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Presentation on theme: "HUMAN BODY Sandra Pride UNA/AMSTI"— Presentation transcript:



3 Humor


5 Our Brain

6 BONES  Take turns with your partner jumping rope. When your partner is jumping, watch closely to see which parts of his/her body come into action.  Record your observations by writing down what you see in your journal. Label this page “Body Parts That Move When I Jump Rope” Try to discover which parts of the body move when a person jumps rope.  Create a class chart. Investigation 1 Part 1

7 HOW MANY BONES? A Skeletal system is a group of bones. Let’s count up the bones to find out how many there are in the human skeleton.  Working with your group you will count the bones in the subsystem you are assigned. Record your count in your journal.  Leg and Foot  Arm and Hand  Head  Torso ( including the NECK, SHOULDERS, and HIPS) Investigation 1 Part 1

8 BONE COUNT Investigation 1 Part 1

9 Skeleton  Skeleton Photograph  Functions of our skeleton: SUPPORT PROTECTION MOVEMENT Investigation 1 Part 1

10 RECOUNT  Using your subsystem poster and the Counting Bones sheet, recount the bones for your assigned subsystem to see if you can get a more accurate count.  Rotate group assignments. You should record the number of bones in all four skeleton subsystems.  Revise the bone count on the class chart. Investigation 1 Part 1

11 BONE COUNT Investigation 1 Part 1

12 Science Notebook Science Notebook Design Set-Up  The first page is the cover page. You will design a cover for your notebook.  The next two pages will be labeled the “Table of Contents.”  The third/next page is where we will begin our journal entries.  Write the date in the upper right hand corner and the page number.  Turn to the back of your journal. We will label the third page from the end the “Glossary” Science Notebooks Investigation 1 Part 1

13 VOCABULARY  Bones Cartilage Joint  Skeleton Skull Torso  ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Investigation 1 Part 1

14 Content/Inquiry  The function of the skeleton is to provide support, protection, and movement  The human skeleton has about 206 bones Investigation 1 Part 1

15 Skeleton Functions Foldable Investigation 1 Part 1

16 Science Reading Stories  A Marvelous Machine pages 1-3.*  The Shape of Your Shape page 4. Investigation 1 Part 1

17 “The 5 E’s” Initiate ApplyClarify Question EvaluateTheLearningCycle

18 Investigation 1 Part 1

19 “Mr. Bones”  Each of you will receive a skeleton puzzle called “Mr. Bones to assemble.  Cut out each of the 19 pieces. Use a hole punch to punch out the black circles on each piece. Use paper fasteners to hold the pieces together. GOOD LUCK!  Compare your puzzle to the skeleton poster.  Fossweb Fossweb  Response Sheet – Bones #6 Investigation 1 Part 2

20 Dem Bones

21 Science Reading Stories  The Broken Radius pages 5-7. Investigation 1 Part 2

22 What did Laura do wrong? Investigation 1 Part 2

23 Skeleton Book Foldable Investigation 1 Part 2

24 SIMON SAYS Investigation 1 Part 3

25 Barn Owls  Science Story page 9.* BARN OWLS  Owls eat small rodents but cannot digest the fur and bones. The owl then coughs up or regurgitates a pellet containing the fur and bones. Investigation 1 Part 3

26 Procedure for observing pellets: PUT ON GLOVES!!  Unwrap the foil and remove the pellet.  Observe the whole pellet: Notice the shape, color, and texture of the pellet. WRITE and DRAW your observations on the Owl-Pellet Observation Sheet #7.  Gently separate the pellet into two pieces. Place each piece on the paper plate.  Separate the bones from the fur and other material using your fingers or toothpicks. Owl Pellets Investigation 1 Part 3

27 Rodent Bone Identification  Using the Rodent Bone Identification Sheet #8 sort your collection of bones.  Reconstruct your skeletons. You may glue them to the sheet.  You may or may not have a complete skeleton. Investigation 1 Part 3

28 Content/Inquiry  Bones of many mammals are similar in number and shape, but differ in size  The shape of a bone is often a clue to its function Investigation 1 Part 3


30 Review  How many different ways can you move your body?  What is the human skeleton and what is it made of?  What are the functions of the skeleton?  Where does your body bend? Investigation 2 Part 1

31 Thumb Joints  Look at Student Sheet #9. There is a picture to color and a maze to trace. There is also a list of everyday tasks. All of these tasks require movement of the joints in your hand.  These seem like simple tasks. However, you must complete these without using your thumb. It Will Be Taped!!!! Investigation 2 Part 1

32 What Did You Discover?  Which tasks were hard to do?  What made them hard?  How did you solve the problem?  How did you feel when you ran into a hard task?  What are the advantages of an opposable thumb?  Investigation 2 Part 1

33 Vocabulary  Joint  articulated  Immobilize  Opposable Thumb ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Investigation 2 Part 1

34 Content/Inquiry  Thumbs are essential for performing everyday task easily Investigation 2 Part 1

35 Science Reading Stories  Read Your Amazing Opposable Thumb page 10 Phalanges Metacarpals Saddle Joint Of the THUMB Carpals Investigation 2 Part 1

36 Joint Tasks Finding out more about the joints in our hands. There are eight tasks for each member of your group to perform. There is a card in each bag explaining what you should do. When you finish a task all of the materials used should be returned to the bag. WHAT’S THE CATCH??? Investigation 2 Part 2

37 Joint Tasks Your Joints will be IMMOBILIZED!!! STIFF THUMB: Lay a craft stick along the back of your thumb. Wrap tape around the stick and thumb, make sure the tip of the thumb is taped. Next, wrap tape around the stick and your wrist. STIFF FINGERS: Wrap tape around the middle and index fingers twice. The tape should not be tight. Slip a dowel under the tape in the space between the backs of the fingers. Wrap tape around the wrist and dowel at the other end of the dowel. Investigation 2 Part 2

38 Joint Tasks  Which task do you think was the easiest? Why?  Which task do you think was the hardest? Why? Investigation 2 Part 2

39 Content/Inquiry  Articulated hands and opposable thumbs are essential for performing intricate tasks Investigation 2 Part 2

40 Science Reading Stories Bones on the Outside? Page 11 Investigation 2 Part 2

41 Naming Joints Are all of your joints the same? Do they all move the same way? There are several kinds of joints in the body, and two of them are found in the hand. Hinge joint: The simplest kind of joint. They can flex (close) and extend (open) like a door. Ball-and-socket joint: The most versatile joint. They can move in three ways: up and down, front to back, and they can rotate. Gliding joints: They allow movement in two directions, but not rotation. Investigation 2 Part 3

42 Identifying Joints  Look at the photo of the skeleton. Can you label the skeleton’s joints?  Your group will look at one of the subgroups: arms/hands skull legs/feet torso  With your group identify major joints in the body using sheet #3, Bone Names, to help you. Write the name of the joints you identify on a sticky note.  Label joints on the poster. Hinge Ball-and-socket Gliding Investigation 2 Part 3

43 Response Sheet- Joints Read student sheet #12. Can you help Carl? Investigation 2 Part 3

44 Vocabulary  Compensate  Ball-and-socket joint  Hinge joint  Gliding joint ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Investigation 2 Part 3

45 Content/Inquiry  The human skeleton has three basic types of joints: hinge, ball-and-socket, and gliding joints  Hinge, ball-and-socket, and gliding joints allow the body to move in many different ways Investigation 2 Part 3

46 Types of Joints Foldable Investigation 2 Part 3

47 Science Reading Stories  Comparing Joints? Pages 12-13 Investigation 2 Part 3

48 Comparing Bones Can you put the bones together? Chicken Bones Rodent Bones Use your bones to complete student sheet #13. Investigation 2 Part 4

49 Muscles Investigation 3 Part 1

50 Muscles  Muscles are responsible for all body movements. Nothing moves unless a muscle is working.  When muscles work they contract. That means when they work they become shorter and feel tight and solid. If a muscle is attached to two bones they will be pulled toward each other when the muscle contracts. Investigation 3 Part 1

51 Muscles There are over 650 skeletal muscles in the human body. Investigation 3 Part 1

52 Leg Model  You will work with a partner to build a model of the leg to show how muscles move bones.  You will need: 2 Dowels (18cm) Bones 1 rubber tube (no hole) knee joint 1 rubber tube (with hole) ankle joint 1 craft stick (with holes) foot GOOD LUCK!!!! Investigation 3 Part 1

53 Leg Model  Can you attach a muscle to the model to bend the knee? 1 rubber band for the muscle 2 paper clips for the tendon (c hooks)  Can you attach two more muscles to your leg? One that makes the toe point down and one that lifts the toe up. 2 rubber bands for the muscles 4 paper clips for the tendons (c hooks)..\Desktop\3rd Grade Science\Human Body\Human Body - Leg.wmv Investigation 3 Part 1

54 Vocabulary  Tissue  Muscle  Contract  Tendon ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Investigation 3 Part 1

55 Content/Inquiry  Muscles contract (shorten) when they work  Muscles pull on bones when they contract, moving the bones  Muscles connect to bones with tissue called tendon Investigation 3 Part 1

56 Science Reading Stories  Muscles, pages 14-15  Muscles and Bones: Working Together, page 16 Investigation 3 Part 1

57 Arm Muscle Radial Muscle Tendons Investigation 3 Part 2

58 Thumb Model  Look at your hand, flex your fingers to form a claw. Where are the muscles that operate your fingers? Can you and your partner build a model of the thumb? Use the following materials. 2 short craft pieces (with holes) phalanges 1 long craft stick (no holes) metacarpals 2 rubber tubes (no holes) joints Good Luck!! Investigation 3 Part 2

59 Thumb Model Let’s make our thumb model move!!  1 piece of string 30 cm long tendon  Put the string in the hole in the end bone and tie a knot.  Use 2 twist ties ligament guides  Wrap the ties loosely around the rubber tubes. joints  Slide the tendon (string) under the ties. Operate the thumb by pulling on the tendon..\Desktop\3rd Grade Science\Human Body\Human Body Thumb.wmv Investigation 3 Part 2

60 Response Sheet – Muscles # 17 Do you agree with Lisa? Investigation 3 Part 2

61 Vocabulary Ligament ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Investigation 3 Part 2

62 Content/Inquiry  Ligaments connect bone to bone; sometimes ligaments act as guides for tendons Investigation 3 Part 2

63 Science Reading Stories Read The Space Race, pages 17-20 Investigation 3 Part 2

64 Models In our models what has each part represented? Dowels Rubber Tubes Paper Clips Rubber Bands Twist Ties Investigation 3 Part 3 Bones Joints Tendons Muscles Ligaments

65 Making An Arm Model You and your partner are to construct an arm model with a biceps muscle. Use the following materials: 2 long dowels 1 rubber tube (no holes) 1 rubber band 2 paper clips (c hooks) Complete Student Sheet # 18 after you construct your model..\Desktop\3rd Grade Science\Human Body\Human Body Arm.wmv Investigation 3 Part 3

66 Bones, Joints, and Muscles Foldable

67 Science Reading Stories Read The Frozen Man, pages 21-24 Investigation 3 Part 3

68 Coordination What systems come together to help us move ? Skeletal Joints Muscles When all of these systems work together to provide movement it is called coordination Investigation 4 Part 1

69 Falling-Cup Demonstration Do you think they will be able to get their hand out of the way when they see the cup start to fall? With your partner see how you respond to the falling-cup. First you will need to assemble a falling-cup device.  Snap a lid (with hole) on a cup (with hole).  Slide a long dowel through the holes.  Hold the dowel in a vertical position on the desk with the cup bottom side up.  Attach a binder clip to the dowel above the cup to limit how high the cup can be raised above the desktop. Investigation 4 Part 1

70 Falling Cup Variables What could we change to make the experiment more difficult? Drop Distance Release Set Standards Investigation 4 Part 1

71 Data Collection  Use Student Sheet # 19 to collect data. 1. Write your name and date. 2. Fill in the height of the drop. (all the same) 3. One person is the cup releaser; the other the responder. 4. Each time the responder’s hand is hit, record an X in the “hit” column; misses are recorded in the “miss” column. 5. Recording starts at the bottom of the column and proceeds upward. Recording is done by the person who releases the cup. 6. Dropping and recording continues until either five hits or five misses are recorded-then stop. 7. Change roles and repeat the investigation. Investigation 4 Part 1

72 Vocabulary Coordination Stimulus Response Response Time ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word. Investigation 4 Part 1

73 Content/Inquiry  It takes longer for feet than for hands to respond to a visual stimulus because of the greater distance the message must travel Investigation 4 Part 1

74 Practice and Concentration Practice, Practice, Practice, Practice Makes Perfect Try It Again! Did practice make a significant difference? If so, why do you think it? What factors besides practice might effect response time? Investigation 4 Part 2

75 The Bus Stop

76 Content/Inquiry  Practice increases muscle strength and reinforces neural pathways Investigation 4 Part 2

77 Science Reading Stories Read Smart Training pages 25-27 Investigation 4 Part 2

78 Timing Your Responses  It is possible to find out how quickly you can respond to a visual stimulus using a Response timer. Build a Response Timer Tape a strip to a dowel. Match the “Starting Position” end of the strip with the end of the dowel. Investigation 4 Part 3

79 Using the Response Timer  One student holds up the timer by the top of the timer.  Another student, the catcher, positions their fingers over the words “starting position,” ready to catch the reaction timer the instant it begins to fall.  When the catcher sees the strip fall, she catches it and notes the number under her thumb.  This number represents the number of 100ths of a second it took to respond. Investigation 4 Part 3

80 Recording Data Use Student Sheet #22 to record your response times. Record your response times for five trials with both your left and right hands. Average the results to get average response time. Compare the response times for your left and right hands, and explain why you think one hand responds faster than the other. Investigation 4 Part 3

81 Content/Inquiry  Coordinated humans generally respond to visual stimuli in less than a quarter of a second Investigation 4 Part 3

82 Science Reading Stories Read The Circulatory System, pages 28-29 Investigation 4 Part 3

83 Choose Your Own Project  Project Ideas The object of a doing a project is to investigate a a question you still have about the human body, and learn something new that you can share with the class.  Project Proposal Complete a proposal. You should write the question you want to investigate and list the materials you think you think you will need.  Project Plan List the steps you will take to complete your investigation. Investigation 4 Part 4

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