Human Body (FOSS) and Alignment Lessons

Human Body
(FOSS)
and
Alignment Lessons
Human Body
Page 1
Table of Contents
NC Essential Standards and Clarifying Objectives......................................................................................... 3
Unit Essential Question(s) ............................................................................................................................. 3
Pre-Unit Assessment ..................................................................................................................................... 3
Notes About the Human Body Unit (includes list of materials needed for Alignment Lessons) .................. 3
FOSS Investigation 1, part 1 – Counting Bones ............................................................................................. 5
FOSS Investigation 1, part 2 – Mr. Bones Puzzle........................................................................................... 7
FOSS Investigation 1, part 3 – Owl Pellets .................................................................................................... 9
FOSS Investigation 2, part 1 – Looking at Thumb Joints ............................................................................. 11
FOSS Investigation 2, part 2 – Doing Joint Tasks ........................................................................................ 13
FOSS Investigation 2, part 3 – Naming Joints ............................................................................................. 15
FOSS Investigation 2, part 4 – Comparing Bones ........................................................................................ 17
FOSS Investigation 3, part 1 – Making a Leg Model.................................................................................... 18
FOSS Investigation 3, part 2 – Making A Thumb Model ............................................................................. 20
FOSS Investigation 3, part 3 – Making an Arm Model ................................................................................ 22
The Structure of Skin (Alignment Lesson) ................................................................................................... 24
The Function of Skin (Alignment Lesson) .................................................................................................... 26
FOSS Investigation 4, part 1 – Stimulus Response ...................................................................................... 28
FOSS Investigation 4, part 2 – Response and Practice ................................................................................ 30
FOSS Investigation 4, part 3 – Timing Your Responses ............................................................................... 32
Investigating Gravity and Forces (Alignment Lesson) ................................................................................. 34
Human Body
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NC Essential Standards and Clarifying Objectives
3.L.1 Understand human body systems and how they are essential for life: protection, movement and
support.
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.
3.P.1 Understand motion and factors that affect motion.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in
different amounts of time.
3.P.1.3 Explain the effect of Earth’s gravity on the motion of any object on or near the Earth.
Unit Essential Question(s)
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How do the bones, joints, and muscles work together?
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What are the roles of skin?
Pre-Unit Assessment
A formative assessment probe called “Is It a System?” is available on page 81 of Uncovering Student
Ideas in Science Volume 4 (Green Cover), by Page Keeley et al. This probe elicits students’ ideas about
systems and is designed to find out whether students can recognize that things with parts that interact
or influence each other are systems. In 3rd grade, it is appropriate to eliminate these choices from the
probe: A+B=C, water cycle, electrical circuit, and Density = Mass/Volume.
Notes About the Human Body Unit
Alignment Lessons about skin have been added to this unit to address Clarifying Objective 3.L.1.2 and
to reinforce the concepts of force, relative speeds, and gravity (Clarifying Objectives 3.P.1.1, 3.P.1.2, and
3.P.1.3). Alignment Lessons require additional materials that are not available in the Human Body kit.
This chart lists materials needed for Alignment Lessons as well as recommended quantities:
Investigation
Owl Pellets
The
Structure of
Skin
CMAPP
Day
4-5
13-14
Human Body
Additional Materials Needed
owl pellets (available from Carolina or Delta Education)
orange or tangerine
newspaper
masking or painters' tape
Qty
1 per student pair
1 per student group
4-5 per student group
1 roll per student group
Page 3
The Function
of Skin
Investigating
Gravity &
Forces
15-16
17-20
bag of objects that includes: marshmallow, sandpaper, rock
or marble, and a cotton ball
unsharpened pencil
ice cube
large paper clip
cm rulers with mm marks
1 bag of objects per
student pair
1 per student pair
2-3 per student pair
1 per student pair
1 per student pair
cardboard, tray, or binder to create a ramp
2 ramps per student pair
items to alter the surface of the ramps: soft, absorbent paper
towels, felt, sandpaper, and aluminum foil
straws
materials should be
accessible to each
student pair or group
1 per student
This unit provides a unique opportunity to solicit the assistance of the Physical Education Specialist at
your school. The physical science Essential Standard and related Clarifying Objects about gravity and
forces can be demonstrated through physical activities and followed up with conversation about them.
For example, pitching and catching a softball, kicking a soccer ball, playing tug-o-war, relay races, and
jump roping are only a few examples of activities to demonstrate and discuss physical science concepts
such as gravity, forces, and relative speeds.
Owl pellets used in Lesson 3 need to be ordered from Carolina Biological or Delta Education about
one week before the investigation to ensure delivery.
Consider making leg, thumb, and arm models prior to teaching Lessons 8, 9, and 10. The models can
serve as a visual as students construct their own models. Building your own model will help you
troubleshoot issues that may arise as students construct models.
Human Body
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FOSS Investigation 1, part 1 – Counting Bones
Students will observe the human body in motion, count the number of bones in the human skeleton to
determine there are 206 bones and identify a skeleton as a system of bones.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in
different amounts of time.
3.P.1.3 Explain the effects of earth's gravity on the motion of any object on or near the earth.
Focus Question(s)
How many bones are in each subset of our skeletal system?
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Activity
Introduce the activity – to study the most
exquisitely designed machine in the world,
our body, we will start by observing it in
action.
Jumping Rope – in teams of two students
take turns jumping rope,
observing and recoding in science
notebooks observations of partner’s body
movement. (Be sure to point out that
when someone jumps rope, s/he returns
to the ground.)
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Bring class back together for a class
discussion with a focus on the bone
system.
Have students count the number of bones
in the human skeleton. Assign groups of
students the following subsystems:
o Leg (including foot)
o Arm ( including hand)
o Head or skull ( not the neck)
o Torso (including neck, shoulders,
and hips)
Encourage students to feel their own
bones through their skin. Have student
record their count on the Counting Bones
Human Body
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Guiding Questions
Do your bones move when you jump
rope?
Where are your bones?
How can you tell where your bones are?
What do you call the whole system of
bones?
Why do we fall back towards the earth
when we jump? [The Earth pulls us and
any object on or near its surface toward its
center. This “pull” is called gravity.]
How do bones?
If bones are hard, how do our bodies
bend?
How will we know if we missed any bones
when we counted?
What might we use to help us find out
more about bones?
What parts of the skeleton give us our
unique human shape?
What does the skeleton support?
What does the skeleton protect?
What is the function of the skeleton?
How many bones in the human skeleton?
Page 5
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sheet
Propose refining the count.
o Introduce the skeleton
photograph to assist with refining
the count.
o Introduce the Bone Posters and
again refine the count.
Revise the total bone count and have
students make corrections on their
Counting Bones sheet.
Discuss skeleton functions (provide
support, protection and movement).
What questions do you have?
Science Content Words
Use these terms when teaching the lesson:
cartilage
The rubbery, flexible material that sometimes connects bones and provides shape for
some body parts, including the nose and ears.
coordination When different parts of the human body work together to complete a task.
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
joints
Where bones come together and allows for specialized movement; Most joints provide
movement, however some are fixed and do not move.
movement
Bones that help us walk, touch, and turn
protection
Bones that guard other body parts; the condition of being protected; to protect from
damage or injury.
skeleton
Our whole system of bones
subsystem
Bones that make up parts of the skeleton
support
Bones that hold us up
Integration Hints
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Read Foss Science Stories: A Marvelous Machine & The Shape of Your Shape
Read aloud, share the novel Poppy. It’s about a mouse that was eaten by an owl and its remains
were found by his friend in an owl pellet.
Science Notebook Helper
Students record the focus question, a prediction, and data (including labeled drawings, writing) collected
during the investigation. Students record claims and evidence statements as well as new learning and
questions for further investigation.
Assessment Opportunities
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Students accurately complete the Counting Bones Table (available in the teacher guide).
Human Body
Page 6
FOSS Investigation 1, part 2 – Mr. Bones Puzzle
Students will assemble a model of a human skeleton and observe each bone in the body noting its shape,
position, function and orientation.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
Focus Question(s)
How does Mr. Bones fit together?
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Activity
Duplication masters for Mr. Bones are
included so you can make paper replicas
for students to put together and keep, if
you choose.
Have student cut and assemble Mr. Bones.
Ask students to put the skeleton puzzle
together without referring to the skeleton
posters. (This will be a challenging task for
many third graders.) Do NOT use fasteners
at this point.
Once students think they have placed the
entire skeleton puzzles pieces in their
correct spot, encourage students to
compare their puzzle to the Bone Names
Sheet and make any necessary corrections.
(Teacher should check puzzle for accuracy
before student starts using the fasteners.)
What questions do you have now?
Guiding Questions
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How many bones do we have in our body?
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What parts of our skeleton gives us our shape?
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What does your skeleton hold up?
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What parts of your skeleton provide protection
and what parts are protected?
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What does the skeleton protect?
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Pose questions to guide students to identify
skeleton parts or to adjust pieces that are
misplaced or disoriented.
Science Content Words
Use these terms when teaching the lesson:
cartilage
The rubbery, flexible material that sometimes connects bones and provides shape for
some body parts, including the nose and ears.
coordination When different parts of the human body work together to complete a task.
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
joints
Where bones come together and allows for specialized movement; Most joints provide
movement, however some are fixed and do not move.
Human Body
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movement
Bones that help us walk, touch, and turn
protection
Bones that guard other body parts; the condition of being protected; to protect from
damage or injury.
skeleton
Our whole system of bones
subsystem
Bones that make up parts of the skeleton
support
Bones that hold us up
Integration Hints
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Read FOSS Science Stories: The Broken Radius
There are links available on CMAPP Day 3 for students to explore some interactive sites such as
Medtropolis, FOSSweb, and to see and hear a song about the names of bones.
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Make arrangements for a paleontologist or radiologist to visit the class.
Science Notebook Helper
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Have students glue the Bone Name sheet into their science notebook.
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Student could label the back of their puzzle pieces with some of the major names of the bones
as a study guide. Students are NOT supposed to memorize all the names of the bones!
Assessment Opportunities
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Teacher observations
Mr. Bones Skeleton puzzle accurately completed
Human Body
Page 8
FOSS Investigation 1, part 3 – Owl Pellets
Students will examine owl pellets. Then they will compare and contrast the rodent bones to human
bones.
*Owl pellets must be ordered about a week before this investigation to allow shipping time. Some
students may be sensitive to animal fur. To keep airborne animal fur to a minimum, use spray misting
bottles to moisten owl pellets while students work.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
Focus Question(s)
How are rodent and human skeletal systems similar and different?
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Activity
Read FOSS Science Stories – Barn Owl
Have teams of two students – observe and
describe in science notebook the whole
pellet; size, shape, color, texture.
Gently separate the pellet; bones, fur, and
other. Describe in science notebook what
the owl pellet is made of and what was
found inside.
Draw and label bones found that are
similar and different to human bones.
What animal skeletons did you find in your
pellet? What bones helped you decide it
was that animal?
What questions do you have?
Guiding Questions
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What animal skeletons did you find in your
pellet?
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What bones helped you decide it was that
animal?
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How are the bones in animals like those of
humans?
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How are the bones in animals different from
those of humans?
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Can you tell the function of a bone by its
structure?
[The bones of many mammals are similar in
number and shape but differ in size. The shape of
a bone is usually a clue about its function.]
Science Content Words
Use these terms when teaching the lesson:
cartilage
The rubbery, flexible material that sometimes connects bones and provides shape for
some body parts, including the nose and ears.
coordination When different parts of the human body work together to complete a task.
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
joints
Where bones come together and allows for specialized movement; Most joints provide
movement, however some are fixed and do not move.
movement
Bones that help us walk, touch, and turn
protection
Bones that guard other body parts; the condition of being protected; to protect from
Human Body
Page 9
damage or injury.
skeleton
Our whole system of bones
subsystem
Bones that make up parts of the skeleton
support
Bones that hold us up
Integration Hints
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Students can conduct a virtual pellet dissection on the Kidwings website. (link available on
CMAPP Days 4-5)
Science Notebook Helper
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Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
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You might use the Owl Pellet Observation Sheet (available in the teacher guide) to assist
students with their science notebook entries.
Assessment Opportunities
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The teacher guide identifies this investigation as a performance assessment. See the assessment
folio in the teacher guide for more information.
Human Body
Page 10
FOSS Investigation 2, part 1 – Looking at Thumb Joints
Students will investigate joints and identify the advantages of having an articulated skeleton.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
Focus Question(s)
What is it like to perform everyday activities without a thumb?
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Activity
Review previous material
Focus today is on the Thumb; observe
movement record observations in science
notebook. How is thumb different from
the other fingers?
Model how to tape the thumb securely to
the index finger. Make sure the tip of the
thumb is taped. (Not too tightly)
Give students Thumb Joint sheet to
explore.
Have students record and discuss findings.
What tasks were hard? What made them
hard?
Add vocabulary to science notebooks –
joint, articulated, opposable thumb, and
immobilize
What questions do you have?
Guiding Questions
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How many different ways can you move your
body?
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What is the human skeleton and what is it
made of?
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What are the functions of the skeleton?
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Where does your body bend?
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Each had has 14 joints. Can you find them?
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How is the thumb different from the other
fingers?
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Which tasks were hard to do?
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What make them hard?
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How did you solve the problem?
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How did you feel when you ran into a hard
task?
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What are the advantages of an opposable
thumb?
Science Content Words
Use these terms when teaching the lesson:
articulated
Jointed or joined in sections, as in the human skeleton.
immobilization
To stop the use of bones and joints; to prevent something from moving.
joint
The place where two bones come together. Most joints provide movement, however
some are fixed and do not move.
opposable
thumb
Positioned opposite the other fingers, providing the ability to touch finger tips to
thumb.
Human Body
Page 11
Integration Hints
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Read FOSS Science Stories – Your Amazing Opposable Thumb
Science Notebook Helper
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Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
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Students may write a reflection about a day without a thumb to share some of the challenges
they faced with an immobilized thumb.
Assessment Opportunities
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Teacher observations
Student notebook entries
Human Body
Page 12
FOSS Investigation 2, part 2 – Doing Joint Tasks
Students will investigate joints by immobilizing them and conducting tasks, and determine articulated
hands with opposable thumbs are essential for performing many tasks.
*An adult volunteer might be helpful to assist students immobilize joints for the performance tasks.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
Focus Question(s)
What physical features allow us to perform intricate everyday tasks? [Articulated hands with
opposable thumbs are essential for performing intricate tasks.]
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Activity
Review thumb immobilization.
Students are to perform the task on task
cards (available in the teacher guide) but
some of their joints will be immobilized.
Demonstrate two immobilization
techniques.
Students record and discuss observations
in their science notebooks.
What questions do you have?
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Guiding Questions
What are joints?
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Which tasks were hard to do?
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What make them hard?
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How did you solve the problem?
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How did you feel when you ran into a hard
task?
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What are the advantages of an opposable
thumb?
Science Content Words
Use these terms when teaching the lesson:
articulated
Jointed or joined in sections, as in the human skeleton.
immobilization
To stop the use of bones and joints; to prevent something from moving.
joint
The place where two bones come together. Most joints provide movement, however
some are fixed and do not move.
opposable
thumb
Positioned opposite the other fingers, providing the ability to touch finger tips to
thumb.
Integration Hints
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Read FOSS Science Stories – Bones on the Outside
As an extension, immobilize elbows or knees.
Science Notebook Helper
Human Body
Page 13
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Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
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Students may write a reflection about the challenges they faced doing everyday tasks with
immobilized joints.
Assessment Opportunities
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Teacher observations
Student notebook entries
Human Body
Page 14
FOSS Investigation 2, part 3 – Naming Joints
Students will identify types of joints (hinge, ball-and-socket, and gliding), and categorize them by their
functions.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
Focus Question(s)
How are joints similar and different?
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Activity
Review previous lessons about
immobilized joints.
Introduce different joins; hinge, ball-andsocket, and gliding.
Refer to skeleton photo and label joints on
the Bones Name sheet.
Add vocabulary to science notebook:
compensate ball-and-socket, hinge joint,
and gliding joint.
Complete Response Sheet-Joints sheet
What questions do you have?
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Guiding Questions
Which immobilization made common tasks
the most difficult?
Which tasks were the most difficult? What
made them hard?
How were you able to overcome the
problems?
Are all your joints the same? Do they all
move the same way?
How does an articulated skeleton allow
movement?
Science Content Words
Use these terms when teaching the lesson:
articulated
Jointed or joined in sections, as in the human skeleton.
ball-and-socket
joint
Where two bones meet and movement is a rotation; moves three ways: up and down,
front to back, and can rotate. [only at the shoulders and hips]
compensate
To do something in another way; overcome
gliding joints
Where two bones meet, allowing limited movement in two directions, but does not
rotate. [all other joints]
hinge joint
Where two bones meet and allows movement in one direction (back and forth only);
moves like a gate or door hinge [knees, elbows, and the end two joints of each
finger and thumb]
immobilization
To prevent something from moving; to stop the use of bones and joints.
joint
A place where two bones meet. Most joints provide movement, however some are
fixed and do not move.
opposable
thumb
Positioned opposite the other fingers, providing the ability to touch finger tips to
thumb.
Human Body
Page 15
Integration Hints
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Read FOSS Science Stories – Comparing Joints
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Play “Twister” – joints make it possible to play!
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Play “Simon Says” with a discussion about the joints that are involved in allowing movement for
particular moves.
Science Notebook Helper
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Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
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You may want to provide another copy of the Bones Name sheet (available in the teacher guide)
for student to glue into science notebook to label the joints.
Assessment Opportunities
 Teacher observations
 Student notebook entries
 A completed Response Sheet-Joints sheet can serve as an artifact of learning.
Human Body
Page 16
FOSS Investigation 2, part 4 – Comparing Bones
Students will compare and contrast leg bones from a human, a rodent, and a chicken. They will
construct complete legs and identify the kinds of joints involved.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
Focus Question(s)
How are leg bones from different animals similar? How are they different?
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Activity
Observe each bone and record
observation.
Position and orient the bones to form
a leg.
Draw a picture of the bones and label
the joints.
Ask “What questions do you have?”
Guiding Questions
During this performance assessment, circulate the
classroom prompting students to observe and
record notes about the bones. Look for correct
assembly of leg bones
Science Content Words
Use terms introduced in previous lessons and the names of bones.
Integration Hints
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Research artificial joints and limbs and present findings to the class.
Math Extension-Problem of the Week-sheet is available in the teacher guide.
Science Notebook Helper
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Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
Assessment Opportunities
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The teacher guide identifies this investigation as a performance assessment. See the assessment
folio of the teacher guide for more information.
Human Body
Page 17
FOSS Investigation 3, part 1 – Making a Leg Model
Students will observe working muscles by watching them work and feeling them. They will build a model
of a leg and foot and identify the bones, joints, and tendons.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular system.
3.P. 1.1 Infer changes in speed or direction resulting from forces acting on an object.
Focus Question(s)
What causes the bones in our legs to move?
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Activity
Review the rope jumping activity, discuss
body movement and gravity.
Explain the role of muscles. (Muscles are
responsible for all movements of the body.
Nothing moves unless a muscle is working.
Make a connection to the physical science
standard – muscles are exerting forces
(pushes and pulls) on bones to make
them move or change direction).
Introduce the muscle transparency –
identify large muscles, 650 muscles that
play a part in moving the body, skeletal
muscles.
Introduce the tendon – the ropelike
tissues that attach muscles to bones.
Using the Leg and Foot transparency, show
muscle and bones together – tendons of
the muscle attach to the heel bone and to
the back of the tibia. What happens to the
bones when the muscle contracts?
Introduce tissue – the different kinds of
bodybuilding materials, such as muscle,
tendon, ligament, bones, and fat.
Find working muscles; flex the arm, open
hand, work the jaw, etc…
Intro the leg Model – students work in
pairs to build. (Challenge)
Compare leg model to real leg.
Learn some muscle names
Add Vocabulary, tissue, muscle, contract,
Human Body
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Guiding Questions
We know bones don’t move by
themselves, so how do you suppose bones
move?
What do we have in our bodies that
provide the force to move our bones?
What do muscles do when they work?
[contract (shorten) when they work]
What happens when muscles contract?
[muscles pull on bones when they
contract, causing bones to move]
How do muscles attach to the bones to
make movement possible? [muscles
connect to bones with tissue called
tendon]
Guide students to identify the various
parts of the model and what they
represent.
Page 18
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and tendon.
What questions do you have?
Science Content Words
Use these terms when teaching the lesson:
contract
To become smaller or shorter in size.
Fulcrum
The pivot point on which a lever moves
ligament
The tissue that connects bone to bone, or bone to cartilage and supports and strengthens
joints. Ligaments often guide the placement of tendons.
Muscle
Tissue that can contract, resulting in the movement of bones.
Tendon
A ropelike tissue that connects muscle to bone.
Tissue
A group of cells that look and act the same. It forms bodybuilding materials such as muscle,
tendon, ligament, bone, nerve, and fat.
Integration Hints
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Read FOSS Science Stories – Muscles and Muscles and Bones: working Together
Research injuries and sprains. What is damaged? How can they be prevented?
Research muscle cramps. What causes cramps? How can one alleviate the pain?
The PE specialist can speak to the class about the importance of warming up before and cooling
down after an exercise routine to prevent muscle injury/cramps.
Science Notebook Helper
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Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
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Students provide a labeled diagram of their leg model in their science notebooks.
Assessment Opportunities
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Teacher observations
Student notebook entries
Human Body
Page 19
FOSS Investigation 3, part 2 – Making A Thumb Model
Students will build a thumb model, and observe how muscles, tendons, and ligaments attach to bone to
make a thumb move.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular system.
3.P. 1.1 Infer changes in speed or direction resulting from forces acting on an object.
Focus Question(s)
How do muscles attach to the bones to make movement possible?
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Activity
Review the leg model and its movements,
Look at hand and flex fingers, which
muscles operate the hand?
Use the Arm and Hand poster and Arm
Muscle transparency to help determine
what helps the hand move.
Challenge students to assemble parts into
an articulated model of the thumb. And
make the thumb flex.
Introduce Ligaments, add vocabulary to
science notebook – ligaments connect
bones to bones; sometimes ligaments act
as guides for tendons.
What questions do you have?


Guiding Questions
How do the muscles attach to bones to
make movement possible?
Guide students to identify the various
parts of the model and what they
represent.
Science Content Words
Use these terms when teaching the lesson:
contract
To become smaller or shorter in size.
fulcrum
The pivot point on which a lever moves
ligament
The tissue that connects bone to bone, or bone to cartilage and supports and strengthens
joints. Ligaments often guide the placement of tendons.
muscle
Tissue that can contract, resulting in the movement of bones.
tendon
A ropelike tissue that connects muscle to bone.
tissue
A group of cells that look and act the same. It forms bodybuilding materials such as muscle,
tendon, ligament, bone, nerve, and fat.
Human Body
Page 20
Integration Hints

Read FOSS Science Stories – Space Race
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.

Students provide a labeled diagram of their thumb model in their science notebooks.
Assessment Opportunities


Teacher observations
Student notebook entries
Human Body
Page 21
FOSS Investigation 3, part 3 – Making an Arm Model
Students will build an arm model including a bicep muscle and observe how the bicep muscle flexes the
arm when it contracts.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular system.
3.P. 1.1 Infer changes in speed or direction resulting from forces acting on an object.
Focus Question(s)
How is the arm model similar and different than the leg and thumb models?
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


Activity
Review the leg and thumb model,
encourage explanation of how muscles
work.
Challenge students to build a model of the
arm with a biceps muscle.
Compare all the body models.
What questions do you have?
Guiding Questions
Circulate the class during this performance
assessment and look for correct construction of the
arm model. Prompt students to demonstrate how
the biceps work. Guide students to identify the
various parts of the model and what they
represent.
Science Content Words
Use these terms when teaching the lesson:
biceps
powerful muscle located on top of the upper arm bone (humerus)
triceps
powerful muscle located under the upper arm bone (humerus) that acts in opposition to the
biceps
contract
To become smaller or shorter in size.
fulcrum
The pivot point on which a lever moves
ligament
The tissue that connects bone to bone, or bone to cartilage and supports and strengthens
joints. Ligaments often guide the placement of tendons.
muscle
Tissue that can contract, resulting in the movement of bones.
tendon
A ropelike tissue that connects muscle to bone.
tissue
A group of cells that look and act the same. It forms bodybuilding materials such as muscle,
tendon, ligament, bone, nerve, and fat.
Integration Hints


Read FOSS Science Stories – The Frozen Man
Math Extension – Problem of the Week is available in the teacher guide
Human Body
Page 22
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.

Students provide a labeled diagram of their thumb model in their science notebooks. You might
prompt a comparison of the three models and an explanation of how muscles work to move
bones.
Assessment Opportunities

The teacher guide identifies this investigation as a performance assessment. See the assessment
folio in the teacher guide for more information.
Human Body
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The Structure of Skin (Alignment Lesson)
In this investigation, students explore the protective nature of skin and will come to realize that skin is
the largest organ of the human body.
*Gather materials for this investigation: an orange for each group of 4 students, food coloring, plastic
food wrap, graph paper, a knife (for an adult to cut oranges in half), news paper or bulletin board paper.
Clarifying Objectives
3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.
Focus Question(s)
What is skin?

Activity
A detailed lesson plan is available on
CMAPP Days 13-14.
Part 1
 Engage students by brainstorming about
things that have skin. Create a list on the
board or chart paper.
 Students examine and orange to identify
its properties.
 They compare and contrast the skin of the
orange with human skin.
 Students use food coloring and plastic
wrap to model how skin protects the
orange.
 Students then estimate and measure the
skin of the orange.
Part 2
 Review the previous investigation with the
skin of an orange.
 Students will use news paper to explore
the area of our body covered by skin.
Guiding Questions
Part 1
 What are the properties of the orange?
 How is the skin of the orange similar to our
skin? How is it different?
 What happened to the uncovered half of
the orange? To the covered half?
 How does the plastic wrap provide a
model of human skin?
 What are a few properties of human skin
that are not represented by the plastic
wrap?
 How much skin does the orange have?
How might we find out?
Part 2
 How might we find out how much skin
covers our bodies?
 What is the largest organ of your body?
Science Content Words
Use these terms when teaching the lesson:
properties characteristics of an object such as color, shape, size, and texture
skin
protective external covering of the body; protects from external conditions and forces; largest
body organ
Human Body
Page 24
Integration Hints

Share the article about sea-cucumber skin (available at the end of the supplemental lesson
plan).

Explore ways to protect skin such as wearing a hat and sunscreen on hot, sunny days.

Students can create posters as public service announcements about the importance of
handwashing to prevent the spread of germs.
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
Assessment Opportunities

Teacher observation

Science notebook entries
Human Body
Page 25
The Function of Skin (Alignment Lesson)
Students will learn that skin is necessary to protect against external conditions. Through an investigation,
students will also learn that the skin contains nerve receptors which provide information about external
conditions.
*You might solicit the assistance of adult volunteers for this investigation. Adult volunteers can help
small groups conduct the investigation and ensure students are not pressing objects too hard on their
skin.
Clarifying Objectives
3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.
Focus Question(s)
How does skin protect our bodies?









Activity
A detailed lesson plan is available on
CMAPP Days 15-16.
Students rely on their sense of touch to
identify mystery objects (sandpaper, rock,
marshmallow, cotton ball) in a bag.
Students compare observation results with
one another and as a whole class.
Once the objects are revealed, engage the
class in a conversation about how our
bodies were able to identify the objects
using only the sense of touch.
Introduce the term nerve receptor.
Explain that students will further explore
nerve receptors by placing objects on their
neck, upper arm, and foot.
Students can record their findings on the
observation recording sheet (included in
the supplemental lesson) or in their
science notebooks.
You might use the Jigsaw approach for
students to share their observations in
small groups before reporting their
findings to the whole class.
Lead a making meaning discussion to
review nerve receptors and their roles in
providing information about external
conditions and protecting us from harm.
For example, touching a stove that is too
Human Body
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


Guiding Questions
How do the objects feel?
Can you identify any of the object without
looking?
How do you think your body knows the
difference between the objects?
How can you explain the results of 2 point
discrimination test?
Page 26


hot and jerking our hand away.
You might elaborate about the placement
of nerve receptors throughout the body by
using a paperclip for the 2 point
discrimination test. Through this
investigation, students should come to
realize that some areas of the body are
more sensitive than others due to the
placement of nerve receptors. For
example, fingertips are more sensitive
than the back of a hand.
Ask students what questions they may
have now.
Science Content Words
Use these terms when teaching the lesson:
nerve
receptor
a structure (a sensory nerve) that responds to stimuli to give us information about external
conditions.
protection
The condition of being protected; to protect from damage or injury.
skin
The thin layer of tissue forming the natural outer covering of the body of a person or
animal.
stimulus
Something that triggers (starts) a response. A stimulus is often information received
through senses.
tissue
A group of cells that look and act the same. It forms bodybuilding materials such as
muscle, tendons, ligaments, bones, nerves, and fat.
Integration Hints

There are links available on CMAPP Days 15-16 regarding skin care and protection, especially in
the sun.
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.

Students can also paste their completed observation recording sheets in their science notebooks
as learning artifacts.
Assessment Opportunities


Teacher observations
Student notebook entries
Human Body
Page 27
FOSS Investigation 4, part 1 – Stimulus Response
Students will investigate the time lapse between a visual stimulus and a response. They will compare
foot-response time to hand-response time.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in
different amounts of time.
3.P.1.3 Explain the effects of earth's gravity on the motion of any object on or near the earth.
Focus Question(s)
Does it take the same amount of time for hands and feet to respond to a visual stimulus?
Activity
 Have students review systems in their
bodies that come into play when they
move.
 Introduce stimulus – explain to students
that coordinated movements of the bones
and muscles don’t happen by themselves.
Movements are directed by the central
nervous system – brain and spinal column.
Discuss different kinds of stimuli.
 Demonstrate the falling-cup device
o Do you think this student will be
able to get their hand out of the
way when they see the cup start
to fall?
 Introduce the Response
o What was the stimulus that
started to make the student’s
hand move out of the way?
 Describe the falling-cup investigation
o Students work with a partner to
see how they respond to the
falling cup. Record results and
observations in science notebook.
[Make the connection to gravity causing the cups
to fall (pulling them toward the Earth) and the
nervous system prompting muscles to exert a
Human Body
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




Guiding Questions
Do you think _ will be able to get his/her
hand out of the way when s/he sees the
cup start to fall?
What was the stimulus that started _
moving his/her hand out of the way?
Do you think your foot response time
would be faster or slower than your hand
response time? Why do you think so?
Which body part responds faster to the
falling cup? What evidence can you
provide to support your claim?
Which body part was slower? What
evidence can you provide to support your
claim?
How might you improve your response
time?
Page 28
force (pushes and pulls) on the bones to move
the hand out of the way of the falling cup.]
 Change drop distance, discuss, and
practice.
 Using an overhead of Stimulus/Response
sheet have students record their results in
their science notebooks.
 Suggest a foot-response inquiry, have
students record and review results.
 What questions do you have?
Science Content Words
Use these terms when teaching the lesson:
coordination
When all parts of the body work together to complete a task.
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
response
A reaction of a living thing to a stimulus.
response
time
The length of time it takes for a person to respond to a stimulus.
speed
How fast or slow something moves; measured by how far an object moves in a set
amount of time.
stimulus
Something that triggers (starts) a response. A stimulus is often information received
through senses.
Integration Hints

Any recess/PE activity that involves response such as playing catch or jumping rope. An obstacle
course would prompt changes in speed and direction. Relay race results can be used to compare
relative speeds (1st place, 2nd place, 3rd place…)
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.

You might consider using the Stimulus/Response Sheet (available in the teacher guide) to guide
students in making science notebook entries.
Assessment Opportunities


Teacher observations
Student notebook entries
Human Body
Page 29
FOSS Investigation 4, part 2 – Response and Practice
Students will investigate the effects of practice on response time.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in
different amounts of time.
3.P.1.3 Explain the effects of earth's gravity on the motion of any object on or near the earth.
Focus Question(s)
Does practice make a difference in response time?




Activity
Repeat the response investigation
Discuss the results; make connections with
students who might practice an
instrument or a sport.
Using Response Sheet-Coordination sheet
have students record their results in their
science notebooks
What questions do you have?



Guiding Questions
Did practice make a significant difference
in response time? If so, why do you think
that it did?
What other factors could affect the
response time?
How does practice improve performance?
[practice increased muscle strength and
reinforces neural pathways.]
Science Content Words
Use these terms when teaching the lesson:
coordination
When all parts of the body work together to complete a task.
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
response
A reaction of a living thing to a stimulus.
response
time
The length of time it takes for a person to respond to a stimulus.
speed
How fast or slow something moves; measured by how far an object moves in a set
amount of time.
stimulus
Something that triggers (starts) a response. A stimulus is often information received
through senses.
Integration Hints

Read FOSS Science Stories – Smart Training
Human Body
Page 30

Have students write their own stimulus/response stories, like The Bus Stop Story on Response
Sheet-Coordination. The stories should include at least three different stimulus/response
events.

Practice coordination – make materials necessary to involve students in a wide variety of
coordination activities: bean bag juggling or tossing, jacks, slap-and-clap games, ball-on-arubber-string paddle game, tee ball and kick ball, foot and knee dribbling with hacky sacks or
soccer balls, hula hoops – wrist arms, etc.
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.

You might consider using the Coordination Sheet (available in the teacher guide) to guide
students in making science notebook entries.
Assessment Opportunities


Teacher observations
Student notebook entries
Human Body
Page 31
FOSS Investigation 4, part 3 – Timing Your Responses
Students will quantify the response time and relate this response time to levels of coordination.
Clarifying Objectives
3.L.1.1 Compare the different functions of the skeletal and muscular systems.
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in
different amounts of time.
3.P.1.3 Explain the effects of earth's gravity on the motion of any object on or near the earth.
Focus Question(s)
How long does it take to respond to a visual stimulus?





Activity
Introduce the response timer
Demonstrate the use of the response
timer
Practice response investigation with a
response timer.
Discuss results
What questions do you have?


Guiding Questions
Which hand had the quicker response?
What evidence do you have to support
your claim?
Why might one hand have a quicker
response time than the other?
Science Content Words
Use these terms when teaching the lesson:
coordination
When all parts of the body work together to complete a task.
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
response
A reaction of a living thing to a stimulus.
response
time
The length of time it takes for a person to respond to a stimulus.
speed
How fast or slow something moves; measured by how far an object moves in a set
amount of time.
stimulus
Something that triggers (starts) a response. A stimulus is often information received
through senses.
Integration Hints

Read FOSS Science Stories – The Circulatory System.
Human Body
Page 32
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.
Assessment Opportunities


Teacher observations
Student notebook entries
Human Body
Page 33
Investigating Gravity and Forces (Alignment Lesson)
In this lesson students will compare the relative speeds of objects (marbles, toy cars) and investigate how
forces can cause the objects to change speed.
Clarifying Objectives
3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in
different amounts of time.
3.P.1.3 Explain the effect of Earth’s gravity on the motion of any object on or near the Earth.
Focus Question(s)
How do forces affect the speed and direction of objects?

Activity
A detailed lesson plan for this investigation
is available on CMAPP Days 17-20.
Part 1
 Show students a marble or toy car and
have them propose ways to get it moving.
 Students will create a ramp to test the
speed and direction of the marbles or toy
cars when they are released from the
same elevation at the same time.
 You might consider giving students some
time to practice before “officially”
releasing the marbles or toy cars for three
trial runs.
 Be sure to circulate the classroom and
help students control variables such as
starting point, elevation, and release.
 Make connections to the
stimulus/response investigations
completed earlier in the unit. Someone
saying “Go!” is the stimulus and releasing
the marbles or toy cars in the response.
Part 2
 Next students will use the ramps to test
the speed and direction of two marbles or
toy cars when they vary the forces on
them: gravity can be influenced by
Human Body
Guiding Questions
Part 1
 What are some ways to move this object
(toy car, marble)?
 Did the marbles hit the wall at the same
time?” (They should since they were
released from the same elevation and at
the same time.)

What forces were involved as the marbles
moved? (Gravity attracts the marbles to
the Earth; friction and drag resist the
rolling of the marbles.)
 How do the speeds of the marbles
compare?” (Since they hit the wall at the
same time, they traveled at the same
speed.)
Part 2
Varying Gravity
 Did the marbles hit the wall at the same
time? (The marble that rolled down the
elevated ramp should hit the wall in less
Page 34


adjusting the elevation of the ramp,
friction can be varied by changing the
surface of the ramp, and thrust can be
added by pushing or blowing on the
objects.
Students report the findings of their
investigation to the class. Through a
teacher-led making meaning conference.
Ask students what questions they have
now.
time).

What does that say about the speed of the
marbles? (The marble that rolled down the
elevated ramp was faster).
Varying Friction
 Did the marbles hit the finish line at the
same time? (Because of the increased
friction, which is a force, the marble
rolling on the paper towel or sandpaper
took more time to hit the finish line.)
 What does that say about the speed of the
marbles? (The marble that rolled down
the ramp with the paper towel on it was
slower.)
Varying Thrust
 Did the marbles hit the wall at the same
time? (Because of the increased thrust,
the marble that was pushed hit the wall in
less time.)
 What does that say about the speed of the
marbles? (The marble that was pushed
was faster.)
Science Content Words
Use these terms when teaching the lesson:
force
A push or a pull on an object.
gravity
The force of Earth pulling on an object downward toward Earth's center.
response
A reaction of a living thing to a stimulus.
response
time
The length of time it takes for a person to respond to a stimulus.
speed
How fast or slow something moves; measured by how far an object moves in a set
amount of time.
stimulus
Something that triggers (starts) a response. A stimulus is often information received
through senses.
Human Body
Page 35
Integration Hints

You might consider recording the races with a flipcam or iPad so students can view the results of
other groups’ results. The video can also be replayed and paused for class discussion.

There are also several links available on CMAPP Days 17-20 for students to further explore
forces.
Science Notebook Helper

Students record the focus question, a prediction, and data (including labeled drawings, writing)
collected during the investigation. Students record claims and evidence statements as well as
new learning and questions for further investigation.

Students make claims and evidence statements such as, “I claim the blue toy car traveled slower
than the red toy car because the sandpaper on the ramp increased the friction.”
Assessment Opportunities

Teacher observation

Science notebook entries
Human Body
Page 36