LETTER TO PARENTS SCIENCE NEWS

Transcription

1 LETTER TO PARENTS Cut here and paste onto school letterhead before making copies. SCIENCE NEWS Dear Parents, Our class is beginning a new science unit using the FOSS Human Body Module. In this unit your child will investigate the basic structural systems of his or her body, which include the skeleton, joints, and muscles, and the ways these systems work together to provide movement and coordination. This is an exciting unit for students. Over the next 6 8 weeks they will engage in thoughtful investigations exploring bones, building skeletons, making models, and testing their responses to sensory stimuli. Your child s interest in the structure of the human body can be increased by asking about the investigations at school and by providing additional experiences at home. Investigate a turkey or 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 enjoy examining it and sharing it with the class. Physical activity is a great way to increase awareness of the human body. Encourage a game of Bone Tag or Twister. Last, but not least, visit the library to check out some great books. Watch for the Home/School Connection sheets I will be sending home with your child from time to time. These suggest ways for the whole family to look more closely at the structure of the human body and its wonders. We are looking forward to many weeks of exciting investigations of the human body. If you have any questions or comments, or have expertise you would like to share with the class, please drop me a note. Comments Investigation 1: Bones No. 1 Teacher Sheet

2 COUNTING BONES ARM BONES LEG BONES UPPER ARM UPPER LEG LOWER ARM LOWER LEG WRIST ANKLE HAND FOOT SUBTOTAL SUBTOTAL 2 2 TOTAL TOTAL SKULL BONES TORSO BONES FACE BONES SHOULDER BONES CRANIUM BONES BREAST BONES JAW BONES RIB BONES OTHER BONES BACK BONES INSIDE HEAD PELVIC BONES TOTAL TOTAL Investigation 1: Bones No. 2 Student Sheet

3 BONE NAMES Skull Hyoid Clavicle Scapula Humerus Mandible Cervical Vertebrae Sternum Rib Thoracic Vertebrae Lumbar Vertebrae Ulna Radius Carpals Metacarpals Pelvis Sacrum Phalanges Femur Patella Fibula Tibia Tarsals Metatarsals Phalanges Investigation 1: Bones No. 3 Student Sheet

4 Mr. Bones FOSS MR. BONES A Copyright 2000 Regents, University of California 10. Investigation 1: Bones No. 4 Teacher Sheet

5 MR. BONES B Investigation 1: Bones No. 5 Teacher Sheet

6 RESPONSE SHEET BONES Laura completed putting Mr. Bones together. She would like you to check her work to see if she made any mistakes. If you find any bones in the wrong place, tell Laura how they should be changed to make Mr. Bones correct. Circle the bones or sections you write about so Laura knows her mistakes. Investigation 1: Bones No. 6 Student Sheet

7 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. Draw the owl pellet here. PART 3: THE BONES IN THE OWL PELLET Find a bone that is similar to a human bone. Draw it. Bone name Find a bone that is different than a human bone. Draw it. Bone name What animal skeleton did you find in your pellet? What bones helped you decide it was that animal? Investigation 1: Bones No. 7 Student Sheet

8 RODENT BONE IDENTIFICATION CERVICAL VERTEBRA THORACIC VERTEBRA LUMBAR VERTEBRA SKULL SCAPULA SACRUM RADIUS/ULNA HUMERUS RIB TIBIA/FIBULA FEMUR PHALANGES CAUDAL VERTEBRA PELVIS Investigation 1: Bones No. 8 Student Sheet

9 THUMB JOINTS Color or shade the picture carefully. Trace the maze from start to finish. Start Finish ACTION EASY HARD VERY HARD Tape your own fingers. Tape your partner s fingers. Hold a pencil. Shade the picture. Trace a maze. Work a zipper. Work a button. Tie a shoe. Turn pages in a book. Buckle a belt. ADDITIONAL TASKS Investigation 2: Joints No. 9 Student Sheet

10 JOINT TASKS A NECKLACE VIAL AND SCREW CAP Put a paper clip on the cord like a charm. Tie the cord on like a necklace. Then untie the knot. Open the little vial, pour the contents into the screw-cap bottle, screw the lid on, and close the vial. Then put the popcorn back into the vial. PENNIES TAPE Open the bag, reach in, take out 20 pennies, and put 5 in a stack in front of each member of your group. Place three popcorn kernels on an index card. Use transparent tape to stick them down. Then put the pennies back into the bag. Then remove the popcorn and repackage the materials. Investigation 2: Joints No. 10 Teacher Sheet

11 JOINT TASKS B NEWSPAPER BRACELET Roll up a piece of newspaper and put two rubber bands around it. Put the rolled newspaper in a plastic bag. Link six large paper clips to make a chain. Link them into a circle. Wear it like a bracelet. Then undo it and repackage the materials. Then take the paper clips apart. LETTER WRITING SCISSORS Get a piece of paper, write on it, fold it up three times, put it in an envelope. Put a sticker in the corner for a stamp. Get an index card and cut it into a circle. Thumbtack the circle to the bulletin board. Throw away the scraps. Investigation 2: Joints No. 11 Teacher Sheet

12 RESPONSE SHEET JOINTS Carl s class is studying the human body and how joints move. His teacher said that the elbow is a hinge joint that moves back and forth in one direction. After school when Carl was practicing his rope throwing for the junior rodeo, he swung his lasso up over his head and thought that his elbow was moving more like a ball-and-socket joint. Try this motion yourself. What would you tell Carl about his idea that the elbow moves like a ball-and-socket joint? Investigation 2: Joints No. 12 Student Sheet

13 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 would be in a live rodent. a. Draw the assembled bones. b. Label the bones and joints. What clues did you find on the bones that helped 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 would be in a live chicken. a. Draw the assembled bones. b. Label the bones and joints. What clues did you find on the bones that helped you put them together? Investigation 2: Joints No. 13 Student Sheet

14 MUSCLE NAMES Masseter Deltoid Pectoral Biceps Oblique Radial Trapezius Triceps Lattissimus dorsi Sartorius Gluteus maximus Quadriceps Biceps Tibialis Gastrocnemius Achilles tendon Investigation 3: Muscles No. 14 Student Sheet

15 LEG MUSCLE UP Investigation 3: Muscles No. 15 Teacher Sheet

16 ARM MUSCLE Investigation 3: Muscles No. 16 Teacher Sheet

17 RESPONSE SHEET MUSCLES After completing the investigations on muscles, Lisa wrote in her journal. Everything I Know About Muscles Muscles are found only in the arms and legs. The main job that muscles do is make us strong. Do you agree or disagree with Lisa's two statements? Explain your answer. What else would you write about muscles in your journal? Investigation 3: Muscles No. 17 Student Sheet

18 MUSCLE ACTION 1. Make an arm model with a biceps muscle. Describe what each part of the model represents. 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 hand under 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. Investigation 3: Muscles No. 18 Student Sheet

19 STIMULUS/RESPONSE HEIGHT OF DROP Vision STIMULUS Right hand RESPONSE HEIGHT OF DROP STIMULUS RESPONSE HIT MISS HIT MISS HEIGHT OF DROP STIMULUS RESPONSE HEIGHT OF DROP STIMULUS RESPONSE HIT MISS HIT MISS Investigation 4: Coordination No. 19 Student Sheet

20 RESPONSE SHEET COORDINATION THE BUS STOP STORY Satoshi was sitting at the bus stop with two of his friends, Jasmine and Lou. A mosquito landed on Satoshi s forehead. Ow! Satoshi began slapping at the mosquito, and when he did, 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 friends looked at each other and laughed. Describe each stimulus and response in the story. Investigation 4: Coordination No. 20 Student Sheet

21 RESPONSE TIMER RESPONSE TIME IN 100THS OF A SECOND STARTING POSITION RESPONSE TIME IN 100THS OF A SECOND STARTING POSITION RESPONSE TIME IN 100THS OF A SECOND STARTING POSITION RESPONSE TIME IN 100THS OF A SECOND STARTING POSITION Investigation 4: Coordination No. 21 Teacher Sheet

22 TIMING RESPONSES Find out how fast your hand can respond. Start with visual stimulus. Test your left and right hands five times. Record your response time after each drop. Stimulus Response hand Stimulus Response hand DROPS TIME DROPS TIME Total Total Average Average Calculate the average response time for each hand. Write the averages on the lines under the totals. Which hand had the fastest response time? hand responded faster. Explain why you think that Investigation 4: Coordination No. 22 Student Sheet

23 PROJECT IDEAS Research a joint disease such as arthritis or bursitis. Discuss what part of the skeleton is affected by these diseases. Think about life with certain joints immobilized. Research what kind of compensation is needed in order to perform everyday tasks. Increase disability awareness. Students and teachers with disabilities have difficulty getting around classrooms. Design an accessible classroom to help a teacher or student who uses a wheelchair take part in all classroom activities. Find out about artificial joints. Interview an orthopedic surgeon or someone who has had a joint replaced. Bring an X ray in from a doctor s office. Explain what bone is pictured, where it is located in the body, what other bones connect to it, and what the X ray shows. Write a letter to the Arthritis Foundation or the Muscular Dystrophy Foundation. Investigate the skeletal system of an animal and make a poster. Research gymnastics and the flexibility of gymnasts muscles and joints. Research the protective gear children wear to play sports or perform an activity like riding a bike or skateboard. Explore the specialized skeletons of animals with exoskeletons. Astronauts experience muscle and bone atrophy while in space. Research the measures taken to prevent the loss of bone and muscle tissue. Research strains, sprains, and cramps. Dissect a chicken or turkey wing. Career focus: Interview a doctor, nurse, X-ray technician, or physical therapist. Investigation 4: Coordination No. 23 Student Sheet

24 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? Investigation 4: Coordination No. 24 Student Sheet

25 PRESENTATION GUIDELINES You will have exactly 3 minutes to present your project to the class. In those 3 minutes you should 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. When you see the yellow card, you have 30 seconds left. When you see the red card, it means you can 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 more than 3 minutes long. Be sure you have included all of the information asked for above. Name PRESENTATION GUIDELINES You will have exactly 3 minutes to present your project to the class. In those 3 minutes you should 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. When you see the yellow card, you have 30 seconds left. When you see the red card, it means you can 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 more than 3 minutes long. Be sure you have included all of the information asked for above. Investigation 4: Coordination No. 25 Student Sheet

26 MATH EXTENSION PROBLEM OF THE WEEK INVESTIGATION 1: BONES An after-school science club was studying owls. They discovered that owls live longer in captivity than they do in the wild. The barn owl lives about 16 years in the wild, and it lives 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 years does the great horned owl live in captivity? Show your work and explain your answer. 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? Show your work and explain your answer. Problem of the Week No. 26 Student Sheet

27 MATH EXTENSION PROBLEM OF THE WEEK INVESTIGATION 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 you can 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? Problem of the Week No. 27 Student Sheet

28 MATH EXTENSION PROBLEM OF THE WEEK INVESTIGATION 3: MUSCLES Weigh yourself. Use the conversion scale to change pounds into kilograms. My mass is kg. Pounds Kilos Bone mass is 1/4 of the mass of a human body. What is the mass of your bones? Show how you found out. kg Muscle mass is 2/5 of the mass of a human body. What is the mass of your muscles? Show how you found out. kg Problem of the Week No. 28 Student Sheet

29 MATH EXTENSION PROBLEM OF THE WEEK INVESTIGATION 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 the results. Lucy 11 Roberto 15 George 17 Julia 14 Mark 16 Scott 15 Jose 14 Danny 16 Jasmine 15 Lorinda 12 Kalen 14 Maria 10 Sai 19 Miguel 20 Kim 16 Mack 17 Alma 14 Willie 18 Fran 15 Caleb 13 Graph the results. What was the total number of push-ups done by the class? Problem of the Week No. 29 Student Sheet

30 HOME/SCHOOL CONNECTION INVESTIGATION 1: BONES (page 1) Home/School Connection No. 30 Student Sheet

31 HOME/SCHOOL CONNECTION INVESTIGATION 1: BONES (page 2) Materials 1 Bonita parts sheet on card stock 9 Paper fasteners, 1/2" long Transparent tape Tools 1 Scissors 1 Small nail to punch holes (4-penny) 1 Small piece of corrugated cardboard NOTE: The slits for the three tabs must be cut with a mat knife before students start assembly. 1. Trace around each of the ten Bonita pieces with your finger. Carefully cut out the ten pieces on solid lines only. 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 each Bonita piece on the cardboard and use a nail to poke a hole through the dark circles. The dark circles mark joints on all but the torso. 4. Attach the head to the torso. Put a fastener through the hole in one tab on the head, then the second tab, and finally the hole in the torso. Fold the head into a box. 5. Attach the legs to the torso. Make sure the kneecap is in the correct place. Put the lower leg inside the fold of the upper leg. This way the knee joint will move like a human knee joint. 6. Attach the arms to the torso. Put the lower arm inside the fold of the upper arm. 7. Use small pieces of transparent tape to secure Bonita s torso and head as little boxes. Home/School Connection No. 31 Student Sheet

32 HOME/SCHOOL CONNECTION INVESTIGATION 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 the bone 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? Home/School Connection No. 32 Student Sheet

33 HOME/SCHOOL CONNECTION INVESTIGATION 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 t move. 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 tightens the muscles in your back. When this happens, the scapula (shoulder blade) is drawn more toward 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 lower arm out along the top and bottom of each finger. The middle finger and ring finger tendons are connected on the back of the hand. The result is that the ring finger cannot extend effectively unless the middle finger does the same. Home/School Connection No. 33 Student Sheet