letter to parents - deer valley unified school district · or chicken bone, or dissect a chicken...

FOSS Human Body Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Dear Parents,

Our class is beginning a new science unit using the FOSSHuman Body Module. In this unit your child will investigatethe basic structural systems of his or her body, which include theskeleton, joints, and muscles, and the ways these systems worktogether to provide movement and coordination. This is anexciting unit for students. Over the next 6–8 weeks they willengage in thoughtful investigations exploring bones, buildingskeletons, making models, and testing their responses to sensorystimuli.

Your child’s interest in the structure of the human body can be increased by asking aboutthe investigations at school and by providing additional experiences at home. Investigate a turkeyor chicken bone, or dissect a chicken wing to expose the muscles, bones, tendons, and ligaments.Has a family member had an X ray taken recently? Ask for the X ray; your child will enjoyexamining it and sharing it with the class. Physical activity is a great way to increase awareness ofthe human body. Encourage a game of Bone Tag or Twister. Last, but not least, visit the library tocheck out some great books.

Watch for the Home/School Connection sheets I will be sending home with your child fromtime to time. These suggest ways for the whole family to look more closely at the structure of thehuman body and its wonders.

We are looking forward to many weeks of exciting investigations of the human body. If youhave any questions or comments, or have expertise you would like to share with the class, pleasedrop me a note.

Comments

Cut here and paste onto school letterhead before making copies.

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LETTER TO PARENTS

SCIENCE NEWS

Investigation 1: BonesNo. 1—Teacher Sheet


Name ____________________________________

Date _____________________________________

UPPER LEG

LOWER LEG

ANKLE

FOOT

SUBTOTAL

✕ 2

TOTAL

UPPER ARM

LOWER ARM

WRIST

HAND

SUBTOTAL

✕ 2

TOTAL

SKULL BONES TORSO BONES

FACE BONES

CRANIUM BONES

JAW BONES

OTHER BONES

INSIDE HEAD

TOTAL

SHOULDER BONES

BREAST BONES

RIB BONES

BACK BONES

PELVIC BONES

TOTAL

ARM BONES LEG BONES

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COUNTING BONES

Investigation 1: BonesNo. 2—Student Sheet


Name ____________________________________

Date _____________________________________

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BONE NAMES


Clavicle

Scapula

Humerus

Ulna

Radius

CarpalsMetacarpals

Phalanges

Femur

Patella

Fibula

Tibia

Tarsals

Metatarsals

Phalanges

Sacrum

Pelvis

Lumbar Vertebrae

Thoracic Vertebrae

Rib

Sternum

Cervical VertebraeMandible

Skull

Hyoid


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MR. BONES—A


Mr. B

ones FOSS

Copyright ©

2000 Regents, U

niversity of California

10.


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MR. BONES—B



Name ____________________________________

Date _____________________________________

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RESPONSE SHEET—BONES


Laura completed putting Mr. Bonestogether. She would like you to checkher work to see if she made anymistakes.

If you find any bones in the wrongplace, tell Laura how they should bechanged to make Mr. Bones correct.

Circle the bones or sections you writeabout so Laura knows her mistakes.


Name ____________________________________

Date _____________________________________

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OWL-PELLET OBSERVATION

PART 1: THE OWL PELLET

Describe the size, shape, color, and texture of the owl pellet.

PART 2: INSIDE THE OWL PELLET

Describe what the owl pellet is made of and what you found inside.

PART 3: THE BONES IN THE OWL PELLET

What animal skeleton did you find in your pellet?

What bones helped you decide it was that animal?

Draw the owl pellet here.

Find a bone that is similar to a humanbone. Draw it.

Bone name


Find a bone that is different than ahuman bone. Draw it.

Bone name


Name ____________________________________

Date _____________________________________

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RODENT BONE IDENTIFICATION

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CR

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FOSS Human Body Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop

Name ____________________________________

Date _____________________________________

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THUMB JOINTS

Finish

Start

use.

Tra

Investigation 2: JointsNo. 9—Student Sheet


NECKLACE

Put a paper clip on the cordlike a charm. Tie the cord on

like a necklace.

Then untie the knot.

PENNIES

Open the bag, reach in, takeout 20 pennies, and put 5 in a

stack in front of eachmember of your group.

Then put the pennies backinto the bag.

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JOINT TASKS A

Investigation 2: JointsNo. 10—Teacher Sheet

VIAL AND SCREW CAP

Open the little vial, pour thecontents into the screw-capbottle, screw the lid on, and

close the vial.

Then put the popcorn backinto the vial.

TAPE

Place three popcornkernels on an index card.Use transparent tape to

stick them down.

Then remove thepopcorn and repackage

the materials.


NEWSPAPER

Roll up a piece of newspaperand put two rubber bandsaround it. Put the rolled

newspaper in a plastic bag.

Then undo it and repackagethe materials.

BRACELET

Link six large paper clips tomake a chain. Link them into

a circle. Wear it likea bracelet.

Then take the paper clipsapart.

LETTER WRITING

Get a piece of paper, write onit, fold it up three times, put

it in an envelope. Put a stickerin the corner for a stamp.

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JOINT TASKS B

Investigation 2: JointsNo. 11—Teacher Sheet

SCISSORS

Get an index card and cutit into a circle. Thumbtack

the circle to thebulletin board.

Throw away the scraps.


Name ____________________________________

Date _____________________________________

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RESPONSE SHEET—JOINTS

Carl’s class is studying the human body and howjoints move. His teacher said that the elbow is ahinge joint that moves back and forth in onedirection.

After school when Carl was practicing his ropethrowing for the junior rodeo, he swung his lassoup over his head and thought that his elbow wasmoving more like a ball-and-socket joint.

Try this motion yourself.

What would you tell Carl about his idea that theelbow moves like a ball-and-socket joint?



Name ____________________________________

Date _____________________________________

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BONE OBSERVATION


PART 1: RODENT BONES

Observe the three model bones and describe them.

a.

b.

c.

Assemble the bones the way you think they wouldbe in a live rodent.

a. Draw the assembled bones.

b. Label the bones and joints.

What clues did you find on the bones thathelped you put them together?

PART 2: CHICKEN BONES

Observe the two model bones and describe them.

a.

b.

Assemble the bones the way you think they wouldbe in a live chicken.

a. Draw the assembled bones.

b. Label the bones and joints.

What clues did you find on the bones that helpedyou put them together?


Name ____________________________________

Date _____________________________________

Sartorius

Oblique

Biceps

Lattissimusdorsi

Achillestendon

Gluteusmaximus

Gastrocnemius

Triceps

TrapeziusPectoralDeltoid

Masseter

Radial

Tibialis

Quadriceps

Biceps

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MUSCLE NAMES

Investigation 3: MusclesNo. 14—Student Sheet


Name ____________________________________

Date _____________________________________

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LEG MUSCLE

UP

Investigation 3: MusclesNo. 15—Teacher Sheet


Name ____________________________________

Date _____________________________________

Investigation 3: MusclesNo. 16—Teacher Sheet

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ARM MUSCLE


Name ____________________________________

Date _____________________________________


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RESPONSE SHEET—MUSCLES

After completing the investigations on muscles, Lisa wrote in her journal.

Everything I Know About MusclesEverything I Know About MusclesEverything I Know About MusclesEverything I Know About MusclesEverything I Know About MusclesMuscles are found only in the arms and legs.The main job that muscles do is make usstrong.

Do you agree or disagree with Lisa's two statements? Explain your answer.

What else would you write about muscles in your journal?


Name ____________________________________

Date _____________________________________

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MUSCLE ACTION

1. Make an arm model with a biceps muscle. Describe what each part of the modelrepresents.

Sticks Rubber tube

Paper clip Rubber band

Describe how the muscle on the model works.

2. Put your left hand on the biceps muscle (top) of your right arm. Put your right handunder the front of your desk and lift up slowly.

• How does your biceps feel?

• What is your biceps doing?

• How does the triceps muscle

(bottom of the arm) feel?

Describe what happens to your arm when you flex (contract) the biceps.

3. One of these pictures correctly shows the muscles when a man is bending his arm.Draw a circle around the correct picture.



Name ____________________________________

Date _____________________________________

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STIMULUS/RESPONSE

VisionRight hand

HEIGHT OF DROP__________________

STIMULUS _________________________

RESPONSE ________________________

MISS MISSHIT HIT

5

4

3

2

1

5

4

3

2

1

HEIGHT OF DROP__________________

STIMULUS _________________________

RESPONSE ________________________

HEIGHT OF DROP__________________

STIMULUS _________________________

RESPONSE ________________________

MISS MISSHIT HIT

5

4

3

2

1

5

4

3

2

1

HEIGHT OF DROP__________________

STIMULUS _________________________

RESPONSE ________________________

Investigation 4: CoordinationNo. 19—Student Sheet


Name ____________________________________

Date _____________________________________


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RESPONSE SHEET—COORDINATION

THE BUS STOP STORY

Satoshi was sitting at the bus stop with two of his friends, Jasmine and Lou. A mosquitolanded on Satoshi’s forehead. Ow! Satoshi began slapping at the mosquito, and when hedid, he spilled Jasmine’s root beer in her lap. Oh! Jasmine jumped up, and when she did,she stepped on Lou’s toe. Hey! Lou started to jump around on one foot. The three friendslooked at each other and laughed.

Describe each stimulus and response in the story.


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RESP

ONSE

TIM

ER

RE

SP

ON

SE

TIM

E I

N 1

00

TH

S O

F A

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CO

ND

10

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RE

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TIM

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00

TH

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STARTINGPOSITION

21

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Investigation 4: CoordinationNo. 21—Teacher Sheet

STARTINGPOSITION

STARTINGPOSITION

STARTINGPOSITION

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11

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14

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19

18

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Name ____________________________________

Date _____________________________________


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TIMING RESPONSES

Stimulus

Response hand

DROPS TIME

1

2

3

4

5

Find out how fast your hand can respond. Start with visual stimulus. Test your left andright hands five times. Record your response time after each drop.

Total

DROPS TIME

1

2

3

4

5

Total

Calculate the average response time for each hand. Write the averages on the lines underthe totals.

Which hand had the fastest response time? Explain why you think thathand responded faster.

Average Average

Stimulus

Response hand


Name ____________________________________

Date _____________________________________

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PROJECT IDEAS


• Research a joint disease such asarthritis or bursitis. Discuss what partof the skeleton is affected by thesediseases.

• Think about life with certain jointsimmobilized. Research what kind ofcompensation is needed in order toperform everyday tasks.

• Increase disability awareness. Studentsand teachers with disabilities havedifficulty getting around classrooms.Design an accessible classroom to helpa teacher or student who uses awheelchair take part in all classroomactivities.

• Find out about artificial joints.Interview an orthopedic surgeon orsomeone who has had a joint replaced.

• Bring an X ray in from a doctor’s office.Explain what bone is pictured, where itis located in the body, what other bonesconnect to it, and what the X rayshows.

• Career focus: Interview a doctor,nurse, X-ray technician, or physicaltherapist.

• Write a letter to the ArthritisFoundation or the MuscularDystrophy Foundation.

• Investigate the skeletal system of ananimal and make a poster.

• Research gymnastics and the flexibilityof gymnasts’ muscles and joints.

• Research the protective gear childrenwear to play sports or perform anactivity like riding a bike or skateboard.

• Explore the specialized skeletons ofanimals with exoskeletons.

• Astronauts experience muscle and boneatrophy while in space. Research themeasures taken to prevent the loss ofbone and muscle tissue.

• Research strains, sprains, and cramps.

• Dissect a chicken or turkey wing.


Name ____________________________________

Date _____________________________________

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PROJECT PROPOSAL

1. What is the question or the project that you are proposing?

2. What materials or references will you need to complete the project?

3. What steps will you follow to complete the project?



Name ____________________________________

Date _____________________________________

You will have exactly 3 minutes to present your project to the class. In those 3 minutes youshould answer these questions.

• What were you trying to find out (your question)?

• What materials or references did you need to do your project?

• What procedure did you follow to complete your project?

• What did you learn from doing your project?

When you begin speaking, you will see the green card held up for 2 1/2 minutes. Whenyou see the yellow card, you have 30 seconds left. When you see the red card, it means youcan finish your sentence, but you must stop within the next few seconds.

Practice your presentation so you will be sure it is at least 2 1/2 minutes long, but not morethan 3 minutes long. Be sure you have included all of the information asked for above.

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PRESENTATION GUIDELINES

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PRESENTATION GUIDELINES

You will have exactly 3 minutes to present your project to the class. In those 3 minutes youshould answer these questions.

• What were you trying to find out (your question)?

• What materials or references did you need to do your project?

• What procedure did you follow to complete your project?

• What did you learn from doing your project?

When you begin speaking, you will see the green card held up for 2 1/2 minutes. Whenyou see the yellow card, you have 30 seconds left. When you see the red card, it means youcan finish your sentence, but you must stop within the next few seconds.

Practice your presentation so you will be sure it is at least 2 1/2 minutes long, but not morethan 3 minutes long. Be sure you have included all of the information asked for above.

Name ____________________________________

Date _____________________________________



Name ____________________________________

Date _____________________________________

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MATH EXTENSION—PROBLEM OF THE WEEKINVESTIGATION 1: BONES

An after-school science club was studying owls. They discovered that owls live longer incaptivity than they do in the wild. The barn owl lives about 16 years in the wild, and itlives three times longer in captivity. How long does the barn owl live in captivity?

Show your work and explain your answer.

The great horned owl lives 12 years less than the barn owl in captivity. How many yearsdoes the great horned owl live in captivity?


The great horned owl lives one-fourth fewer years in the wild than it does in captivity.How many years does the great horned owl live in the wild?


Problem of the WeekNo. 26—Student Sheet


Name ____________________________________

Date _____________________________________

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MATH EXTENSION—PROBLEM OF THE WEEKINVESTIGATION 2: JOINTS

Can you pass your body through a sheet of paper, or even a half sheet of paper?

Cut a standard sheet of paper in a way that lets you pass right through the paper. If youcan pass through a full sheet of paper, can you pass through a half sheet of paper?

(The trick is to make a hole in the paper big enough to pass over your body.)

Explain how you found the answer.

What method did you try first?

Was your first try successful?

What did you try second?

Was your second try successful?



Name ____________________________________

Date _____________________________________

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MATH EXTENSION—PROBLEM OF THE WEEKINVESTIGATION 3: MUSCLES

Weigh yourself.

Use the conversion scale to change pounds into kilograms.

My mass is kg.

Bone mass is 1/4 of the mass of a human body.

What is the mass of your bones? kg

Show how you found out.

Muscle mass is 2/5 of the mass of a human body.

What is the mass of your muscles? kg

Show how you found out.

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Pounds Kilos



Name ____________________________________

Date _____________________________________

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MATH EXTENSION—PROBLEM OF THE WEEKINVESTIGATION 4: COORDINATION

Mr. Crane’s class was testing their arm/shoulder muscle strength by doing chair push-ups.Each student did as many push-ups as he or she could without resting. Here are theresults.

Roberto 15

Scott 15

Lorinda 12

Miguel 20

Willie 18

George 17

Jose 14

Kalen 14

Kim 16

Fran 15

Julia 14

Danny 16

Maria 10

Mack 17

Caleb 13

Lucy 11

Mark 16

Jasmine 15

Sai 19

Alma 14

Graph the results.

What was the total number of push-ups done by the class?



Name ____________________________________

Date _____________________________________

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HOME/SCHOOL CONNECTIONINVESTIGATION 1: BONES (page 1)

Home/School ConnectionNo. 30—Student Sheet


Name ____________________________________

Date _____________________________________

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HOME/SCHOOL CONNECTIONINVESTIGATION 1: BONES (page 2)

Tools1 Scissors1 Small nail to punch holes (4-penny)1 Small piece of corrugated cardboard

1. Trace around each of the ten Bonita pieces with your finger.Carefully cut out the ten pieces on solid lines only.

NOTE: The slits for the three tabs must be cut with a mat knife before students start assembly.

Materials1 Bonita parts sheet on card stock9 Paper fasteners, 1/2" long• Transparent tape

2. Fold along all dotted lines. Put tabs into slits.Do not use any tape yet.

• The torso folds into a box.• The head folds into a box.• The legs and arms fold in half.

3. Make holes for the paper fasteners. Place eachBonita piece on the cardboard and use a nail topoke a hole through the dark circles. The darkcircles mark joints on all but the torso.

4. Attach the head to the torso. Put a fastenerthrough the hole in one tab on the head, then thesecond tab, and finally the hole in thetorso. Fold the head into a box.

5. Attach the legs to the torso. Make sure thekneecap is in the correct place. Put the lower leginside the fold of the upper leg. This way the kneejoint will move like a human knee joint.

6. Attach the arms to the torso. Put the lower arminside the fold of the upper arm.

7. Use small pieces of transparent tape to secureBonita’s torso and head as little boxes.



Name ____________________________________

Date _____________________________________

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HOME/SCHOOL CONNECTIONINVESTIGATION 2: JOINTS

Living bone is composed of

• Bone cells and the blood vessels and nerves that maintain them.

• A dense matrix that fills the space between the cells.

It is the dense matrix that we associate with bone. The matrix is hard, strong, and resilient,making bone an ideal material for providing structure and protection.

The matrix is composed of two main materials:

• Mineral salts, mostly calcium phosphate, 65%.

• Long fibers of collagen, a flexible protein, 35%.

To find out more about bones, try this investigation at home.

a. Remove all the meat from a cooked chicken wing or drumstick. Wash thebone well, perhaps using a metal scrub pad.

b. Let the bone dry overnight.

c. Place the bone in a jar. Cover the bone with regular household vinegar.

d. In a day or two pour off the old vinegar and replace it with new vinegar.

e. Repeat this process of refreshing the vinegar for a week or 10 days.

f. Rinse the bone thoroughly with water and check it for rigidity.

What were your results? Describe the bone and what it can do.

Vinegar is a mild acid. What do you think happened when the bone was put into acid?



Name ____________________________________

Date _____________________________________

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HOME/SCHOOL CONNECTIONINVESTIGATION 3: MUSCLES

Try these investigations with family and friends.

A SHORTER ARM?

1. Stand next to a wall.

2. Stretch your arm straight out from the side of your body.

3. Adjust your position until the tip of your middle finger just touches the wall. Don’tmove.

4. Flex your arm rapidly 20 times—fist to chest, full extension, fist to chest, and so on.

5. Reach for the wall again without moving or leaning.

Were you able to touch the wall?

What muscles did you use in this exercise?

Bones and muscles information: Vigorously exercising your shoulder muscles tightensthe muscles in your back. When this happens, the scapula (shoulder blade) is drawn moretoward the center of your back. As a result your reach actually shrinks.

A STUCK FINGER?

1. Place your hand palm down on a table.

2. Tuck your middle finger under your palm.

3. Try to lift each finger one by one.

What happened?

Bones and muscles information: Long tendons extend from the muscles in your lowerarm out along the top and bottom of each finger. The middle finger and ring fingertendons are connected on the back of the hand. The result is that the ring finger cannotextend effectively unless the middle finger does the same.


letter to parents - deer valley unified school district · or chicken bone, or dissect a chicken...

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