The Human Body 1 5 th Grade: Mrs. Frandsen’s Class

The Human Body

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5th Grade: Mrs. Frandsen’s Class

Human Body Learning GoalsThrough 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 tissue

stimulus response coordination

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

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ABCD of Scientific Diagrams

A Accurate labels

B Big

C Colorful

D Detailed

From FOSS Variable Module Gr. 5-6

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 ropeB 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 DataSkeleton

subsystemCount Average

Arm

Leg

Torso

Head

Grand Total

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 TalkSharing 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 PhotographBone PostersCounting 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 BankContent 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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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 PuzzleFocus Question:

How do the bones in a skeleton go together?

Making SenseHow were you able to figure out where the bones must go?

Self-AssessmentGlue 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 CircleGo around- share.Content Chart: Big IdeasWord BankInquiry Chart

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BIG IDEAS- CLASS 1

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Science Stories“The Broken Radius”

ABC: Activity Before Content ActivityTake out 3 sticky notes and label them with the green words as follows:

Text- Relates to a text you have readSelf- 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:

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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?

JOINTS

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• 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?

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 foundhardest 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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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 PelletsFocus Question:

In what ways are the skeleton of a rodent and a human similar?

Planning the InvestigationProcedure

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 CompareUse the Rodent Bone Identification sheet to sort your collection.

Reconstruct the Skeleton by gluing the bones to sheet.

Making SenseHow 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 ProtocolTalking 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 SenseAnswer 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 ReflectionGo 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 JigsawRead 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 SettlersPerson 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 SheetMusclesPut in notebookRespond

“Look fors”Revise after Line of Learning

Investigation 4: Part 1Focus Question

How does the response time compare for hands and feet?

Carolyn 81

PredictionDo 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 SenseWhat was the stimulus that started the volunteer moving her hand out of the way?

Why do you think this happened?

Free ExplorationAssemble the device.Investigate with different release heights.Which is the best height to use as a standard?

Procedurea. 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.


Student Sheet: Stimulus/Response

Planning an InvestigationDo you think your foot-response time (the time that passes between the stimulus and moving your foot) would be faster or slower than your hand-response time?

Prediction:I think _______________ because _____________.

Design the InvestigationHow 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 SenseAnswer the focus question:

How does the response time compare for hands and feet?

I claim ____________. I know this because ______________________. This happens because _____________________.

Accountable Talk ProtocolParaphrase 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 UpWord BankContent ChartInquiry Chart

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BIG IDEAS- CLASS 1

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Part 3: Timing Your Responses

Focus Question

What is your average response time of your right hand and left hand?

Procedure1. 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.


Timing Responses Student Sheet

Glue into notebook.

Making SenseAnswer 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 MovementAdd to your line of learning

Storyline Sharing ProtocolInside/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 ______________________.

Documents

The Human Body 1 5 th Grade: Mrs. Frandsen’s Class