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Counting bones
Counting bones Counting bones Leg bones Arm bones Leg bones Arm bones Upper arm Upper leg Upper arm Upper leg Lower arm Lower leg Lower arm Lower leg Wrist Ankle Wrist Ankle Hand Foot Hand Foot Subtotal Subtotal Subtotal Subtotal ✕2 Total ✕ 2 Total Total Skull bones ✕2 Torso bones ✕ 2 Total Skull bones Torso bones Face bones Shoulder bones Face bones Shoulder bones Cranium bones Breast bones Cranium bones Breast bones Jaw bones Rib bones Jaw bones Rib bones Other bones Back bones Other bones Back bones inside head Pelvic bones inside head Pelvic bones Total Total Total Total FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Bones No. 2—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Bones No. 2—Student Sheet bone names bone names Skull Hyoid Clavicle Scapula Humerus Mandible Cervicle Vertebrae Sternum Rib Carpals Metacarpals Hyoid Clavicle Scapula Humerus Sternum Rib Thoracic Vertebrae Lumbar Vertebrae Lumbar Vertebrae Ulna Pelvis Sacrum Radius Carpals Metacarpals Phalanges Phalanges Femur Femur Patella Patella Fibula Fibula Tibia Tibia Tarsals Tarsals Metatarsals Metatarsals Phalanges Phalanges FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Mandible Cervicle Vertebrae Thoracic Vertebrae Ulna Radius Skull Investigation 1: Bones No. 3—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Pelvis Sacrum Investigation 1: Bones No. 3—Student Sheet response sheet—bones FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. response sheet—bones Laura completed putting Mr. Bones together. She would like you to check her work to see if she made any mistakes. Laura completed putting Mr. Bones together. She would like you to check her work to see if she made any mistakes. If you find any bones in the wrong place, tell Laura how they should be changed to make Mr. Bones correct. If you find any bones in the wrong place, tell Laura how they should be changed to make Mr. Bones correct. Circle the bones or sections you write about so Laura knows her mistakes. Circle the bones or sections you write about so Laura knows her mistakes. Investigation 1: Bones No. 6—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Bones No. 6—Student Sheet owl-pellet observation owl-pellet observation part 1: The Owl Pellet part 1: The Owl Pellet Describe the size, shape, color, and texture of the owl pellet. Draw the owl pellet. Describe the size, shape, color, and texture of the owl pellet. Draw the owl pellet. Part 2: Inside the owl pellet Part 2: Inside the owl pellet Describe what the owl pellet is made of and what you found inside. Describe what the owl pellet is made of and what you found inside. Part 3: the bones in the Owl Pellet Part 3: the bones in the Owl Pellet Find a bone that is similar to a human bone. Draw it. What bone is it like? Find a bone that is similar to a human bone. Draw it. What bone is it like? Find a bone that is different than a human bone. Draw it. What animal skeleton did you find in your pellet? What bones helped you decide it was that animal? Find a bone that is different than a human bone. Draw it. What animal skeleton did you find in your pellet? What bones helped you decide it was that animal? FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Bones No. 7—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Bones No. 7—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Bones No. 8—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Pelvis Phalanges Femur Tibia/Fibula Rib Humerus Radius/Ulna Caudal vertebra Sacrum Lumbar vertebra Thoracic vertebra Scapula Cervical vertebra Skull Humerus Rib Tibia/Fibula Femur Phalanges Pelvis rodent bone identification Radius/Ulna Skull Cervical vertebra Scapula Thoracic vertebra Lumbar vertebra Sacrum Caudal vertebra rodent bone identification Investigation 1: Bones No. 8—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: Joints No. 9—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Finish Start Trace the maze from start to finish. Color or shade the picture carefully. Finish Start Trace the maze from start to finish. Color or shade the picture carefully. Additional tasks Buckle a belt. Turn pages in a book. Tie a shoe. Work a button. Work a zipper. Trace a maze. Shade the picture. Hold a pencil. Tape your partner’s fingers. Tape your own fingers. Action Additional tasks Buckle a belt. Turn pages in a book. Tie a shoe. Work a button. Work a zipper. Trace a maze. Shade the picture. Hold a pencil. Tape your partner’s fingers. Tape your own fingers. Action Easy Easy Hard Hard Very hard Very hard thumb joints thumb joints Investigation 2: Joints No. 9—Student Sheet response sheet—joints response sheet—joints Carl’s class is studying the human body and how joints move. His teacher said that the elbow is a hinge joint that moves back and forth in one direction. Carl’s class is studying the human body and how joints move. His teacher said that the elbow is a hinge joint that moves back and forth in one direction. After school when Carl was practicing his rope throwing for the junior rodeo, he swung his lasso up over his head and thought that his elbow was moving more like a ball-and-socket joint. After school when Carl was practicing his rope throwing for the junior rodeo, he swung his lasso up over his head and thought that his elbow was moving more like a ball-and-socket joint. Try this motion yourself. Try this motion yourself. What would you tell Carl about his idea that the elbow moves like a ball-and-socket joint? What would you tell Carl about his idea that the elbow moves like a ball-and-socket joint? FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: Joints No. 12—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: Joints No. 12—Student Sheet bone observation bone observation Part 1: Rodent Bones Part 1: Rodent Bones Observe the three model bones and describe them. Observe the three model bones and describe them. a. a. b. b. c. c. Assemble the bones the way you think they would be in a live rodent. Assemble the bones the way you think they would be in a live rodent. a. Draw the assembled bones. a. Draw the assembled bones. b. Label the bones and joints. b. Label the bones and joints. What clues did you find on the bones that helped you put them together? What clues did you find on the bones that helped you put them together? Part 2: chicken Bones Part 2: chicken Bones Observe the two model bones and describe them. Observe the two model bones and describe them. a. a. b. b. Assemble the bones the way you think they would be in a live chicken. Assemble the bones the way you think they would be in a live chicken. a. Draw the assembled bones. a. Draw the assembled bones. b. Label the bones and joints. b. Label the bones and joints. What clues did you find on the bones that helped you put them together? What clues did you find on the bones that helped you put them together? FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: Joints No. 13—Student Sheet Investigation 2: Joints No. 13—Student Sheet muscle names muscle names Masseter Masseter Deltoid Pectoral Biceps Oblique Radial Sartorius Quadriceps Tibialis Trapezius Triceps Lattissimus dorsi Gluteus maximus Biceps femoris Gastrocnemius Deltoid Pectoral Biceps Oblique Radial Sartorius Quadriceps Tibialis Achilles tendon FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 3: Muscles No. 14—Student Sheet Trapezius Triceps Lattissimus dorsi Gluteus maximus Biceps femoris Gastrocnemius Achilles tendon FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 3: Muscles No. 14—Student Sheet response sheet—muscles response sheet—muscles After completing the investigations on muscles, Lisa wrote in her journal. After completing the investigations on muscles, Lisa wrote in her journal. Everything I Know About Muscles Everything I Know About Muscles Muscles are found only in the arms and legs. Muscles are found only in the arms and legs. The main job that muscles do is make us The main job that muscles do is make us strong. strong. Do you agree or disagree with Lisa's two statements? Explain your answer. Do you agree or disagree with Lisa's two statements? Explain your answer. What else would you write about muscles in your journal? What else would you write about muscles in your journal? FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 3: Muscles No. 17—Student Sheet Investigation 3: Muscles No. 17—Student Sheet muscle action muscle action 1. Make an arm model with a biceps muscle. Describe what each part of the model represents. 1. Make an arm model with a biceps muscle. Describe what each part of the model represents. Sticks Rubber tube Sticks Rubber tube Paper clip Rubber band Paper clip Rubber band Describe how the muscle on the model works. Describe how the muscle on the model works. 2. Put your left hand on the biceps muscle (top) of your right arm. Put your right hand under the front of your desk and lift up slowly. 2. Put your left hand on the biceps muscle (top) of your right arm. Put your right hand under the front of your desk and lift up slowly. • How does your biceps feel? • How does your biceps feel? • What is your biceps doing? • What is your biceps doing? • How does the triceps muscle • How does the triceps muscle (bottom of the arm) feel? (bottom of the arm) feel? Describe what happens to your arm when you flex (contract) the biceps. Describe what happens to your arm when you flex (contract) the biceps. 3. One of these pictures correctly shows the muscles when a man is bending his arm. Draw a circle around the correct picture. 3. One of these pictures correctly shows the muscles when a man is bending his arm. Draw a circle around the correct picture. FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 3: Muscles No. 18—Student Sheet Investigation 3: Muscles No. 18—Student Sheet stimulus/response stimulus/response Height of drop____________ Height of drop____________ Height of drop____________ Height of drop____________ Vision Stimulus____________________ Stimulus____________________ Vision Stimulus____________________ Stimulus____________________ Response____________________ Response___________________ Response____________________ Response___________________ Right hand Right hand 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 Hit Hit Miss Hit Hit Miss Height of drop____________ Height of drop____________ Height of drop____________ Height of drop____________ Stimulus____________________ Stimulus____________________ Stimulus____________________ Stimulus____________________ Response___________________ Response___________________ Response___________________ Response___________________ 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 Hit Miss FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Hit Investigation 4: Coordination No. 19—Student Sheet Hit Miss FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Hit Investigation 4: Coordination No. 19—Student Sheet response sheet—coordination response sheet—coordination The bus stop story The bus stop story Satoshi was sitting at the bus stop with two of his friends, Jasmine and Lou. A mosquito landed on Satoshi’s forehead. Ow! Satoshi began slapping at the mosquito, and when he did, he spilled Jasmine’s root beer in her lap. Oh! Jasmine jumped up, and when she did, she stepped on Lou’s toe. Hey! Lou started to jump around on one foot. The three friends looked at each other and laughed. Satoshi was sitting at the bus stop with two of his friends, Jasmine and Lou. A mosquito landed on Satoshi’s forehead. Ow! Satoshi began slapping at the mosquito, and when he did, he spilled Jasmine’s root beer in her lap. Oh! Jasmine jumped up, and when she did, she stepped on Lou’s toe. Hey! Lou started to jump around on one foot. The three friends looked at each other and laughed. Describe each stimulus and response in the story. Describe each stimulus and response in the story. FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 4: Coordination No. 20—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 4: Coordination No. 20—Student Sheet timing responses timing responses Find out how fast your hand can respond. Start with visual stimulus. Test your left and right hands five times. Record your response time after each drop. Find out how fast your hand can respond. Start with visual stimulus. Test your left and right hands five times. Record your response time after each drop. Stimulus Response Drops hand Stimulus Stimulus Response hand Response Time Drops Time Stimulus Drops hand Response hand Time Drops 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 Total Average Total Average Total Average Time Total Average Calculate the average response time for each hand. Write the averages on the lines under the totals. Calculate the average response time for each hand. Write the averages on the lines under the totals. Which hand had the fastest response time? hand responded faster. Explain why you think that Which hand had the fastest response time? hand responded faster. Explain why you think that FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 4: Coordination No. 22—Student Sheet FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 4: Coordination No. 22—Student Sheet FOSS Human Body Module FOSS Human Body Module Project Proposal Project Proposal 1. What is the question or the project that you are proposing? 1. What is the question or the project that you are proposing? 2. What materials or references will you need to complete the project? 2. What materials or references will you need to complete the project? 3. What steps do you need to take to complete the project? 3. What steps do you need to take to complete the project? FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. FOSS Human Body Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 4: Coordination No. 24—Student Sheet Investigation 4: Coordination No. 24—Student Sheet
