muscles
membranes
3.
4.
5.
6.
a)
b)
c)
d)
shoulder
hip
leg
skull
7.
a)
b)
c)
d)
connective tissue
joint tissue
ligaments
tendons
8.
a)
b)
c)
d)
become weak
become too large
break
begin to curve
9.
a)
b)
c)
d)
fractures, splints and breaks
fractures, dislocations and sprains
splints, dislocations and fractures
dislocations, splints and sprains
10.
a)
b)
c)
d)
smile; laugh
frown; laugh
frown; smile
smile; frown
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Name
WORD SEARCH PUZZLE
This word search contains vocabulary terms from Real World Science: The Skeletal & Muscular Systems.
Refer to the word bank below. Words can be found up, down, across, backwards and diagonally.
Q
W
F
T
Y
P
L
B
J
M
N
H
B
G
V
C
A
R
T
I
L
A
G
E
B
Y
H
M
V
P
M
N
A
W
T
Q
T
P
P
S
R
H
M
Y
K
T
R
M
M
L
P
P
L
F
L
W
T
H
P
W
D
W
E
T
B
P
L
Y
J
J
O
I
N
T
S
L
F
W
O
R
R
A
M
L
Y
C
S
R
R
K
L
N
O
K
L
P
G
N
T
X
A
F
L
C
E
V
E
R
T
E
B
R
A
E
C
L
M
N
S
L
T
P
K
L
L
F
K
G
N
H
C
R
T
P
E
R
L
R
B
J
T
S
G
D
H
I
R
D
E
T
G
D
C
M
N
J
Y
L
O
N
U
L
F
C
A
T
B
L
C
K
G
S
T
N
E
M
A
G
I
L
P
L
R
J
M
N
H
B
G
V
T
R
D
R
X
G
C
H
G
S
T
F
L
D
F
V
T
B
T
M
N
B
M
V
C
D
X
S
Z
W
Q
G
H
J
Y
WORD BANK
calcium
cartilage
framework
joints
ligaments
marrow
skeletal
tendon
triceps
vertebrae
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© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
Name
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1.
______ As you grow, some cartilage is replaced with bone.
2.
______ An adult has a total of 217 bones.
3.
______ The word “skeleton” comes from a Greek word meaning “hard body”.
4.
______ The bones that make up the skeleton are living organs.
5.
______ Bones contain three types of bone marrow.
6.
______ Yellow bone marrow stores fat and serves as an energy reserve.
7.
______ Even when you’re sitting perfectly still, some muscles are still working.
8.
______ There are 600 muscles in your body and you can control all of them.
9.
______ Cardiac muscles tire easily and need to rest periodically.
10. ______ Exercise makes the muscle cells grow wider while the entire muscle becomes thicker.
11
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
Name
SKELETON
Label the bones of this skeleton, using the words in the word bank.
WORD BANK
clavicle
elbow
femur
fibula
humerus
knee
mandible
patella
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© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
pelvis
radius
ribs
scapula
skull
ulna
vertebrae
wrist
Name
LANGUAGE ROOTS
The word “skeleton” derives from a Greek word meaning “dried body”. There are many words in the
English language that have Greek roots.
Use appropriate reference tools to find the meaning of the following Greek derivatives.
1. biology
____________________________________________________________________________________________
2. chronicle
____________________________________________________________________________________________
3. cyclone
____________________________________________________________________________________________
4. cyclops
____________________________________________________________________________________________
5. diagonal
____________________________________________________________________________________________
6. hexagon
____________________________________________________________________________________________
7. podiatry
____________________________________________________________________________________________
8. polygon
____________________________________________________________________________________________
9. triad
____________________________________________________________________________________________
10. triceratops ____________________________________________________________________________________________
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Name
FIGURES OF SPEECH
Our language contains many figurative expressions that deal with the skeleton. To someone from another
culture, these expressions might be confusing. Next to each figure of speech, write an explanation of what
each sentence means.
1. Break a leg!
2. I’ve got a bone to pick with you.
3. You tickle my funny bone.
4. She was soaked to the bone.
5. He’s nothing but skin and bones.
6. Don’t be a bonehead.
7. Throw me a bone.
8. She’s nothing but a skeleton.
9. The well was as dry as a bone.
10. Bone up on your Spanish; we have a quiz on Monday.
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© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
Name
TEST
Circle the letter for the correct answer to each question, or write a short answer.
1. How many bones does an adult skeleton have?
a) 105
b) 206
c) 217
d) 305
2. Skeleton comes from the Greek word meaning _______________.
a) bones
b) hard
c) dried body
d) white body
3. Red bone marrow _______________.
a) produces the body’s blood cells
b) stores fat and serves as an energy reserve
c) produces the body’s blood cells, stores fat and serves as an energy reserve
d) none of the above
4. The joints in your leg and arm are examples of what type of joint?
a) hinge
b) ball and socket
c) gliding
d) pivot
5. What is a sprain?
a) when a bone comes out of its joint
b) when a ligament is stretched too far
c) a break or crack in the bone
d) none of the above
6. Name the three purposes for bones.
15
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
Name
TEST (CONTINUED)
7. Name the three types of muscles and their functions.
8. Explain what osteoporosis is and how to combat it.
9. Name three things that you learned from watching this program. Be prepared to share and explain your answers to the class.
10. Did you like the program? Why or why not? Explain your answer fully.
16
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
#8017
#8757
#9987
#8879
#8385
#8997
The Life of a Red Blood Cell
Human Blood Circulation
Cincinnati Bones and the Treasure of Health
How the Body Works: Skin, Bones and Muscles
How Your Body Works: Bone and Muscle
The Human Body: the Ultimate Machine
17
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ANSWER KEY for page 8
VOCABULARY
The vocabulary words listed below are from Real World Science: The Skeletal & Muscular Systems. Read
each definition. On the line next to the definition write the letter of the vocabulary word that matches the
definition. Then use each word in a sentence.
A. cartilage
B. connective tissue
C. framework
D. joint
E. ligament
F. marrow
G. skeleton
H. tendon
I. triceps
J. vertebrae
1.
B
________
an elastic body tissue that holds things together
2.
E
________ a tough band of tissue connecting the bones or supporting an organ or joint in place
3.
J
________
bony or cartilaginous segments composing the spinal column
4.
A
________
a connective tissue that is more flexible than the bone
5.
F
________
a soft, jelly-like substance that occupies the cavities of most bones
6.
G
________ a usually rigid, supportive or protective structure or framework of an organism
7.
C
________
structural frame
8.
I
________
a muscle that arises from three heads; especially, the great extensor muscle along the back of the upper arm
9.
H
________ a tough band of connective tissue that unites a muscle with some other part (as a bone) and transmits the force
which the muscle exerts
10.
D
________
the point of contact between two parts
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ANSWER KEY for page 9
CHECKING COMPREHENSION
Read the sentences below. Circle the letter of the word that best completes each sentence.
1. An adult has a total of ____________ bones
2. Bones ____________.
3. Bones are hard because they are made up of minerals, primarily ____________ and ___________.
4. Two forms of bone tissue are ____________ and ____________.
5. Bones contain two types of ____________.
6. The bones of the ____________ are examples of immovable joints.
7. All joints are held together by strong elastic tissue called ____________.
8. Osteoporosis is a condition in which the bones ____________.
9. The most common injuries to bones are ____________, ____________ and ____________.
10. It takes an average of 13 muscles to ____________ and an average of 43 muscles to ____________.
1.
2.
3.
4.
5.
a)
b)
c)
d)
e)
105
201
206
217
306
6.
a)
b)
c)
d)
shoulder
hip
leg
skull
7.
a)
b)
c)
d)
connective tissue
joint tissue
ligaments
tendons
a)
b)
c)
d)
e)
provide shape to the body
produce blood cells
protect our internal organs
answers A and C
answers A, B and C
8.
a)
b)
c)
d)
phosphorous and calcium
calcium and magnesium
magnesium and zinc
all of the above
a)
b)
c)
d)
become weak
become too large
break
begin to curve
9.
a)
b)
c)
d)
e)
spongy bone and membrane bone
membrane bone and compact bone
membrane bone and dense bone
compact bone and spongy bone
moveable bone and immovable bone
a)
b)
c)
d)
fractures, splints and breaks
fractures, dislocations and sprains
splints, dislocations and fractures
dislocations, splints and sprains
10.
a)
b)
c)
d)
veins
marrow
muscles
membranes
a)
b)
c)
d)
smile; laugh
frown; laugh
frown; smile
smile; frown
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ANSWER KEY for page 10
WORD SEARCH PUZZLE
This word search contains vocabulary terms from Real World Science: The Skeletal & Muscular Systems.
Refer to the word bank below. Words can be found up, down, across, backwards and diagonally.
Q
W
F
T
Y
P
L
B
J
M
N
H
B
G
V
C
A
R
T
I
L
A
G
E
B
Y
H
M
V
P
M
N
A
W
T
Q
T
P
P
S
R
H
M
Y
K
T
R
M
M
L
P
P
L
F
L
W
T
H
P
W
D
W
E
T
B
P
L
Y
J
J
O
I
N
T
S
L
F
W
O
R
R
A
M
L
Y
C
S
R
R
K
L
N
O
K
L
P
G
N
T
X
A
F
L
C
E
V
E
R
T
E
B
R
A
E
C
L
M
N
S
L
T
P
K
L
L
F
K
G
N
H
C
R
T
P
E
R
L
R
B
J
T
S
G
D
H
I
R
D
E
T
G
D
C
M
N
J
Y
L
O
N
U
L
F
C
A
T
B
L
C
K
G
S
T
N
E
M
A
G
I
L
P
L
R
J
M
N
H
B
G
V
T
R
D
R
X
G
C
H
G
S
T
F
L
D
F
V
T
B
T
M
N
B
M
V
C
D
X
S
Z
W
Q
G
H
J
Y
WORD BANK
calcium
cartilage
framework
joints
ligaments
marrow
skeletal
tendon
triceps
vertebrae
20
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
ANSWER KEY for page 11
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1.
T
______
As you grow, some cartilage is replaced with bone.
2.
F
______
An adult has a total of 217 bones.
3.
F
______
The word “skeleton” comes from a Greek word meaning “hard body”.
4.
T
______
The bones that make up the skeleton are living organs.
5.
F
______
Bones contain three types of bone marrow.
6.
T
______
Yellow bone marrow stores fat and serves as an energy reserve.
7.
T
______
Even when you’re sitting perfectly still, some muscles are still working.
8.
F
______
There are 600 muscles in your body and you can control all of them.
9.
F
______
Cardiac muscles tire easily and need to rest periodically.
T
10. ______
Exercise makes the muscle cells grow wider while the entire muscle becomes thicker.
21
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ANSWER KEY for page 12
SKELETON
Label the bones of this skeleton, using the words in the word bank.
SKULL
MANDIBLE
CLAVICLE
SCAPULA
HUMEROUS
RIBS
WORD BANK
ELBOW
VERTEBRAE
RADIUS
ULNA
PELVIS
WRIST
clavicle
elbow
femur
fibula
humerus
knee
mandible
patella
FEMUR
PATELLA
KNEE
FIBULA
22
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pelvis
radius
ribs
scapula
skull
ulna
vertebrae
wrist
ANSWER KEY for page 13
LANGUAGE ROOTS
The word “skeleton” derives from a Greek word meaning “dried body”. There are many words in the
English language that have Greek roots.
Use appropriate reference tools to find the meaning of the following Greek derivatives.
1.
biology - bio = life + logy = theory or science; a branch of knowledge that deals with living organisms
2.
chronicle - chronikos = of time; historical account of events arranged in order of time
3.
cyclone - kykloma = wheel or coil; storm or system of winds that rotates
4.
cyclops - (kyklops) kykl = cycl + ops* = eye; race of giants in Greek mythology with a single eye in the middle of the
forehead
5.
diagonal - diagonios = from angle to angle; joining two vertices of a rectangular figure that are not adjacent
6.
hexagon - six; a polygon of six angles and six sides
7.
podiatry - foot; the medical care and treatment of the foot
8.
polygon - many; a figure with many angles and sides
9.
triad - three; a chord of three tones
10. triceratops - tri = three + keras = horn + ops* = face; dinosaur with three horns
“ops” can mean both “eye” and “face.”
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ANSWER KEY for page 14
FIGURES OF SPEECH
Our language contains many figurative expressions that deal with the skeleton. To someone from another
culture, these expressions might be confusing. Next to each figure of speech, write an explanation of what
each sentence means.
1. Break a leg! Well-wishing usually said to a performer, especially theater.
2. I’ve got a bone to pick with you. I have a concern to settle with you.
3. You tickle my funny bone. You’re very funny.
4. She was soaked to the bone. She was thoroughly wet.
5. He’s nothing but skin and bones. He’s very thin.
6. Don’t be a bonehead. Don’t be stupid.
7. Throw me a bone. Give me a hint.
8. She’s nothing but a skeleton. She’s very thin.
9. The well was as dry as a bone. There was absolutely no water in the well.
10. Bone up on your Spanish; we have a quiz on Monday. Practice your Spanish; we have a quiz on Monday.
Students’ answers may vary. Accept any responses that demonstrate understanding.
24
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
ANSWER KEY for page 15
TEST
Circle the letter for the correct answer to each question, or write a short answer.
1. How many bones does an adult skeleton have?
a) 105
b) 206
c) 217
d) 305
2. Skeleton comes from the Greek word meaning _______________.
a) bones
b) hard
c) dried body
d) white body
3. Red bone marrow _______________.
a) produces the body’s blood cells
b) stores fat and serves as an energy reserve
c) produces the body’s blood cells, stores fat and serves as an energy reserve
d) none of the above
4. The joints in your leg and arm are examples of what type of joint?
a) hinge
b) ball and socket
c) gliding
d) pivot
5. What is a sprain?
a) when a bone comes out of its joint
b) when a ligament is stretched too far
c) a break or crack in the bone
d) none of the above
6. Name the three purposes for bones.
produce blood cells and also store minerals and other materials that your body needs; bones provide shape to our body; protect our soft and delicate, internal organs
25
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642
ANSWER KEY for page 16
TEST (CONTINUED)
7. Name the three types of muscles and their functions.
skeletal muscles - provide the force that moves your bones; smooth muscles - found in your digestive tract and in your blood
vessels, control many kinds of movements in your body, such as the digestive process; cardiac muscles - found in your heart,
contract repeatedly throughout your life
8. Explain what osteoporosis is and how to combat it.
As people grow older, their bones lose some minerals. This can lead to osteoporosis, a condition in which your bones become
weak and can break easily. To combat osteoporosis, eating a healthy, balanced diet and getting plenty of exercise are in
order. Students answers may vary in regards to the second half of this question. Accept any responses that demonstrate
understanding.
9. Name three things that you learned from watching this program. Be prepared to share and explain your answers to the class.
Students answers may vary. Accept any responses that demonstrate understanding.
10. Did you like the program? Why or why not? Explain your answer fully.
Students answers may vary. Accept any responses that demonstrate understanding.
26
© Copyright 2002 • AIMS Multimedia • The Skeletal & Muscular Systems• #2642