Human Body Systems-Part 3 7th Grade

1. Human Body Systems-Part 37th Grade Kim Olson: Baker Middle School, Instructional Facilitator March 19, 2009 3:30-6:30pm SMRC TPS Sponsor 3 clock hours: $5

2. Do Now Make a T-Chart labeling one of the sides Muscles and the other side Bones. List all that you know about muscles and bones.

3. Graphic Organizer

4. Investigation 18: The Musculoskeletal System-An Overview Overview: Students begin to explore the musculoskeletal system. Background: Investigation 18 introduces students to the structure and the function of the muscles and bones. Vocab introduced: Cartilage Joints Nerves Connective tissues Tendons Ligaments Preparation: Make sure you take out the chicken wings a day a head of time

5. Investigation 18: Continued Please read the Getting Started section in your instructor manual, page 212. Read and reflect on the questions asked in number 3. Will your students struggle specifically with any of those questions? What can you be more aware of as you work through the investigation to help students? With a partner, complete Investigation 18, using the student manual. Make any notes of a-ha�s, possible challenges or questions you may have. Make sure that you look at the Reflection section (p 215) as well. After 18 is completed, please write down the standard and a learning target for this investigation.

6. Investigation 19: Joints and Muscles Overview: Students assemble and use models to focus on two parts fo the system: the arm and spinal column. Background: Students will get a background in how muscles and joints are connected�literally. Vocab introduced: Plane (gliding) joints Ball and Socket joints Hinge joints Pivot joints Saddle joints Condyloid joints Preparation: Make sure all the pieces are there ahead of time.

7. Investigation 19 Please read the Getting Started section in your instructor manual, page 223. Read and reflect on the instructions. Will your students struggle specifically with any of those instructions? What can you be more aware of as you work through the investigation to help students? With a partner, complete Investigation 19, using the student manual. Make any notes of a-ha�s, possible challenges or questions you may have. Make sure that you look at the Reflection section (p 224) as well. After 19 is completed, please write down the standard and a learning target for this investigation.

8. Investigation 20: Muscle Size and Strength Overview: Students will learn about the relationship between the size and strength of their muscles. Background: The focus is on the relationship between size and strength, while continuing to explore this system. Vocab introduced: Smooth muscles Cardiac muscles Voluntary muscles Involuntary muscles Bicep muscle Tricep muscle Forearm muscles Preparation: This is a good opportunity for students to practice creating tables. Also a good opportunity for student designed inquiry.

9. Investigation 20 Please read the Getting Started section in your instructor manual, page 237. Read and reflect on the instructions. Will your students struggle specifically with any of those instructions? What can you be more aware of as you work through the investigation to help students? With a partner, complete Investigation 20, using the student manual. Make any notes of a-ha�s, possible challenges or questions you may have. Make sure that you look at the Reflection section (p 238) as well. After 20 is completed, please write down the standard and a learning target for this investigation.

10. Investigation 21: Exploring Muscle Fatigue Overview: Students will learn about the muscle�s ability to fatigue or tire. Background: Muscle fatigue is the reduced ability of a muscle to contract. This is related to cellular respiration and ATP production. Students don�t need to understand cellular respiration. Vocab introduced: Muscle fatigue Muscle tone Slow twitch muscles Fast twitch muscles Preparation: Make sure you have graph paper available.

11. Investigation 21 Please read the Getting Started section in your instructor manual, page 248. Read and reflect on the instructions. Will your students struggle specifically with any of those instructions? What can you be more aware of as you work through the investigation to help students? With a partner, complete Investigation 21, using the student manual. Make any notes of a-ha�s, possible challenges or questions you may have. Make sure that you look at the Reflection section (p 249) as well. After 21 is completed, please write down the standard and a learning target for this investigation.

12. Investigation 22: The Body in Balance Overview: Students explore body functions that are involuntary, such as internal temperature. Background: This investigation is based on the principle of homeostasis. Vocab introduced: homeostasis medulla homeothermic fever Preparation: You will need equipment that has not yet been used in this part, such as test tubes, beakers, etc (page 255). You will need ice water.

13. Investigation 22 Please read the Getting Started section in your instructor manual, page 255. Read and reflect on the instructions. Will your students struggle specifically with any of those instructions? What can you be more aware of as you work through the investigation to help students? With a partner, complete Investigation 22, using the student manual. Make any notes of a-ha�s, possible challenges or questions you may have. Make sure that you look at the Reflection section (p 256) as well. After 22 is completed, please write down the standard and a learning target for this investigation.

14. Closing Any Questions?? Please fill out exit ticket and hand to me Complete clock hour forms with money attached Thank you!