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Teacher Assessment Guide

Human Body

Investigation 1: Bones

• Observe the movement of the body in the act of jumping • Locate some of the major bones in their bodies • Compare their own skeletons to posters and photos of the human skeleton • Determine the number of bones in the human skeleton • Learn the name, location, and orientation of the most important bones in the

human skeleton • Use scientific thinking processes to conduct investigations and build explanations:

observing, communicating, comparing and organizing. Investigation 2: Joints

• Observe joints in the human hand • Perform everyday tasks with hand joints immobilized • Investigate different kinds of joints in the human skeleton • Heighten their awareness of the exquisite design and versatility of the human

body • Compare human skeletal joints to analogous mechanical structures • Use scientific thinking processes to conduct investigations and build explanations:

observing, communicating, comparing and organizing Investigation 3: Muscles

• Learn that muscles contract when they work • Build an operating model to demonstrate how muscles and tendons works

together to move legs and feet • Build an operating model to demonstrate how muscles, tendons, and ligaments

work together to move thumbs • Use scientific thinking processes to conduct investigations and build explanations:

observing, communicating, comparing and organizing Investigation 4: Coordination

• Investigate hand and foot response to visual stimuli • Observe the bones, joints and muscle that move when the hand and foot respond • Investigate the effect of practice on response time • Investigate response time when the stimulus is nonvisual (auditory or tactile) • Use scientific thinking processes to conduct investigations and build explanations:

observing, communicating, comparing and organizing

Investigation 5: Animal Growth and Development

• Recognize that all animals have fine basic needs: food, water, oxygen, shelter and climate

• Conclude that animals meet their needs in different ways • Identify three adaptations birds have to help them meet their needs • Describe animal body part adaptations that enable them to meet their needs • Identify ways animals behave to enable them to meet their needs • Distinguish between instinctual behavior and learned behavior in animals

Investigation 6: Ecosystems

• Describe what makes up a system • Identify ways that a system gains stability • Describe the basic parts of an ecosystem • Explain how the living things in ecosystems are organized • Give examples of habitats and niches in ecosystems • Explain how plants and animals interact and change their environments • Explain how tropical rain forests and coral reefs are alike • Describe the resources of rain forests and coral reefs • Explain why the resources are important

Investigation 7: Protecting Ecosystems

• Describe ways ecosystems change • Explain how changes affect ecosystems • Describe how people affect ecosystems • Give examples of ecosystem changes that people cause • Describe the ways people can conserve natural resources • Explain how governments help protect ecosystems

Investigation 1 Part 1: Counting Bones (Two-50 minute sessions) • Familiarize oneself with the human skeleton photograph and the bones’

subsystems • Identify bones in arm, leg, skull and torso • Learn the function of the skeleton • Count the bones in the human skeleton – differentiate why there are more bones

in a young child than an adult • Describe skeletal body parts

Vocabulary: bones, cartilage, joint, skeleton, skull, and torso Assessment: Bone names with definitions; List parts of bones that come into action when jumping. Part 1 – Counting Bones

Criteria (TEKS, Objectives)

High Quality

Acceptable Needs Improvement

No Answer

Identified the correct number of bones in the arm

25 20 15 0

Identified the correct number of bones in the leg

25 20 15 0

Identified the correct number of bones in the skull

25 20 15 0

Identified the correct number of bones in the torso

25 20 15 0

Science Story: A Marvelous Machine and The Shape of Your Shape? (See FOSS Science Stories folio page 2) (40 minutes) Vocabulary: enamel, sacrum, pelvic, girdle, joints, cartilage, ligaments, tendons, vertebrae, scapula, femur, periosteum, bone marrow, blood vessels Have students complete the chart below by identifying what part of the body is a super protector, a flexible skeleton part or what is inside the bones. Vocabulary Word Super Protector Flexible Skeleton

Part What’s inside a bone

Bone marrow Joints Enamel Tendons Blood vessels

Sacrum Cartilage Femur Girdle Scapula Pelvic Periosteum Vertebrae Ligaments Assessment: See page 3 of FOSS Science Stories folio for discussion questions. Harcourt: How do the Respiratory and Circulatory Systems Work? Vocabulary: lungs, capillary, heart, artery, vein Assessments: Review pg. A99/Workbook pg. WB51 Investigation 1 Part 2: Mr. Bones Puzzle (45-50 minutes)

• Assembling how bones in a skeleton go together • Identify each bone in the human body • Record how each bone has an identifiable shape, position, orientation and

function • Compare assembly of skeleton to accurate model • Learn to prevent and care for broken bones

Vocabulary: This part introduces no new vocabulary. Students may add other words to word bank. Assessment: Assembly of Mr. Bones; Response Sheet - Bones Part 2 – Response Sheet - Bones


Task completed correctly

Task is partly correct

Task contains big

mistakes

Task not done

Identified that the large vertebrae needs to be removed from the neck and placed between the ribs and pelvis

25 20 15 0

Identified the skeleton’s right arm should have two bones in the lower arm rather than in the upper arm.

25 20 15 0

Identified the rib cage is upside down

25 20 15 0

Identified that the femur on the skeleton’s left leg is upside down

25 20 15 0

Science Story: The Broken Radius and The Boneyard (See FOSS Science Stories folio page 4) (30 Minutes) Vocabulary: radius, cast, x-ray, malleus, incus, stapes, patella, and clavicle Assessment: FOSS Science Stories folio page 8 questions. Harcourt: How do Scientists Classify Living Things? and How Are Animals Classified? Vocabulary: classification, kingdom, moneran, protest, fungi, genus, and species Assessment: Workbook pgs. WB5 & WB9. Science Extensions – Read about other skeletons and report how their skeletons compare to human skeletons. Investigation 1 Part 3: Owl Pellets (Two 50 minute sessions)

• Compare the similarities of a rodent skeleton to a human skeleton • Examine owl pellets • Compare and contrast rodent structures to those of human bones • Reconstruct the rodent skeleton • Explore behavior of barn owls

Vocabulary: This part does not introduce new vocabulary. Students may add other words to their word bank. Assessment: Notebook, writing, drawing conclusions; Food Chain – draw a diagram that shows the flow of energy from the sun through grass, mouse, to the barn owl – explain.

Part 3 – Owl Pellets Criteria (TEKS,

Objectives)

High Quality


No Answer

Able to identify a bone found in the owl pellet, in terms of human bones

25 20 15 0

Writes detailed observations

25 20 15 0

(similarities/differences) Can tell the function of a bone by its structure

25 20 15 0

Neatness in investigation 25 20 15 0 Science Story: Barn Owls (See FOSS Science Stories folio page 6) (20 Minutes) Vocabulary: regurgitate Assessment: Multiple Choice Questions by Skills Math Extension – Problem of the Week worksheet Home/School Connection – students can assemble Bonita the skeleton at home with family.

Investigation 1 Multiple Choice Questions

1. About how many bones does a human body have? a. 210 b. 206 c. 150 d. 500

2. Which is not a purpose of the skeleton?

a. movement b. respiration c. protection d. support

3. What do you call the whole system of bones?

a. circulatory b. skeletal c. muscular d. framework

4. How are the bones of rodents NOT like those of humans?

a. number b. shape c. size d. none of the above

5. To stay strong, bones need:

a. oxygen, vitamins, and minerals b. water, vitamins, and minerals c. blood, oxygen and minerals d. oxygen, vitamins, and blood

6. Which of the following is a skeleton of a bird? 7. Which is one of the smallest bones in your body?

a. scapula b. mandible c. clavicle d. stirrup

8. Which is NOT a bone? a. skull b. teeth c. ribs d. knee cap (patella)

9. What is the place where two bones meets?

a. joint b. cartilage c. 206 d. torso

10. What is the rubbery, flexible material that sometimes connects bones and provides

shape for some body parts, including the nose and ears? a. cartilage b. joint c. skeleton d. torso

11. What is the hollow case, made from 18 fused bony plates and 2 jawbones that

surrounds and protects the brain, inner ears and eyes? a. skull b. cartilage c. bones d. torso

12. What are the individual parts of a hard interior framework that provides shape and

protection for the human body? a. joint b. skull c. torso d. bones

Investigation 1 – Barn Owls Science Story Skill Questions

Draw a Conclusion Read paragraph 2. Why do you think a barn owl cannot digest the bones, fur, claws and teeth of their prey?

a. they don’t like it b. they don’t need it c. its stomach cannot break down the bone, fur and claws d. I don’t know

Context Clues What does the word regurgitate mean?

a. not here b. do it again c. cough up or throw up d. owl pellets

Cause & Effect – choose the cause from the list provided below CAUSE EFFECT

Pieces of a complete skeleton of a small rodent can almost always be found in a pellet

a. owls don’t like them b. you can use a magnifying glass c. owls threw it up d. barn owls don’t tear and chew their prey

Context Clues What is a vole?

a. a bird b. a mole c. a small, mouse like animal d. don’t know

Author’s Purpose Why did the author write this passage?

a. to entertain b. to persuade c. to inform d. to entertain and persuade

Investigation 2 Part 1: Looking at Thumb Joints (50 – 60 minutes) • Explore joint awareness and disability • Describe what joints are essential for performing everyday tasks • Observe joints in hand • Investigate different kinds of joints • Learn function of thumb

Vocabulary: joint, articulated, opposable thumb, immobilize Assessment: Chart student progress of investigation

Part 1 – Looking at Thumb Joints Criteria (TEKS,

Objectives)

Task completed correctly

Task is partly correct

Task contains big

mistakes

Task not done

Able to perform action tasks

25 20 15 0

Able to color/shade picture

25 20 15 0

Able to trace the maze

25 20 15 0

Able to perform addition tasks assigned by teacher

25 20 15 0

Science Story: Your Amazing Opposable Thumb (See FOSS Science Stories folio page 8) (20 - 30 Minutes) Vocabulary: opposable thumb, precision grip, saddle joint, phalanges, metacarpals, and carpals Assessment: FOSS Science Stories folio questions page 9 Investigation 2 Part 2: Doing Joint Tasks (50 – 60 minutes)

• Learn the importance of joints in the fingers and hands • Describe how the opposable thumbs are essential for performing intricate tasks • Build explanations

Vocabulary: This part does not introduce new vocabulary. Students may add other words to their word bank. Assessment: Notebook: What physical features allow us to perform intricate everyday tasks?

Part 2 – Doing Joint Tasks Criteria (TEKS,

Objectives)

High Quality


No Answer

Stiff thumb: Lays craft stick along the back of the thumb with tape and aligns to wrist with tape

10 8 8 0

Stiff Fingers: Tapes index and middle fingers together with dowel between both fingers and aligns to wrist with tape.

10 8 6 0

Necklace 10 8 6 0 Vial and Screw cap 10 8 6 0 Pennies 10 8 6 0 Tape 10 8 6 0 Newspaper 10 8 6 0 Bracelet 10 8 6 0 Letter Writing 10 8 6 0 Scissors 10 8 6 0 Investigation 2 Part 3: Naming Joints (30 – 40 minutes)

• Determine if joints in human skeleton are the same • Describe the three main types of joints that allow movements • Identify adaptations • Compare adaptive characteristics of various species • Identify different kinds of joints

Vocabulary: compensate, ball-and-socket joint, hinge joint, gliding joint Assessment: Notebook: Describe the movement of the three types of joints

Have students fill in chart matching the body part with type of joint. Part 3 – Naming Joints

Body Parts Hinge Ball & Socket

Gliding No Answer

Arm Shoulder Neck Elbows Legs Fingers Toes Hip Spine

Wrist Knee Ankles Science Story: Comparing Joints (See FOSS Science Stories folio page 12) (30 minutes) Vocabulary: stifle joint Assessment: FOSS Science Stories folio questions page 12-13. Investigation 2 Part 4: Comparing Bones (40 – 50 minutes)

• Determine difference in leg bones • Observe each bone and record observations • Position and orient bones to form leg • Draw and label bones and joints

Vocabulary: This part does not introduce new vocabulary. Students may add other words to their word bank. Assessment: Notebook: Note the size and shape of each bone. What kind of joint can it form when it meets another bone? Part 3 – Naming Joints


High Quality


No Answer

Writes detailed description of each bone

25 20 15 0

Assembles the bones 25 20 15 0 Draws a picture to show assembly of bones

25 20 15 0

Logically explains the clues that helped put bones together

25 20 15 0

Science Extension: Immobilize knees and elbows and compare other animal skeletons and how the joints of other animals compare to the joints of humans.


What does not connect bones? a. cartilage b. ligaments c. tendons d. veins

Which is NOT a type of joint?

a. hinge b. ball and socket c. lever joint d. gliding joints

Bones meet at

a. organs b. cells c. muscles d. joints

What is the function of the skeleton?

a. structure b. protection c. locomotion d. all of the above

Each hand has_______joints

a. 12 b. 15 c. 18 d. 14

Which is the only hinge joint that locks?

a. knee b. elbow c. finger d. shoulder

The clavicle is the science word for

a. ankle b. elbow c. ribs d. collar bone

What is a joint? a. where two bones meet b. the bones opposite to the thumb c. the bone that moves around d. the section where the human skeleton joins

The most important joint in the human body is the

a. ball and socket b. thumb joint c. hip joint d. shoulder joint

Investigation 3 Part 1: Making a Leg Model (40 – 50 minutes) • Learn how muscles move bones • Assemble a model leg and foot with simulated muscles • Emulate the actions of a leg and foot while jumping • Identify muscle names • Recognize the relationship between muscles and bones

Vocabulary: tissue, muscle, contract, and tendon Assessment: Notebook: writing and identifying the muscles that work when a leg is moving. Science Story: Muscles and Muscles and Bones: Working Together (See FOSS Science Stories folio page 14) (50 minutes) Vocabulary: contract, voluntary muscles, smooth muscles, cardiac muscles, biceps, and triceps Assessment: FOSS Science Story – Muscles and Muscle and Bones Working Together Chart Students fill in chart to identify which muscles are associated with the statements. Statement Facial Neck Hand Arm Abdominal Gluteus

Maximus Leg

Allows you to bend, straighten and twist your ankle

Can move your hand in a variety of ways

Allows you to smile and wrinkle your forehead

Helps you run, jump and climb

Work with the hand muscles to make your wrists and fingers move

Help to keep the head upright.

There are 30 different muscles here

Allows your thigh to bend, straighten and twist both your hip and knee

Help you inhale and exhale

Largest muscle in your body

Investigation 3 Part 2: Making Thumb Model (50 – 60 minutes)

• Construct a model • Emulate movements of thumb • Understand that muscles are responsible for movement • Identify muscle names • Learn how the function of bones and muscles change in space

Vocabulary: ligaments Assessment: Notebook: writing and identifying which muscles are being used when moving a thumb Science Story: Space Race (See Foss Science Stories folio page 16) (40 minutes)

Vocabulary: simulator, treadmill Assessment: Answer True/False questions on muscle facts. Students mark true or false when answering the statement/question.

Muscle Facts True False Muscles contract when they have received too much oxygen

Muscles make up 40% of your body mass Muscles are 75% water Bones make up 10% of your body mass A cramp happens when a muscle contracts on its own Your brain is 20% of your entire body mass The tongue is one of the strongest muscles in your body Skin makes up 10% of your body mass The smallest muscles in your body are in your thumb The hammer, anvil and stirrup are the smallest bones in your body

Investigation 3 Part 3: Making an arm model (40 – 50 minutes)

• Construct an arm model • Determine why muscles contract when they work. • Demonstrate basic understanding of how muscles move bone • Introduce work of anthropologists and scientists

Vocabulary: This part does not introduce new vocabulary. Students may add other words to their word bank. Assessment: Muscle action worksheet Part 3 – Making an arm model


High Quality


No Answer

Makes a reasonable model of an arm

25 20 15 0

Describes how the muscle on the model arm works

25 20 15 0

Understands how the biceps and triceps work together to flex and extend

25 20 15 0

Understands that muscles attach across joints to move ones

25 20 15 0

Science Extension: Students keep an exercise journal documenting the exercise their body gets throughout the day. Language Extension: Students will identify the two bones that muscles move and identify where muscles attach to bones to move the shoulder, elbow, neck and hips. Harcourt: How Do the Skeletal and Muscular Systems Work? Vocabulary: cell, tissue, organ, cardiac muscle, smooth muscle, and striated muscle Assessment: Review page A93 and Workbook page WB47

Investigation 4 Part 1: Stimulus/Response (50-60 minutes) • Investigate the elapse time between a visual stimulus and a response • Compare foot response time to hand response time • Learn that coordinated movement of the bones and muscles do not happen by

themselves • Discover that movements are directed by the central nervous system

Vocabulary: coordination, stimulus, response, and response time Assessment: Student sheet # 19, Notebook: Does it take the same amount of time for hand and feet to respond to a visual stimulus? Explain. Investigation 4 Part 2: Response and Practice (30-40 minutes)

• Investigate how practice affects response time • Discover that practice increases muscle strength • Understand that several kinds of stimuli can evoke a variety of responses

Vocabulary: This part does not introduce new vocabulary. Students may add other words to their word bank. Assessment: Notebook: writing, drawing conclusions; Student worksheet #20

Criteria (TEKS, Objectives) STIMULUS

Stimulus identified

Response identified

No Answer

Mosquito lands = Satoshi slapping

25 25 0

Spilled root beer = Jasmine jumping up

25 25 0

Jasmine steps on Lou’s toe = Lou jumping around

25 25 0

All the things happened = laughter

25 25 0

TOTAL (total each column, add together and divide by 2) 100 + 100 /2 = 100

100 100

Science Story: Smart Training (See FOSS Science Stories folio page 20) (30 minutes) Vocabulary: carbohydrates, ligaments, tendons, and tendonitis Assessment: FOSS Science Stories folio page 21 questions Harcourt: How do the Respiratory and Circulatory Systems Work? (Review) and How do the Nervous and Digestive Systems Work?

Vocabulary: brain, neuron, nerve, spinal cord, esophagus, stomach, small intestine, and large intestine Assessment: Review page A105 or Workbook WB55 Investigation 4 Part 3: Timing Your Reponses (40-50 minutes)

• Discover that one can quickly respond to a visual stimulus using a response timer • Record response times • Compare response times

Vocabulary: This part introduces no new vocabulary. Students may add other words to their word bank. Assessment: Student Sheet # 21 and # 22 Science Story: The Circulatory System (See FOSS Science Story folio page 22) (30 minutes) Vocabulary: circulatory system, blood vessels, arteries, capillaries, veins, red blood cells, white blood cells, platelets, clot, plasma Have students fill in chart for The Circulatory System. Identify whether the vocabulary word is a blood vessel or part of the blood.

Vocabulary Word Blood Vessel Blood plasma Arteries White blood cells Clot veins Platelets Capillaries Red blood cells Math Extension: Problem of the Week. Students are to graph results. Investigation 5 Lesson 1: Harcourt Unit A “Animal Growth and Adaptations” and “How Animals Meet Their Needs” pg A28 – A37

• Recognize that all animals have five basic needs: food, water, oxygen, shelter and climate

• Conclude that animals meet their needs in different ways Vocabulary: environment, climate, oxygen, shelter, metamorphosis

Assessment: WB pg 15 – Animal Growth and Adaptations Lesson 1 Basic Needs, WB pg 18 and 19 and Compare and Contrast Mini Lesson. Students fill out worksheet to determine how different animals get oxygen

Compare and Contrast Animals How They Get Oxygen

Whales Porpoises Bear Fish Dog Investigation 5 Lesson 2: Harcourt Unit A “How do Animals’ Body Parts Help Them Meet Their Needs?” and “Animals Adaptations: Body Parts: pg A38 – A 45

• Identify three adaptations birds have to help them meet their needs • Describe the animal body part adaptations the enable them to meet their needs

Vocabulary: adaptation, camouflage, mimicry Assessment: WB pg 15 – Animal Growth and Adaptations Lesson 2 Body Parts, WB pg 22 and 23 and Camouflage and Mimicry Chart Students list animals that use camouflage or mimicry.

CAMOUFLAGE MIMICRY Investigation 5 Lesson 3: Harcourt Unit A “How do Animals’ Behaviors Help Them Meet Their Needs?” and “Animals’ Adaptations: Behaviors” pg A46 – 49

• Identify ways animals behave to enable them to meet their needs • Distinguish between instinctual behavior an learned behavior in animals

Vocabulary: instinct, migration, hibernation Assessment: WB pg 15 – Animal Growth and Adaptations Lesson 3 Behaviors, WB 26, 27 ad 28 and Cause and Effect Chart

Students will identify cause and effect relationships Behavior Adaptations Cause Effect

Migration Lack of food Migration Move from one region to another Hibernation Reduced food supply Hibernation Lowered body temperature


1. Environment is everything that__________ a. an animal eats b. surrounds and affects and animal c. an animal chases

2. A desert and tropical rain forest both have_________ a. warm climates b. cold climates c. wet climates

3. What are the three basic needs of animals? a. food, water, grass b. food, water, shelter c. food, water, fish

4. Examples of shelters found in NATURAL environments are_______ a. trees, cars, and mall b. trees, rocks and houses c. trees, rocks and logs

5. Which of the following is NOT a need of animals? a. food b. clothing c. oxygen

6. Which adaptations would best help a hawk catch a mouse? a. talons b. feathers c. camouflage

7. An animal’s body temperature drops for a long period when it is_____ a. migrating b. sleeping c. hibernating

8. Camouflage means to _______ a. blend with your surroundings b. mimic another animal c. grow new skin

Investigation 6 Lesson 1: Harcourt Unit B “Ecosystems” and “Characteristics of Systems” pg B4 – B9

• Describe what makes up a system • Identify ways that a system gains stability

Vocabulary: system, stability Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 1 Systems and WB pg 61 Investigation 6 Lesson 2: Harcourt Unit B “What Makes Up an Ecosystem?” and “Parts of Ecosystems” pg B10 – B17

• Describe the basic parts of an ecosystem • Explain how the living things in ecosystems are organized

Vocabulary: ecosystems, populations, community Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 2 Ecosystems and WB pg 65 Investigation 6 Lesson 3: Harcourt Unit B “What are Habitats and Niches?” and “Living Things in Ecosystems” pg B18 - B23

• Give examples of habitats and niches in ecosystems • Explain how plants and animals interact and change their environments

Vocabulary: habitat, niche, producer, consumer, decomposer Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 3 and WB pg 69 Investigation 6 Lesson 4: Harcourt Unit B “What are Tropical Forests and Coral Reefs?” and “Tropical Ecosystems” pg B 24 – B 31

• Explain how tropical rain forests and coral reefs are alike • Describe the resources of rain forests and coral reefs • Explain why the resources are important

Vocabulary: climate, diversity, salinity Assessment: WB pg 57 Ecosystems Graphic Organizer Lesson 4 Tropical Rain Forests and Coral Reefs and WB pg 74


1. The floor of a tropical rain forest is covered with ______ a. grasses

b. dead plant material c. blooming flowers d. animals

2. Which of the following is a producer? a. fox b. chicken c. fungus d. grass

3. What might an ecosystem that has mostly pine or spruce trees be called? a. mountain forest b. evergreen forest c. deep woods d. green woods

4. Why do animals need plants? a. food and shelter b. food and companionship c. shelter and companionship d. shelter and vitamins

5. What is the role of the decomposer? a. eat other living things b. produce their own food c. eat plants d. breaking down wastes and remains

6. Where are rain forests located? a. near the horizon b. near the equator c. near the hemisphere d. near the United States

Investigation 7 Lesson 1: Harcourt Unit B “What Kinds of Changes Occur in Ecosystems?” and “Ecosystem Changes” pg B68 – B 75

• Describe ways ecosystems change • Explain how changes affect ecosystems

Vocabulary: succession Assessment: WB pg 89 Protecting Ecosystems Graphic Organizer Lesson 1 Ecosystem Changes and WB pg 93 Investigation 7 Lesson 2: Harcourt Unit B “How Do People Change Ecosystems?” and “Humans and Ecosystems” pg B 76 – B 83

• Describe how people affect ecosystems • Give examples of ecosystem changes that people cause

Vocabulary: reclamation Assessment: WB pg 89 Protecting Ecosystems Graphic Organizer Lesson 2 Human Interactions with Ecosystems and WB pg 97 Investigation 7 Lesson 3: Harcourt Unit B “What is Conservation?” and “Resource Conservation” pg B84 – B89

• Describe the ways people can conserve natural resources • Explain how governments help protect ecosystems

Vocabulary: conservation, preservation Assessment: WB pg 89 Protecting Ecosystems Graphic Organizer Lesson 3 Conserving Ecosystems and WB pg 101


1. Protecting an area by making it a park is a form of ______ a. conservation b. preservation c. reservation d. reclamation

2.What can be made with used aluminum cans?

a. new cans b. old cans c. paper d. cardboard 3. About how much of Earth’s rain forests have already been destroyed? a. one quarter b. one third c. one half d. two thirds 4. Which of these are most likely to be the first plants in anew ecosystem that has few nutrients? a. trees b. mosses c. flowers d. shrubs 5. How are hurricanes tracked? a. weather satellites b. weather balloons c. planes d. all of the above 6. What can people do to protect themselves from sudden severe weather? a. run b. take shelter c. call 911 d. read a magazine 7. What is the most destructive aspec6t of tornadoes? a. rain b. hail c. funnel d. wind

Bone Worksheet # 1

The parts of your body that help you stand are the legs and feet. Both the legs and feet support the weight of your entire body. In each leg you have three bones and a kneecap. You have 26 bones in each foot. Many movements can be made by your legs and feet, which include running, walking, skipping, jumping, and hopping. Your legs and feet allow you to dance, kick a ball and play different kinds of sports.

1. What does the word movement mean? a. actions b. parts c. objects that fly

2. What does the word support mean?

a. to make noise b. to hold up right c. to move around

3. Antonym is a word that means the opposite. What is the opposite of sit?

a. to walk b. to stand c. to run

4. Homonyms are words that sound the same, but spelled differently. What is

the homonym for the word wait? a. walk b. we c. weight

5. A compound word is a word that is made up of two or more words. Which

word is a compound word? a. kneecap b. entire c. support

Bones Worksheet # 2

Answer the riddle with the appropriate answer.

1. I am found in the abdomen area and protect the intestines. The thighbones are connected to me and I am located at the bottom of the spine.

a. shin bone b. pelvis c. knee

2. I am found in your back and have 24 bones. I can twist from one side to

another and bend forward and backward.

a. pelvis b. spine c. skull

3. I am at the top of your spine and can be as strong as a helmet. I also

protect the brain.

a. rib cage b. skull c. pelvis

4. A hinge attaches me to the skull and I can move up and down when you

talk as well as move side to side when you chew.

a. jawbone b. skull c. rib cage

5. I am in the chest and I protect your heart and lungs.

a. shoulders b. spine c. rib cage

Muscles Worksheet # 1

Sequencing

Read the paragraph and number the sentences in order. The body has 206 bones. Bones cannot move by themselves and are helped by muscles. A muscle covers each bone in your body. When the muscle moves, so does the bone. When muscles can get shorter and become firm and tight, this is called contracting. A muscle contracts and pulls on the bone to which it is attached. Each muscle pulls a bone in one way while another muscle pulls a bone in another direction. __________ Every bone in your body is covered by a muscle. __________ The body has 206 bones. __________ Another muscle pulls a bone in another direction. __________ Bones cannot move by themselves and are helped by muscles. __________ Each muscle pulls a bone in one way. __________ When muscles contract it moves a bone.

End of Module Worksheet # 1

Fill in the blanks with one of the words below in the wordlist to name a body part.

1. __________________are at the end of your hands.

2. You have ________________ on each side of your head.

3. At the top of your arms are your____________________.

4. The __________________ is found between your calf and your thigh.

5. The ___________________ is between the shoulders and below the head.

6. The ___________________connects the upper and lower arm.

7. The ____________________is below the calf and above the foot.

8. ______________________is in the middle of your face.

9. Below the chest and above the hips is the ____________________. 10. ____________________are on the sides of the face.

11. The ____________________ is between the lower arm and hand. 12. The ___________________ is between the hip and knee. 13. The____________________ is above the eyebrows. 14. Your _______________________ is located below the neck and above the waist.

WORD LIST

abdomen ankle cheeks chest ears elbows fingers forehead

knee neck nose shoulder thigh wrist


1. Muscles are responsible for a. movement b. support c. protection d. feeling

2. Which kind of muscle squeezes and relaxes without

stopping? a. skeletal b. smooth c. cardiac d. striated

3. Leg muscles that are used when you life a box are

a. smooth muscles b. striated muscles c. cardiac muscles d. heart muscles

4. Which muscle is NOT used to kick a football?

a. Achilles b. Gastronemius c. Gluteus maximus d. Pectoral

5. Your ___________ is one of the strongest muscles in your

body. a. triceps b. biceps c. calf muscles d. tongue

6. How would you prevent a muscle injury? a. drinking milk b. stretching c. taking vitamins d. running a race

7. When muscles contract they ___________.

a. become shortened b. become larger c. become flat d. become weak

8. Our muscles can be compared to ____________.

a. paper clips b. rubber bands c. Popsicle sticks d. sponges


1. When blood passes through ___________, it exchanges oxygen and carbon dioxide.

a. arteries b. veins c. heart d. capillaries

2. Your ___________ is the organ that pumps blood.

a. stomach b. brain c. heart d. lungs

3. Your heart is about the size of what other body part?

a. fist b. head c. thumb d. elbow

4. The length of time for a person to respond to a visual stimuli

is a. less than a quarter of a second b. 1 second c. 5 seconds d. 5 minutes

5. The ___________ system is automatically pumping blood to

your body. a. nervous system b. skeletal system c. circulatory system d. muscular system

6. What is blood NOT made of? a. white blood cells b. red blood cells c. platelets d. blue blood cells

7. What system sends messages to your body?

a. nervous system b. skeletal system c. circulatory system d. muscular system

8. What body part will take longer to reply to visual stimuli?

a. head b. arm c. hand d. foot

Body Systems

A system is a group of body parts that work together. Each system has a certain job to do. Identify which body part belongs to the proper system.

Skeletal System 1. 2. 3. 4. Digestive System 1. 2. 3. 4. Nervous System 1. 2. 3. 4. Respiratory System 1. 2. 3. 4. Circulatory System 1. 2. 3. 4.

Body Parts Intestines

Esophagus Spine Brain Arteries Ribs Sense organs Stomach Trachea Diaphragm Blood Skull Lungs Liver Spinal cord Pelvis Nerves Air sacs Veins heart

Ins and Outs

Read the story and identify whether the body parts are located inside or outside of your body. Our bodies have many parts and each part definitely has its own special job. Some of these parts are located inside of our body and some are located inside too. Many of these parts continue to grow as we grow from infant to adult.

Inside Outside

BODY PARTS Heart brain muscles skeleton Arms stomach toenails legs Lungs nose feet hands

Cause and Effect

Match each cause with its effect. ______1. You breathe air into your body a. bleeding stops through your nose and mouth

b. heart beats slowly

______2. Your stomach’s lining secretes digestive juice c. bones become harder and ______3. Heart contracts many times stronger per minute

d. heart beats ______4. When you sleep or rest, the body faster and faster does not move a lot e. lungs become ______5. Drink milk and eat food that are smaller and high in calcium flatter ______6. Clots form on a cut. f. foods break down into a ______7. The body moves a lot when you thick paste exercise

g. lungs and chest ______8. You breathe air out of your expand nose and mouth

h. blood gets pumped to all parts of the body

A Marvelous Machine & The Shape of Your Shape Worksheet

Fill in the chart below with an X to identify which part of the body is a super protector, a flexible skeleton part or what is inside the bones.

Vocabulary Word Super Protector

Flexible Skeleton Part

What’s inside a bone

Bone marrow Joints

Enamel Tendons

Blood vessels Sacrum

Cartilage Femur Girdle

Scapula Pelvic

Periosteum Vertebrae Ligaments

Naming Joints

Fill in the chart with an X to match the body part with its type of joint.

Body Part Hinge Ball & Socket

Gliding No Answer

Arm Shoulder

Neck Elbows

Legs Fingers

Toes Hip

Spine Wrist Knee

Ankles

Muscles

Place an X to identify which type of muscle is used to answer the statement.

Statement Facial Neck Hand Arm Abdominal Gluteus

Maximus Leg

Allows you to bend, straighten and twist your ankle

Can move your hand in a variety of ways

Allows you to smile and wrinkle your forehead

Helps you run, jump and climb

Work with the hand muscles to make your wrists and fingers move

Help to keep the head upright.

There are 30 different muscles here

Allows your thigh to bend, straighten and twist both your hip and knee

Help you inhale and exhale

Largest muscle in your body

Muscle Facts

Mark an X to determine whether each statement is True or False.

Muscle Facts True FalseMuscles contract when they have received too much oxygen

Muscles make up 40% of your body mass

Muscles are 75% water Bones make up 10% of your body mass

A cramp happens when a muscle contracts on its own

Your brain is 20% of your entire body mass

The tongue is one of the strongest muscles in your body

Skin makes up 10% of your body mass

The smallest muscles in your body are in your thumb

The hammer, anvil and stirrup are the smallest bones in your body

The Circulatory System Identify whether the vocabulary word is a blood vessel or part of the blood.

Vocabulary Word Blood Vessel Blood plasma Arteries White blood cells Clot veins Platelets Capillaries Red blood cells

Identifying Body Parts

Using the word list, identify the body part with its proper group.

Organs

Joints Head Aids in digesting

food

Parts of the skeleton

Carry blood

Aid in breathing

Word List

Heart Pelvis brain ribs capillary small intestine ankle artery cranium vein stomach

Kneecap jaw diaphragm pancreas lungs elbow vessel wrist large

intestine

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