REAL WORLD SCIENCE

The Skeletal & Muscular Systems

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

INTRODUCING The Skeletal & Muscular Systems

Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Word Search puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Skeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Language Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Figures of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .17 ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

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Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable instructional guidelines and tools designed to make your teaching role efficient and rewarding. The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000. This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs.

RATIONALE
In todays classrooms, educational pedagogy is often founded on Benjamin S. Blooms Six Levels of Cognitive Complexity. The practical application of Blooms Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: 1. Knowledge (rote memory skills), 2. Comprehension (the ability to relate or retell), 3. Application (the ability to apply knowledge outside its origin), 4. Analysis (relating and differentiating parts of a whole), 5. Synthesis (relating parts to a whole) 6. Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, and to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for todays classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities.

ORGANIZATION AND MANAGEMENT

To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in three sections:

I. Introducing this ATM

will give you the specific information you need to integrate the program into your classroom curriculum.

II. Preparation for Viewing

provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students.

III. After Viewing the Program

provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas.

AIMS Teaching Module written by Angela Santiago Chung

Copyright 2002 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia at: Toll Free: 1-800-367-2467 Fax: 818-341-6700 Web: www.aimsmultimedia.com Email: info@aimsmultimedia.com

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FEATURES INTRODUCING THE ATM

Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the worlds most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom and to provide assessment tools, your AIMS Teaching Module features these components:

Introduction To The Program

Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn.

After Viewing the Program

After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills,

Introduction To Vocabulary
Introduction to Vocabulary is a review of language used in the program: words, phrases, and usage. This vocabulary introduction is designed to ensure that all learners, including learners, limited will English have full proficiency

or provide hands-on and in-depth extended study of the topic.

Themes
This section tells how the AIMS Teaching Module is correlated to the curriculum. Themes offers suggestions for interaction with other curriculum content areas,

understanding of the language usage in the content of the program.

Discussion Ideas
Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions.

enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas.

Overview
The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation.

Objectives
The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic.

Focus
Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity.

Jump Right In Preparation for Viewing

In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Jump Right In provides abbreviated instructions for quick management of the program.

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SUGGESTED ACTIVITIES
The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories:

Critical Thinking
Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences.

In The Newsroom
Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program.

Cultural Diversity
Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language.

Extended Activities
These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or

Meeting Individual Needs

These activities are designed to aid in classroom continuity. Reluctant will learners from and learners acquiring English benefit these activities geared to enhance comprehension of language in order to fully grasp content meaning.

Hands On
These are experimental or tactile activities that relate directly to the material taught in the program. Your students will have opportunities to make discoveries and formulate ideas on their own, based on

apply what they have learned to other media or content areas.

Link to the World

These activities offer ideas for connecting learners classroom activities to their community and the rest of the world.

Curriculum Connections
Many
ART

of

the

suggested

what they learn in this unit.

activities are intended to integrate the content of the ATM program into other content classroom experience experience. curriculum. into a areas These whole of the crosslearning

Writing
Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas.

Culminating Activity
To wrap up the unit, AIMS Teaching suggestions Modules for offer to ways

connections turn the classroom teaching

reinforce what students have learned and how they can use their new knowledge to enhance their worldview.

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ADDITIONAL ATM FEATURES

Vocabulary
Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will read or find the definition of each vocabulary word, then use the word in a written sentence.

Test
The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in testtaking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers.

After Viewing
Select Suggested into If Activities your that gather integrate curriculum. classroom

applicable,

materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible,

Checking Comprehension
Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test.

Additional Programs

AIMS

Multimedia

encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students.

After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs.

Answer Key
Reproduces tests and work pages with answers marked. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups.

JUMP RIGHT IN
Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. for Viewing Use the Culminating Activity as a forum for students to display, summarize, Use Preparation extend, or share what they have learned with each other, the rest of the school, or a local community organization. suggestions to introduce the topic to students.

Preparation
Read The Skeletal & Muscular Systems Themes, Overview, and Objectives to become familiar with program content and expectations.

Reproducible Activities
The AIMS Teaching Module provides a selection of reproducible activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups.

Viewing
Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view The Skeletal & Muscular Systems together or in small groups. Some students may benefit from viewing the video more than one time.

Checking Vocabulary
The checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context.

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REAL WORLD SCIENCE

The Skeletal & Muscular Systems

Themes Objectives Introduction to Vocabulary

The major theme in Real World Science: The Skeletal & Muscular Systems is the interdependence of the skeletal and muscle systems. Related themes are bone structure, muscle types and their functions.
Overview

To examine the interdependence of the human skeletal and muscular systems for movement To examine the composition of a bone To identify the different types of joints and muscles and their functions To explore the effects of a healthy diet and exercise on the human skeletal and muscular systems
Introduction to the Program

Real World Science: The Skeletal & Muscular Systems explores the characteristics and functions of the bones and joints in the human skeletal system. Also examined are the muscles, tendons and ligaments that work in conjunction with the skeletal system to provide movement for the body. Students will enjoy learning about the interdependence of these systems and the ways to maintain healthy bones and muscles.

To prepare students for Real World Science: The Skeletal & Muscular Systems, ask them to discuss what they already know about the skeletal and muscular systems of the human body. Ask them to name as many bones of the human skeleton as they can. Write all responses on the board, and discuss them with the class. Explain that they will be viewing a video in which they will see many of the same things they mentioned, along with additional facts and details about the human skeletal and muscular systems.

Vocabulary used in Real World Science: The Skeletal & Muscular Systems includes the terms skeletal, cartilage, vertebrae, bone marrow, tendon, ligaments, biceps and triceps. To ensure that all students understand these terms, write them on the board and pronounce each one aloud. In preparation for a discussion of the meaning of terms after the program, encourage students to note the context in which the words are used in the program. During the discussion, if the meaning of any word continues to be unclear, ask volunteers to use an appropriate reference source to check the term and report their findings to the class.
Discussion Ideas

Lead students in a discussion on any of the following issues: What makes our bodies move, run, jump and play? What is the purpose for our skeleton? What are vertebrae? Are there any animals that do not have vertebrae? Are bones living organs? Why or why not? Explain your answer. What are muscles? Where are muscles located?
Focus

As they view the program Real World Science: The Skeletal & Muscular Systems, ask students to keep their discussion responses in mind, making note of preconceived notions, corroborations and new information.

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SUGGESTED ACTIVITIES
Connection to Science/Movement

Find information on the human skeleton at your local public library or online. Teach students the names of the various bones. Have students test their knowledge by playing the game Simon says .... Repeat the exercise as many times as you wish. Play the game throughout the year, ensuring students knowledge of the human skeleton.
Connection to Research/Writing

SC IE NC E

30 Minutes

Most of the bones in a human skeleton begin as cartilage, but as a person grows, the cartilage is replaced with bone. Have students research which bones start out as cartilage and at what age the cartilage is replaced with bone.
Connection to Health/Writing

1 Hour
HE AL TH

In the video, an emphasis is placed on exercise and good eating habits. Discuss the basic food groups with students and what makes up a healthy diet. Have students keep a nutrition and exercise journal for the week. Have them document what they eat, when they eat and how much they eat. Students should also record details about their exercise routine. At the end of the week, have students assess their diet and health choices. Have students set short and long term health goals. Monitor progress throughout the year.
Hands On

Extended

In the video, students learned that bones are living organs with different types of bone tissue, such as spongy bone. Students also learned that bones contain blood vessels, nerves and bone marrow. Bring to class items needed to make a food model of a bone. Use bread to represent spongy bone, use red gelatin to represent the bone marrow and use thin red licorice to represent the blood vessels and nerves. Divide students into an even number of small groups. Give each group a picture of a bone and a bone cross section. Have students create a food model of a bone.
Connection to Science

Extended

Although human skeletons differ from other vertebrate skeletons, knowledge of how bones work together can be learned from other vertebrate skeletons. Bring to class chicken leg quarters that have already been boiled. Have students carefully dissect chicken pieces to examine where the femur connects to the fibula and tibia. Caution students not to eat any of the chicken, since handling the chicken will make it unsanitary. Have students diagram and record their findings.
Culminating Activity

SC IE NC E

1 Hour

Divide students into groups of 4 or 6. Have each group research and create a multimedia presentation on the different muscle groups and parts of the skeletal system. Discuss the types of materials and media they would like to include in their presentation. Optional: video tape their presentations for later viewing.

Extended

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Name VOCABULARY

The vocabulary words listed below are from Real World Science: The Skeletal & Muscular Systems. Read each definition. On the line next to the definition write the letter of the vocabulary word that matches the definition. Then use each word in a sentence.
A. cartilage B. connective tissue C. framework D. joint E. ligament F. marrow G. skeleton H. tendon I. triceps J. vertebrae 1. ________ an elastic body tissue that holds things together

2.

________ a tough band of tissue connecting the bones or supporting an organ or joint in place

3.

________ bony or cartilaginous segments composing the spinal column

4.

________ a connective tissue that is more flexible than the bone

5.

________ a soft, jelly-like substance that occupies the cavities of most bones

6.

________ a usually rigid, supportive or protective structure or framework of an organism

7.

________ structural frame

8.

________ a muscle that arises from three heads; especially, the great extensor muscle along the back of the upper arm

9.

________ a tough band of connective tissue that unites a muscle with some other part (as a bone) and transmits the force which the muscle exerts

10.

________ the point of contact between two parts

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Name CHECKING COMPREHENSION

Read the sentences below. Circle the letter of the word that best completes each sentence.
1. An adult has a total of ____________ bones 2. Bones ____________. 3. Bones are hard because they are made up of minerals, primarily ____________ and ___________. 4. Two forms of bone tissue are ____________ and ____________. 5. Bones contain two types of ____________. 6. The bones of the ____________ are examples of immovable joints. 7. All joints are held together by strong elastic tissue called ____________. 8. Osteoporosis is a condition in which the bones ____________. 9. The most common injuries to bones are ____________, ____________ and ____________. 10. It takes an average of 13 muscles to ____________ and an average of 43 muscles to ____________. 1. a) b) c) d) e) a) b) c) d) e) a) b) c) d) a) b) c) d) e) a) b) c) d) 105 201 206 217 306 provide shape to the body produce blood cells protect our internal organs answers A and C answers A, B and C phosphorous and calcium calcium and magnesium magnesium and zinc all of the above spongy bone and membrane bone membrane bone and compact bone membrane bone and dense bone compact bone and spongy bone moveable bone and immovable bone veins marrow muscles membranes 6. a) b) c) d) a) b) c) d) a) b) c) d) a) b) c) d) a) b) c) d) shoulder hip leg skull connective tissue joint tissue ligaments tendons become weak become too large break begin to curve fractures, splints and breaks fractures, dislocations and sprains splints, dislocations and fractures dislocations, splints and sprains smile; laugh frown; laugh frown; smile smile; frown

7. 2.

8.

3.

9.

4.

10.

5.

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Name WORD SEARCH PUZZLE

This word search contains vocabulary terms from Real World Science: The Skeletal & Muscular Systems. Refer to the word bank below. Words can be found up, down, across, backwards and diagonally.

Q C M T D L L V T R G T P G N

W A N R W F N E P L D B L C B

F R A M E W O R K R C L R H M

T T W M T O K T L B M C J G V

Y I T L B R L E L J N K M S C

P L Q P P R P B F T J G N T D

L A T P L A G R K S Y S H F X

B G P L Y M N A G G L T B L S

J E P F J L T E N D O N G D Z

M B S L J Y X C H H N E V F W

N Y R W O C A L C I U M T V Q

H H H T I S F M R R L A R T G

B M M H N R L N T D F G D B H

G V Y P T R C S P E C I R T J

V P K W S K E L E T A L X M Y

WORD BANK calcium cartilage framework joints ligaments marrow skeletal tendon triceps vertebrae

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Name TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1.

______ As you grow, some cartilage is replaced with bone.

2.

______ An adult has a total of 217 bones.

3.

______ The word skeleton comes from a Greek word meaning hard body.

4.

______ The bones that make up the skeleton are living organs.

5.

______ Bones contain three types of bone marrow.

6.

______ Yellow bone marrow stores fat and serves as an energy reserve.

7.

______ Even when youre sitting perfectly still, some muscles are still working.

8.

______ There are 600 muscles in your body and you can control all of them.

9.

______ Cardiac muscles tire easily and need to rest periodically.

10. ______ Exercise makes the muscle cells grow wider while the entire muscle becomes thicker.

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Name SKELETON

Label the bones of this skeleton, using the words in the word bank.

WORD BANK clavicle elbow femur fibula humerus knee mandible patella pelvis radius ribs scapula skull ulna vertebrae wrist

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Name LANGUAGE ROOTS

The word skeleton derives from a Greek word meaning dried body. There are many words in the English language that have Greek roots. Use appropriate reference tools to find the meaning of the following Greek derivatives.

1. biology

____________________________________________________________________________________________

2. chronicle

____________________________________________________________________________________________

3. cyclone

____________________________________________________________________________________________

4. cyclops

____________________________________________________________________________________________

5. diagonal

____________________________________________________________________________________________

6. hexagon

____________________________________________________________________________________________

7. podiatry

____________________________________________________________________________________________

8. polygon

____________________________________________________________________________________________

9. triad

____________________________________________________________________________________________

10. triceratops ____________________________________________________________________________________________

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Name FIGURES OF SPEECH

Our language contains many figurative expressions that deal with the skeleton. To someone from another culture, these expressions might be confusing. Next to each figure of speech, write an explanation of what each sentence means.
1. Break a leg!

2. Ive got a bone to pick with you.

3. You tickle my funny bone.

4. She was soaked to the bone.

5. Hes nothing but skin and bones.

6. Dont be a bonehead.

7. Throw me a bone.

8. Shes nothing but a skeleton.

9. The well was as dry as a bone.

10. Bone up on your Spanish; we have a quiz on Monday.

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Name TEST

Circle the letter for the correct answer to each question, or write a short answer.
1. How many bones does an adult skeleton have? a) 105 b) 206 c) 217 d) 305 2. Skeleton comes from the Greek word meaning _______________. a) bones b) hard c) dried body d) white body 3. Red bone marrow _______________. a) produces the bodys blood cells b) stores fat and serves as an energy reserve c) produces the bodys blood cells, stores fat and serves as an energy reserve d) none of the above 4. The joints in your leg and arm are examples of what type of joint? a) hinge b) ball and socket c) gliding d) pivot 5. What is a sprain? a) when a bone comes out of its joint b) when a ligament is stretched too far c) a break or crack in the bone d) none of the above 6. Name the three purposes for bones.

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Name TEST (CONTINUED) 7. Name the three types of muscles and their functions.

8. Explain what osteoporosis is and how to combat it.

9. Name three things that you learned from watching this program. Be prepared to share and explain your answers to the class.

10. Did you like the program? Why or why not? Explain your answer fully.

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ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:
#8017 #8757 #9987 #8879 #8385 #8997 The Life of a Red Blood Cell Human Blood Circulation Cincinnati Bones and the Treasure of Health How the Body Works: Skin, Bones and Muscles How Your Body Works: Bone and Muscle The Human Body: the Ultimate Machine

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ANSWER KEY for page 8

VOCABULARY

The vocabulary words listed below are from Real World Science: The Skeletal & Muscular Systems. Read each definition. On the line next to the definition write the letter of the vocabulary word that matches the definition. Then use each word in a sentence.
A. cartilage B. connective tissue C. framework D. joint E. ligament F. marrow G. skeleton H. tendon I. triceps J. vertebrae 1. B ________ an elastic body tissue that holds things together E ________ a tough band of tissue connecting the bones or supporting an organ or joint in place J ________ bony or cartilaginous segments composing the spinal column A ________ a connective tissue that is more flexible than the bone F ________ a soft, jelly-like substance that occupies the cavities of most bones G ________ a usually rigid, supportive or protective structure or framework of an organism C ________ structural frame I ________ a muscle that arises from three heads; especially, the great extensor muscle along the back of the upper arm H ________ a tough band of connective tissue that unites a muscle with some other part (as a bone) and transmits the force which the muscle exerts D ________ the point of contact between two parts

2.

3.

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5.

6.

7.

8.

9.

10.

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CHECKING COMPREHENSION

Read the sentences below. Circle the letter of the word that best completes each sentence.
1. An adult has a total of ____________ bones 2. Bones ____________. 3. Bones are hard because they are made up of minerals, primarily ____________ and ___________. 4. Two forms of bone tissue are ____________ and ____________. 5. Bones contain two types of ____________. 6. The bones of the ____________ are examples of immovable joints. 7. All joints are held together by strong elastic tissue called ____________. 8. Osteoporosis is a condition in which the bones ____________. 9. The most common injuries to bones are ____________, ____________ and ____________. 10. It takes an average of 13 muscles to ____________ and an average of 43 muscles to ____________. 1. a) b) c) d) e) a) b) c) d) e) a) b) c) d) a) b) c) d) e) a) b) c) d) 105 201 206 217 306 provide shape to the body produce blood cells protect our internal organs answers A and C answers A, B and C phosphorous and calcium calcium and magnesium magnesium and zinc all of the above spongy bone and membrane bone membrane bone and compact bone membrane bone and dense bone compact bone and spongy bone moveable bone and immovable bone veins marrow muscles membranes 6. a) b) c) d) a) b) c) d) a) b) c) d) a) b) c) d) a) b) c) d) shoulder hip leg skull connective tissue joint tissue ligaments tendons become weak become too large break begin to curve fractures, splints and breaks fractures, dislocations and sprains splints, dislocations and fractures dislocations, splints and sprains smile; laugh frown; laugh frown; smile smile; frown

7. 2.

8.

3.

9.

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10.

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WORD SEARCH PUZZLE

This word search contains vocabulary terms from Real World Science: The Skeletal & Muscular Systems. Refer to the word bank below. Words can be found up, down, across, backwards and diagonally.

Q C M T D L L V T R G T P G N

W A N R W F N E P L D B L C B

F R A M E W O R K R C L R H M

T T W M T O K T L B M C J G V

Y I T L B R L E L J N K M S C

P L Q P P R P B F T J G N T D

L A T P L A G R K S Y S H F X

B G P L Y M N A G G L T B L S

J E P F J L T E N D O N G D Z

M B S L J Y X C H H N E V F W

N Y R W O C A L C I U M T V Q

H H H T I S F M R R L A R T G

B M M H N R L N T D F G D B H

G V Y P T R C S P E C I R T J

V P K W S K E L E T A L X M Y

WORD BANK calcium cartilage framework joints ligaments marrow skeletal tendon triceps vertebrae

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TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1.

T ______ As you grow, some cartilage is replaced with bone. F ______ An adult has a total of 217 bones. F ______ The word skeleton comes from a Greek word meaning hard body. T ______ The bones that make up the skeleton are living organs. F ______ Bones contain three types of bone marrow. T ______ Yellow bone marrow stores fat and serves as an energy reserve. T ______ Even when youre sitting perfectly still, some muscles are still working. F ______ There are 600 muscles in your body and you can control all of them. F ______ Cardiac muscles tire easily and need to rest periodically.

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8.

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T 10. ______ Exercise makes the muscle cells grow wider while the entire muscle becomes thicker.

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SKELETON

Label the bones of this skeleton, using the words in the word bank.
SKULL

MANDIBLE

CLAVICLE SCAPULA RIBS HUMEROUS

WORD BANK VERTEBRAE PELVIS ELBOW RADIUS ULNA clavicle elbow femur fibula humerus knee mandible patella pelvis radius ribs scapula skull ulna vertebrae wrist

WRIST

FEMUR

PATELLA

KNEE

FIBULA

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LANGUAGE ROOTS

The word skeleton derives from a Greek word meaning dried body. There are many words in the English language that have Greek roots. Use appropriate reference tools to find the meaning of the following Greek derivatives.

1. 2. 3. 4.

biology - bio = life + logy = theory or science; a branch of knowledge that deals with living organisms chronicle - chronikos = of time; historical account of events arranged in order of time cyclone - kykloma = wheel or coil; storm or system of winds that rotates cyclops - (kyklops) kykl = cycl + ops* = eye; race of giants in Greek mythology with a single eye in the middle of the forehead

5. 6. 7. 8. 9.

diagonal - diagonios = from angle to angle; joining two vertices of a rectangular figure that are not adjacent hexagon - six; a polygon of six angles and six sides podiatry - foot; the medical care and treatment of the foot polygon - many; a figure with many angles and sides triad - three; a chord of three tones

10. triceratops - tri = three + keras = horn + ops* = face; dinosaur with three horns

ops can mean both eye and face.

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FIGURES OF SPEECH

Our language contains many figurative expressions that deal with the skeleton. To someone from another culture, these expressions might be confusing. Next to each figure of speech, write an explanation of what each sentence means.

1. Break a leg! Well-wishing usually said to a performer, especially theater.

2. Ive got a bone to pick with you. I have a concern to settle with you.

3. You tickle my funny bone. Youre very funny.

4. She was soaked to the bone. She was thoroughly wet.

5. Hes nothing but skin and bones. Hes very thin.

6. Dont be a bonehead. Dont be stupid.

7. Throw me a bone. Give me a hint.

8. Shes nothing but a skeleton. Shes very thin.

9. The well was as dry as a bone. There was absolutely no water in the well.

10. Bone up on your Spanish; we have a quiz on Monday. Practice your Spanish; we have a quiz on Monday.

Students answers may vary. Accept any responses that demonstrate understanding.

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TEST

Circle the letter for the correct answer to each question, or write a short answer.
1. How many bones does an adult skeleton have? a) 105 b) 206 c) 217 d) 305 2. Skeleton comes from the Greek word meaning _______________. a) bones b) hard c) dried body d) white body 3. Red bone marrow _______________. a) produces the bodys blood cells b) stores fat and serves as an energy reserve c) produces the bodys blood cells, stores fat and serves as an energy reserve d) none of the above 4. The joints in your leg and arm are examples of what type of joint? a) hinge b) ball and socket c) gliding d) pivot 5. What is a sprain? a) when a bone comes out of its joint b) when a ligament is stretched too far c) a break or crack in the bone d) none of the above 6. Name the three purposes for bones. produce blood cells and also store minerals and other materials that your body needs; bones provide shape to our body; protect our soft and delicate, internal organs

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TEST (CONTINUED) 7. Name the three types of muscles and their functions. skeletal muscles - provide the force that moves your bones; smooth muscles - found in your digestive tract and in your blood vessels, control many kinds of movements in your body, such as the digestive process; cardiac muscles - found in your heart, contract repeatedly throughout your life 8. Explain what osteoporosis is and how to combat it. As people grow older, their bones lose some minerals. This can lead to osteoporosis, a condition in which your bones become weak and can break easily. To combat osteoporosis, eating a healthy, balanced diet and getting plenty of exercise are in order. Students answers may vary in regards to the second half of this question. Accept any responses that demonstrate understanding. 9. Name three things that you learned from watching this program. Be prepared to share and explain your answers to the class. Students answers may vary. Accept any responses that demonstrate understanding. 10. Did you like the program? Why or why not? Explain your answer fully. Students answers may vary. Accept any responses that demonstrate understanding.

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