The Human Body
5th Grade: Mrs. Frandsen’s Class
1
Human Body Learning Goals
Through active investigation, you will develop the ability to use direct observation and
multiple science resources for evidence to develop explanations that answer these questions:
Bones
*What are the major functions of the bones in the skeletal system?
*How can the structure of a bone help you determine its function and placement in the
skeletal system?
Joints
*What are the three types of joints and how do they allow the body to move?
Muscles
*How do bones, joints, muscles, tendons, and ligaments make movement possible?
Coordination
*How can response time be affected?
You will also be able to use and explain these science words:
skull
torso
contract
stimulus
response
coordination
tissue
What do I think I know or want
to know about the Human
Body?
Glue in your Human Body Learning
Goals, Record on your Table of
Contents
Answer the above question with the
following sentence starters:
I think___________
I know___________
I wonder_________
Setting the
Stage for Learning
Write each question on a different page of your notebook.
How do bones, joints, muscle, ligaments, and
tendons make bending your arm possible?
Draw a picture of what your arm might look
inside. Label the parts and explain with words
how the parts help with bending your arm.
Line of Learning
ABCD of Scientific Diagrams
A
Accurate labels
B
Big
C
Colorful
D
Detailed
5
Let’s Do The Science
Human Body
Investigation 1, Part 1
Counting Bones
Focus Questions
How many bones are in the human skeleton?
What are the functions of the bones in the skeleton?
Observing Jumping Rope
A Partner –will take a turn jumping rope
B Partner will watch closely and to see which parts
of his or her body come into action.
B Partner records observations by writing down
what you see.
Observations can be words or pictures.
Change roles – B Partner jumps, A Partner observes
and records.
Discuss Observations
Thinking about bones…
Do your bones move when you jump rope?
How do you know?
Where are your bones?
How can you tell where your bones are?
What do we call the whole system of bones?
How many bones do you think you have in
your skeletal system?
I predict that there are __________bones in the
skeletal system because__________________.
How many bones?
Each pair will count the bones in only one part
of the skeletal system, then add up the
subsystems to see how many in the whole
system.
Feel your bodies where two bones come
together. Since bones don’t bend, so the places
where your bones bend are where two bones
come together.
When your group has counted the number of
bones in your subsystem, record the count in
your science notebook.
Organizing Our Data
Skeleton
subsystem
Arm
Leg
Torso
Head
Grand Total
Count
Average
Things to think about…
How will we know if we missed any bones
when we counted?
What could we use to help us find out more
about bones?
Accountable Talk
Sharing Protocol: Go Around All
Person 1 shares all ideas. Everyone else just
listens.
Person 2 shares all ideas. Everyone else
listens.
Continue until all members have shared all
Begin with red and go clockwise
Can we use our resources?
Skeleton & Skeleton Photograph
Bone Posters
Counting Bones recording sheet
Revise total bone count
Making Sense
Go back to your prediction about how many
bones…
What do you know now? How did we learn
this? What is our data?
Make a comparison statement
I predicted that there were _____bones, and we
found out there were _________ bones.
I thought there would be ______ bones, but now I
know there are ____________.
I was surprised about _______________.
What are the Functions of
Different Bones?
Work with your partner to discuss ideas that
will answer the following questions…
What parts of our skeleton gives us our shape?
How does your skeleton give support to your
body? What bones hold you up?
What parts of your skeleton provide protection
and what parts of your body are protected?
Wrapping Up
Word Bank
Content Chart, What We Learned…
Student Questions, Inquiry Chart, I Wonder…
How many bones are in the human skeleton?
What are the functions of the bones in the skeleton?
WORD BANK- CLASS 1
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WORD BANK- CLASS 2
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WORD BANK- CLASS 3
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WORD BANK- CLASS 4
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INQUIRY CHART- CLASS 1
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INQUIRY CHART- CLASS 2
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INQUIRY CHART- CLASS 3
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INQUIRY CHART- CLASS 4
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BIG IDEAS- CLASS 1
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BIG IDEAS- CLASS 2
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BIG IDEAS- CLASS 3
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BIG IDEAS- CLASS 4
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Notebook Entries
I know that the __________ bones help to __________
other body parts.
I learned _________________.
I found out that some bones, such as ____________
and ______________ help give our body shape.
I was surprised by _________ when we counted our
bones.
I am wondering about _____________.
One question I have about bones is ______________.
Go Around – ONE
The STARTER reports “one idea” that she/he as recorded.
All other group members listen attentively to understand the
speaker’s perspectives. Group members set aside their own
thoughts/connections and do not speak during the allotted
time.
When the STARTER is finished, the next person reports “one
idea” while group members listen attentively as described
above.
The “go around” continues until each member has reported
his/her idea while group members listened attentively.
The group discusses ideas that were reported.
The REPORTER reports to the class.
Part 2: Mr. Bones Puzzle
Focus Question:
How do the bones in a skeleton go
together?
Making Sense
How were you able to figure out where
the bones must go?
Self-Assessment
Glue Bone Names in your notebook.
Check your Mr. Bones Puzzle.
The ______________ and ______________ were
the easiest bones to put in place because
___________________________.
The ________________ and ______________ were
the hardest bones to figure out because
_________________________.
I still wonder ______________________________.
Community Circle
Go around- share.
Content Chart: Big Ideas
Word Bank
Inquiry Chart
WORD BANK- CLASS 1
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WORD BANK- CLASS 2
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WORD BANK- CLASS 3
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WORD BANK- CLASS 4
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INQUIRY CHART- CLASS 1
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INQUIRY CHART- CLASS 2
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INQUIRY CHART- CLASS 3
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INQUIRY CHART- CLASS 4
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BIG IDEAS- CLASS 1
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BIG IDEAS- CLASS 2
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BIG IDEAS- CLASS 3
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BIG IDEAS- CLASS 4
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Science Stories
“The Broken Radius”
ABC: Activity Before Content Activity
Take out 3 sticky notes and label them with the green words as
follows:
Text- Relates to a text you have read
Self- Personal Experience
Story- Relates to a story that you have heard from
friends/family
As you read place the sticky notes in the book. We will share.
JOINTS:
At your table group discuss:
•How many different ways can you
move your body?
•What is the human skeleton?
•What is it made of?
•What are the functions of the
skeleton?
•Where does your body bend?
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JOINTS
•We have an articulated skeleton.
•Articulated means jointed.
•The skeleton is made of many bones
that are connected at places
called joints.
Each hand has 14 joints.
Can you find them?
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THE THUMB IS DIFFERENT!!!
•Examine
your thumb.
•How is your thumb different
from your other fingers?
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THE THUMB
•Tape
your thumb as shown.
•Use your student sheet.
•Remember: This isn’t a test. It is
meant for you to explore how
difficult actions are without having
thumbs.
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IN YOUR JOURNAL:
BE SPECIFIC & USE GOOD WORD CHOICE!!!
Write:
The task that I found
hardest to do was _________because___________.
I solved this problem by_______________.
I felt _________when I ran into a hard task.
The advantages of an opposable thumb are
__________________________________.
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WORD BANK- CLASS 1
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WORD BANK- CLASS 2
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WORD BANK- CLASS 3
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WORD BANK- CLASS 4
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INQUIRY CHART- CLASS 1
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INQUIRY CHART- CLASS 2
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INQUIRY CHART- CLASS 3
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INQUIRY CHART- CLASS 4
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BIG IDEAS- CLASS 1
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BIG IDEAS- CLASS 2
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BIG IDEAS- CLASS 3
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BIG IDEAS- CLASS 4
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Owl Pellets
Focus Question:
In what ways are the skeleton of a rodent and
a human similar?
Planning the Investigation
Procedure
Work in pairs in your group:
a)
Unwrap the foil and remove the pellet.
b)
Observe the whole pellet. Notice the shape, color,
and texture of the pellet. Write and draw your
observations on the Owl-Pellet Observation sheet.
c)
Gently separate the pellet into two pieces. Place
each piece on a paper plate.
d)
Separate the bones from the fur and other material
using your fingers or toothpicks as probes.
Data Acquisition and
Organization
Owl Pellet Observation Sheets.
Glue onto card stock.
Draw in the bones that you do not
have.
Label them names of the bones.
Don’t forget to use your resources.
Sort and Compare
Use the Rodent Bone Identification sheet to
sort your collection.
Reconstruct the Skeleton by gluing the bones
to sheet.
Making Sense
How are these animal bones similar to human
bones?
How are these animal bones different from
human bones?
The ___________ is similar in a human because
_____________________, but the __________
was different from a human because
_____________.
Accountable Talk Protocol
Talking Chip
When you want to speak, you must put your
pencil (or talking chip) in the middle of the
table.
No one can speak unless they are the last one
to put in their talking chip.
Everyone’s chip must be put in the middle
before they can be taken back to speak again.
Making Sense
Answer the Focus Question:
In what ways are the skeleton of a rodent and
a human similar?
Next, I would like to explore _________ because
I wonder _____________.
Arm Reflection
Go back in your notebook to your
scientific drawing of the arm. In
another color, add additional labels or
parts to your arm drawing.
What have you learned?
Write:
I have learned ______________.
What do you still need to know to have
a complete understanding of how the
arm moves?
Write:
In order to understand how the arm
moves, I still need to learn _______
Investigation 3: Muscles
Part 1: Making a Leg Model
Focus Questions
How do muscles move bones?
How do muscles attach to bones to make leg
movements possible?
Investigation 3: Part 2:
Making a Thumb Model
Focus Questions
How do muscles, tendons, and ligaments attach
to bones to make a thumb move?
Where are some of the muscles that move the
hand and thumb?
Investigation 3: Part 3
Making an Arm Model
Focus Question
How does the biceps muscle move the
arm?
Investigation 3 Jigsaw
Read and conduct the investigation with your
group.
Complete a notebook entry for your assigned
part. How would the phases of the notebook
look?
Complete a student content chart (big ideas),
word bank, and add to the inquiry chart using
sentence strips.
Be ready to share the models with the rest of
the class using an “Explorers and Settlers”
protocol.
Explorers and Settlers
Person A and B are explorers and Person C
and D are settlers.
The settlers stay put ready to share with the
explorers.
After everyone has had the opportunity to
explore.
Switch roles
Response Sheet
Muscles
Put in notebook
Respond
“Look fors”
Revise after Line of Learning
Investigation 4: Part 1
Focus Question
How does the response time compare for
hands and feet?
Carolyn 81
Prediction
Do you think she will be able to get her
hand out of the way when she sees the
cup start to fall?
I think ___________________ because
_____________.
Making Sense
What was the stimulus that started the
volunteer moving her hand out of the
way?
Why do you think this happened?
Free Exploration
Assemble the device.
Investigate with different release
heights.
Which is the best height to use as a
standard?
Procedure
a.
The stimulus (vision) and the response (right hand) have
been filled in for the first data box. Fill in the height of
drop-in this case the standard release height.
b.
One person is the cup releaser; the other is the responder.
c.
Each time the responder’s hand is hit, record and X in the
“hit” column; misses are recorded in the “miss” column.
d.
Recording starts at the bottom of the column and
proceeds upward. Recording is done by the releaser.
e.
Dropping and recording continues until either five hits or
misses are recorded.
f.
Change roles and repeat.
Data Acquisition and
Organization
Student Sheet: Stimulus/Response
Planning an Investigation
Do you think your foot-response time
(the time that passes between the
stimulus and moving your foot) would
be faster or slower than your handresponse time?
Prediction:
I think _______________ because
_____________.
Design the Investigation
How can you test foot response?
What do you need to keep the same to
be able to compare foot response time
to the hand response time?
Making Sense
Answer the focus question:
How does the response time compare for hands
and feet?
I claim ____________. I know this because
______________________. This happens
because _____________________.
Accountable Talk Protocol
Paraphrase Passport
One person shares their scientific explanation.
The ticket for talking is to correctly paraphrase
the person who has just spoken, then add
your idea.
The next person paraphrases the last
speaker’s idea, and adds theirs.
Everyone must speak before contributing a
new idea.
Community Circle/Whole
Class Discussion
Which body part responds quicker to the
falling cup?
Which was slower?
Why might that be the case?
Is there anything you could do to improve
your response time?
Wrap Up
Word Bank
Content Chart
Inquiry Chart
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WORD BANK- CLASS 2
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WORD BANK- CLASS 3
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WORD BANK- CLASS 4
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INQUIRY CHART- CLASS 1
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INQUIRY CHART- CLASS 2
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INQUIRY CHART- CLASS 3
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INQUIRY CHART- CLASS 4
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BIG IDEAS- CLASS 1
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BIG IDEAS- CLASS 2
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BIG IDEAS- CLASS 3
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BIG IDEAS- CLASS 4
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Part 3: Timing Your Responses
Focus Question
What is your average response
time of your right hand and left
hand?
Procedure
1.
Tape a strip to the dowel, matching the “Starting Position”
end of the strip with the end of the dowel.
2.
One student holds up the timer by the top of the dowel.
3.
A second student, the catcher, positions her fingers over the
words “starting positions,” ready to catch the reaction timer
the instant it begins to fall.
4.
When the catcher sees the strip start to fall, she catches it
and notes the number under her thumb.
5.
Record the number which represents the number of 100ths of
a second it took to respond.
Data Acquisition and
Organization
Timing Responses Student Sheet
Glue into notebook.
Making Sense
Answer this focus
question in your notebook:
The __________ hand had a quicker
response time. I know this because
_______________________. This
happens because ________________.
Self-Assessment and
Reflection
I used to think _________________, but
now I know _________________.
I am still a little confused about
____________________________.
I would like to know more about
________________.
Arm Movement
Add to your line of learning
Storyline Sharing Protocol
Inside/Outside Circle
Two circles facing one another.
Share.
When time is called, rotate the direction and
number of places called.
Intention Statements
I discovered/affirmed/relearned
_________________ and I intend to
______________________.