Life+Science+-+Human+Body+and+Nutrition+(pg.+400-428)


 * Content || **List the content for the section you select**

1. p. 401-404 Skeletal and Muscle Systems: **Tiffany Kitts** The human body has more than 200 bones joined into a skeletal frame that gives the body its shape and support. These bones do not work alone. They all are in groups and well fitted to do special work.

**Groups of Bones**

The skull consists of 8 flat bones joined into the helmet shape. In children the joints between the bones are movable. This allows the bones to grow as they get older. When we move into adulthood the bones no longer move, they become solid with nonmovable joints. The only movable joint in our head is the jawbone.

The skull joins to the vertebrae which is a stack of oval or irregular small bones. Between each small bone is a pad of elastic tissue called cartilage. Cartilage keeps the spinal bones from grinding or hitting together. As we age the pads compress, making us shorter.

**Spinal Bones**

Each spinal bone has a hole in its middle. The holes line up making a hollow tube. The spinal cord runs through the tube so they are protected. Side holes in the vertebrae allow nerve branches to go out to other parts of the body. The spine is in a shallow S shape that permits better balance than a vertical spine.

**Ribs**

Attached to the backbone are 12 pairs of ribs.

The top 10 pairs curve around and join the breastbone.

The bottom two ribs are called “floating ribs” because they do not join in the front.

The ribs form a flexible cage that protects the heart, lungs, and other organs in the chest.

The ribs are bendable allowing the chest to expand and contract as we breathe.

**Hips, Arms, and Legs**

The hipbones are fastened at the other end of the backbone.

They form a large open shallow bowl called the pelvis.

The bowl helps support the body and protects organs below the waist

The long bones of the arms and legs are levers that allow us to walk, run, and throw.

These bones are strong but light. They are mostly hollow.

**Composition of Bones**

Marrow is found in bones.

Red marrow is found at the ends of bones, and Yellow marrow is stored inside the middle of the bones and is mainly composed of fat.

Children’s bones are softer than adults because they contain more cartilage. This makes their bones less likely to break.

Some cartilage never turns to bone, like the ears and tip of the nose.

**Movable Joints**

We can move because many bones are held together by movable joints.

Ligaments join bone to bone.

We have several kinds of movable joints, and each allows different movements.

Hinged joints allow us to bend the elbow, knee, and fingers.

**The thumb is interesting because it is made of two hinged joints, yet we can move it so that it opposes and finger. The ball-and-socket joint makes this possible.**

A ball-and-socket joint at the shoulder allows rotary motion of the arm. The leg is connected to the hip by a similar joint.

In all we have six different kinds of movable joints.

**Muscles**

Under the skin and inside the body we have about 600 muscles.

Voluntary muscles allow us to move on demand.

Involuntary muscles are found in the intestines and heart and don’t work on command.

Muscles can only pull not push. They work in opposite pairs.

**Tendons**

Muscles are attached to bone and cartilage by tendons.

Some are cord-like others are wider and flat.

Tendons are enclosed in a tissue that contains a slippery liquid.

The liquid allows them to slide without rubbing.

Tendons are strong and unstretchable.

One of the strongest and thickest tendons in the body is the Achilles tendon.

Some are found at the elbow and the back of the knee.

**Makeup of Muscles**

Voluntary muscles are made up of bundles of fibers.

Each fiber shortens as it pulls and lengthens as it relaxes.

Not all fibers work simultaneously.

Each is rapidly switched on and off by the nervous system as the muscle works.

This allows each fiber some rest.

The energy to move a muscle comes from a form of sugar called glycogen.

Glycogen is found inside a muscle’s cells.

¼ of the energy released by this sugar goes into moving the muscle; the rest is released as heat.

The faster a muscle is used the more heat that is produced.

This is why heavy exercise makes us warm.

Heavy exercise fatigues the muscle, and waste cells build up in the cell faster than they can be removed.

The result of fatigue is the muscle fibers work more and more slowly.

2. p. 405-414 Nervous System:

3. p.414-420 Circulatory and Respiratory Systems:

4. p.420-422 Digestive System & p. 423-428 Food Nutrition || Standards || Each person include most relevant standards that apply to your section GLE 0307.1.1 Use magnifiers to make observations of specific plant and animal body parts and describe their functions.
 * TN State
 * Tiffany Kitts **
 * You'll need to locate spi's that fit as well - for this topic I suggest that you look at 7th grade standards as well. Be sure to look at the life science standards for your main selections. **

GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals.

GLE 0707.1.3 Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive.

GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.

SPI 0707.1.3 Explain the basic functions of a major organ system. || **Tiffany Kitts** This is a National Geographic website. The students can explore many different parts of the body. It also has very informative videos about different parts of the body. http://science.nationalgeographic.com/science/health-and-human-body/human-body/ || This lesson plan is over the muscular system. The students get to explore the muscular system using the internet and powerpoint. They also get to list things that they find interesting about the muscular system. http://www.davis.k12.ut.us/staff/vleggett/files/9E4F7B8D46544D2EB9133F235CAFAFF8.pdf ||
 * Website || Each person select and describe one website for your section
 * Lesson Plans || Each person select and describe one Lesson plan for your section
 * Tiffany Kitts **
 * Videos || One person create and embed a Mixpod for ideas in the sections

media type="custom" key="11458536" ||
 * Formative Assessment Probe || One person select a Formative Assessment Probe that aligns with your sections. List the probe here. Print the probe for yourself and integrate within the lesson as you teach with your group - can be used as a pre-assessment or formative assessment.

**Formative Assessment Probe: Human Body Basics** **Choose the best argument, and give an explanation for your answer.**

Source: //Uncovering Student Ideas in Science: 25 Formative Assessment Probes//; Volume 1 p. 139 (pdf.151)

||
 * Children's Book || One person select a book - embed the book cover in the left column and include a brief synopsis of the book here and describe how you could use the book as you teach. Will have 3-5 minutes to share in class ||
 * Activities from text || List one activity for the section you select that you will lead for the class. Will need to modify or shorten each activity. Include page #s and describe anything you did to modify the activity.

1. p. 401-404 Skeletal and Muscle Systems: **Tiffany Kitts** Activity: All Thumbs pg. 401 (10 min)

Engagement, Exploration, Explanation, Elaboration, Evaluation

Engagement: How useful are thumbs?

Exploration:


 * 1) Make a list of some of the things you can do with one or two hands. Which do you think you cannot do without thumbs? Which might you do less well? Which might you do as well?
 * 2) You might record what you think on a chart. You can make a check mark first for what you think, and then an X for what you find out.
 * 3) Ask someone to tape your thumbs to your hands.
 * 4) Try doing the things on the list without using your thumbs.

Explanation:

What surprises about thumbs, if any, did you find?

Elaboration:

What would it be like if other mammals had thumbs like ours? How would thus change their ways of doing things or survival?

Evaluation:

Discuss the importance of opposable thumbs and how your thumbs help you.

Modifications: I omitted the E-learning spot from the activity. I also wanted to change the evaluation part to discussion at their tables instead of writing it down.

2. p. 405-414 Nervous System:

3. p.414-420 Circulatory and Respiratory Systems:

4. p.420-422 Digestive System & p. 423-428 Food Nutrition || **Tiffany Kitts** Formative Assessment: # Popsicle Questioning