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11 - Delivering What Muscles Need

1/29/2014

Lesson 8 - Circulatory System

- Complete "Your Beating Heart" activity.
- Create a graph of your data on Create-A-Graph.
- Save the graph as a JPG.
- Embed it on a blog entry entitled, "Delivering What Muscles Need."

Write a reflection paragraph regarding this activity. Then answer each question below with more than one sentence each.

Which activities increased your heart rate the most?
Which activities increased your heart rate the least?
Was the order in which you ranked the activities accurate? (It's good to be wrong!) Explain.
What changes did you notice about your heart rate as you became more active?
Why do you think your heart rate changed when you were more active? What inference can you make? (Use pages 65–66 of your reference book to help you answer this question.)

- If there is extra time, go over the Circulatory System poster.
- Have a discussion about the Circulatory System.
- Have kids read Chapter 7 in their SRB's.

Want more Teachers?
How about some more?

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10 - Working Muscles - A Clothespin Activity

1/12/2014

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Lesson 7 - Session 1

Concepts:

Muscles shorten, or contract, to move bones.
Muscles can only pull; they cannot push.
Muscles often work in pairs.

Discussion:

Can muscles exercise continuously?
Would your muscles get tired? Why or why not?
In today's activity, we are going to find out exactly what would happen if you exercise a muscle too much.

Do page 132 in Teacher's Manual.

Activity:

Partner students up with sticks.
Each partnership needs a clothespin.
I can operate the online stopwatch for the whole class.
Describe the technique for using the clothespins. Explain rules and how to count.
Students need to record information on pages 22-26 in their Science Notebooks.
Graph data on Create-A-Graph and post graphs on blogs.
Write a one paragraph reflection, and answer the following questions:

Was it difficult to use the same technique throughout the whole experiment?
How did you hands and fingers feel BEFORE, DURING, and AFTER the experiment?
Describe how your data changed over time.
What errors or inconsistencies might have affected your results?
Why did your hand strength change over the course of this experiment?
How do you think your muscle cells get oxygen, nutrients, and water to make the energy they need to function?
What do you think you could have done to prevent your muscles from tiring?
What should you do if you experience muscle fatigue in the future?

Read pages 49-55 in your SRB's. Want more Teachers?

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9 - Creating Limb Models (Elbow Joints)

1/12/2014

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Lesson 3 - Session 2

Set out supplies.
Pass out pages 9-12 from Science Notebook (or hand out consumables).
Introduce the activity and explain supplies.
Write the following vocabulary on the board (students need to show where these parts are on their models: biceps, triceps, humerus, ulna, radius, elbow joint, ligaments, tendons, cartilage.)
Choose partners with sticks.
Have students complete pages 9-12 before choosing supplies.
Make sure they know what all the terms on the board mean.
Build working "elbow joints."
When done, check in with Mr. Solarz to preview what you will record and get feedback.
Record video.
Upload to YouTube.
Embed on blog.
Students should reflect on the experience (write a paragraph or more) and answer the following questions on their blog:

Want more, teachers?

- How many bones did your model need? How many muscles did it need?
- How were your pretend muscles similar to real muscles? Different?
- What changes occur to the real muscles in the human body to make them pull on bones?
- What would happen if the ligaments of the models were overstretched or torn? How would it affect the way the models could operate?

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8 - Moving Our Bones (Laptops, 80+ minutes)

1/9/2014

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Discuss:

What moves the bones of our bodies?
Do they move on their own or does something else move them?

Bend and straighten your arms.

Can you feel your muscles moving?
What changes when you flex and unflex?

Need volunteers for a demonstration.

Student A is the elbow
Student B is the biceps (or another muscle)
Student C is the triceps (or another muscle)

How do you think these muscles move? Show me.
Where are the muscles attached in order to do this?
Work together to show how we flex and unflex our arm muscles.

Important Concepts:

Muscles can only pull on bones, they cannot push.
Limb bones are moved by muscles working in pairs.

Read SRB pages through page 15 with partners to get ready for tomorrow's lesson. Want more teachers?

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Human Body

The Human Body in Motion Unit gives students a view inside their bodies to see how they move. They discover that movement, like all bodily functions, requires many parts of the body to work together. Students explore the skeletal, muscular, nervous, circulatory, respiratory, and digestive systems to uncover the specific role each plays in bringing about movement. They come to appreciate the complex intricacies and dependencies between parts of their bodies and learn what they can do to maintain and protect these parts.

11 - Delivering What Muscles Need

10 - Working Muscles - A Clothespin Activity

9 - Creating Limb Models (Elbow Joints)

8 - Moving Our Bones (Laptops, 80+ minutes)

Human Body

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