Level T/44 Body Systems: Skeletal and Muscular€¦ · Body Systems: Skeletal and Muscular ... or...

B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: The Human Body• Body Systems: Respiratory and Circulatory• Body Systems: Skeletal and Muscular • Body Systems: Human Cells

Science

Body Systems: Skeletal and MuscularLevel T/44

Skills & Strategies

Anchor Comprehension Strategies

• Identify cause and effect

Comprehension • Askquestions

• Summarizeinformation

• Usetextfeaturestolocateinformation

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Usecontextcluestodetermineword

meaning

Science Big Idea • Thehumanbodyiscomposedofcomplex

internalsystemsthatkeepitalive.

TeACher’S Guide

Synthesize Information • Administer Ongoing Comprehension Assessment

• Summarize Information

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Ask the group to set a purpose for reading based on the introduction. Instruct stu-dents to read the book, or parts of the book, independently. Then tell them to use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingEncourage students to select titles at their independent read-ing levels. After reading, instruct students to respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-8700-92

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Ask Questions

• Comprehension Strategy: Identify Cause and Effect

• Use Graphic Features to Interpret Information: Labeled Diagram

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Ask Questions


• Use Context Clues to Determine Word Meaning: Direct Definitions

Pages 9–10: Apply Strategies: Chapter 3–Conclusion• Monitor-Reading Strategy: Ask Questions


• Use Context Clues to Determine Word Meaning: Direct Definitions

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Tell students to imagine what they would see if their skin was

removed. They could see their muscles and the bones of their skeleton. Ask students to close their eyes and visualize how the muscles and bones are attached and what happens to the muscles and bones as they walk, run, sit, and throw a ball.

Ask: How are the muscles and bones attached? What are some different ways your joints move? What makes your skeleton useful to your body?

• Write students’ answers and ideas on chart paper. If necessary, ask additional questions.

Ask: What happens to your arm bones and muscles as you throw a ball? What changes do you see in muscles as you move? What do you think causes muscles to shorten and lengthen?

• When students have finished, review and discuss their answers and ideas.

• Tell students that they have just explored parts of the muscular and skeletal systems that enable them to stand and move.

Introduce the Book • Give students a copy of the book.

• Tell them to read the title and skim the table of contents.

Ask: What will this book be about? (the skeleton, or skeletal system, and the muscles, or muscu-lar system)

What will you learn about first? Then what will you read about next? (the skeleton and its parts, then the muscles)

• Ask students to choose a chapter. Ask them to look at the pictures in the chapter, choose a picture they think is interesting, and explain to the group why they think that.

• To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to skim for interesting pictures.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

© 2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with skimming for pictures, choose a chap-ter and model looking at the pictures and making observations about them. Explain why you think one picture is more interesting than the others.

Write the words bones, muscles, and skeleton on the board. Ask students to say the words in English and then say the equivalent words in their native languages.

Discuss the concept of body systems. Explain that our digestive system is made up of organs that help us digest food and get rid of waste materials, while our circulatory system is made up of organs that transport the mate-rials we need to all parts of our body. Display a diagram of the skeletal sys-tem and the muscular system. Discuss with students what the skeletal and muscular systems do for us.

Prepare to Readnglish anguage earnersE L L

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Bones are attached at joints. Muscles are attached to bones.Skeleton holds me up and protects what’s inside.

Before ReadingMonitor-Reading Strategy: Ask Questions• Say: Good readers ask questions as they read. Asking questions

keeps their minds focused and helps them understand and remember what they read. For example, they might ask questions about unfamiliar words.

• Use a real-life example of asking questions while you read.

Say: When I come across an unfamiliar word, I stop and ask myself what the word means. An unfamiliar word may be boldfaced, or shown in dark print. Sometimes the author defines the word, but other times I have to look for clues to help me figure out the meaning of the word.

• Say: Yesterday we previewed the book Body Systems: Skeletal and Muscular. Today we are going to ask questions about unknown words in the Introduction and Chapter 1.

• Read pages 2–3 aloud while students follow along.

Say: The author provides clues to the meanings of the boldfaced words. For example, the text says the skeleton is the foundation of the body, giving support, stability, protection, and shape. However, there are other words that I cannot figure out through context, such as stability. I’ll write that word on a self-stick note and put it in my book on that page. What other unknown words are on this page?

• Ask students to provide examples of any other unknown words in the Introduction. Tell them to write the words on self-stick notes and put the notes in their book.

During Reading Set a Purpose for Reading• Ask students to read pages 4–7 silently. Encourage them to

ask questions about the unknown words they find and write their questions on self-stick notes or in their journals. Remind them to look for context clues to help them understand the meaning of each unknown word.

4 © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Ask Questions

What? Good readers ask questions about unknown words, why something happens, how it happened, and what might happen next. Some questions have answers stated in the text, some answers are implied in the text, and some answers need further research. Still other questions have no answers.

Why? Asking questions keeps good readers involved with the text and helps them understand and remember what they read.

When? Good readers ask questions before reading to help set a purpose. They ask questions during reading to monitor and clarify their understanding. They ask questions after reading to help them analyze and synthesize what they have read.

How? Good readers pause and wonder about the text. They keep track of their questions in a journal or on self-stick notes. They try to answer questions during and after reading.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Ask students to share their unknown words from the

Introduction and Chapter 1. Remind them that some unknown words have definitions right in the text, while the meanings of other words can be figured out using context clues.

Say: The word foundation in the first paragraph on page 2 is an unknown word. I can use context clues to figure out the meaning of this word. The next sentence tells me that a founda-tion is something that gives support, shape, and stability. I can pre-dict that foundation means “a base or structure on which some-thing is built.”

• Ask students to explain how they determined the meanings of other unknown words.

Ask: Who wrote a question about the boldfaced word joints in the first paragraph on page 4? How did you find the meaning of that word? (Joints are points where bones connect. The definition appears in the glossary.)

• Tell students to look for unfamiliar words as they read each chapter. Remind them to write their questions on self-stick notes or in their journals.

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Identify Cause and Effect• Say: One way authors explain information is to tell why something

happens. When you read about an event or situation and why it occurs, you are reading about a cause-and-effect relationship. As I read this chapter, I paid attention to what happened, and I looked for an explanation of why it happened. Identifying the event as the effect and the reason for it as the cause helped me understand the information in the chapter.

• Pass out the graphic organizer “Identify Cause and Effect” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first four rows together. They will complete the last four rows in pairs or independently.


1. Watch students as they write questions on self-stick notes or in their journals.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be asking questions about unknown words as they read. Document students who are and are not using this monitor reading strategy.



For students who struggle with this activity, model the strategy again and remind them that asking questions about unknown words as they read will help them better understand the material.

Rapid readers can find the meanings of words they don’t know in the glossary or dictionary. Then they can take turns quizzing a partner on the words’ meanings.

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Introduction–Chapter 1 (continued)


Comprehension Strategy: Identify Cause and Effect (continued)• Instruct students to follow along as you model how to find

cause-and-effect relationships in the Introduction and Chapter 1. Write the information on the graphic organizer as you find it.

• Read pages 2–3 and say: I can state the main ideas on these pages as a cause-and-effect relationship. The author says we are able to stand up and move around. Why? Because our skeleton and muscles work together.

Write this cause and effect in the first row of the chart, using the information from the graphic organizer on this page.

• Read page 5 and say: On this page, the author provides clue words to help me recognize a cause-and-effect relationship. I see why and because in the first paragraph. The author says we will begin studying bones and muscles by looking at the skeleton because it is the framework on which the body is built.

Write this cause and effect in the second row of the chart. Say: I can ask, “What happened?” to check my answers in the

Effect column and “Why did it happen?” to check my answers in the Cause column.

• Tell students they will look for cause-and-effect relationships as they continue to read the book.

Use Graphic Features to Interpret Information: Labeled Diagram• Explain that labeled diagrams are often used in nonfiction text

to explain how something works or to name its parts. Say: Chapter 1 tells about the skeleton and how its parts fit

together. The diagram on page 6 shows the skeleton and labels some of the major bones. We will learn about these bones in Chapter 2. Studying the labeled diagram as we read the text will help us better understand what we read.

• Tell students to read the labels and study the skeleton. Ask: What overall impression does the diagram give?

(Possible responses: It has the same general shape as the body. Bones come in many different sizes and shapes. There are bones everywhere in the body.)

Which bones are familiar to you? Which ones do you know by other names? (Students may know the clavicle as the collar bone, the femur as the thighbone, and the tibia as the shinbone.)

Remind students to refer to the diagram as they read about specific bones in Chapter 2. This will help them understand the location and function of each bone in the skeletal system.

Reader Response

Look at the diagram on page 6. Which parts of the skeleton do you think anchor and protect our organs? Why? Write a response in your jour-nal and share your thoughts with a group member.

Our skeleton and muscles work together.

We are able to stand up and move around.

Page Cause Effect

The skeleton is the framework on which the body is built.

We will begin studying bones and muscles by looking at the skeleton.

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Before ReadingMonitor Reading Strategy: Ask Questions• Have students review questions they wrote in their journals

yesterday. Ask if the Introduction and Chapter 1 answered any of their questions about unknown words. Discuss their responses. Remind students that good readers ask questions to help them understand and remember what they have read.

• Say: Today we are going to ask the questions who, what, why, and how.

Read pages 8–9 while students follow along. Ask the following questions as you read:

What is bone marrow?

Why is it important?

How does it function?

• Point out that the first and second questions are answered in the book while the third question is not.

Ask: How can I answer my third question? (Possible answers: Ask an expert. Research using reference books or the Internet.)

• Encourage students to write who, what, why, and how questions on self-stick notes or in their journals as they read pages 9–18.

During Reading Set a Purpose for Reading • Tell students to finish reading Chapter 2. As they read, they

should ask who, what, why, and how questions. For example, they might ask, “How do disks support and protect the vertebrae? How does a pivot joint differ from a ball and socket joint?”

After Reading Discuss the Reading • Invite students to share their questions and talk about why

they asked particular questions. Help them identify questions that are answered in the text and questions that need research. Spend a few minutes on questions not answered in the text.

• Ask: What have you learned about the parts of the skeleton?

• For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not writing questions, it may be because they do not under-stand the text. If they are writing questions, make sure the questions apply to the text.


For students who struggle with this strategy, model it again. Then instruct students to read one page at a time and ask one question per page. Tell them to identify questions that are answered in the text and those that are not. If the questions are not answered in the text, ask students how they might find answers to those questions.

Rapid readers can choose one unanswered question and find an answer for it, either with a partner or on their own.

Guide Strategies: Chapter 2

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Chapter 2 (continued)

Reader Response

What would happen to the skeleton if it did not contain cartilage? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Identify Cause and Effect• Review the first two rows of the “Identify Cause and Effect”

graphic organizer. Remind students that to identify causes and effects, they can look for clue words such as because, why, and if as well as other clues in the text that point out cause-and-ef-fect relationships.

• Ask students to find a cause-and-effect relationship on page 10.

Ask: Why is the cranium able to prevent damage to the brain? (because it covers the brain with a hard protective shell)

Where do you write this information? (in the Cause box)

What event goes in the Effect box? (The cranium prevents damage to the brain.)

• Work with students to find the cause of the following effect on page 13: Vertebrae stacked in the spinal column do not rub together. Use the information on the graphic organizer on this page.

Use Context Clues to Determine Word Meaning: Direct Definitions• Read aloud the last two sentences of the paragraph on page 8.

Point out that to help readers understand what marrow is, the author gives a definition of the word right in the text.

Say: Look at the sentence that contains the word marrow. Right before the word are the words “This is called.” Those words tell me that the preceding sentence contains a definition of marrow. After reading that sentence, I see that the meaning of marrow is “the soft center of a bone.”

• Call students’ attention to the word disk in the fourth sentence on page 13.

Say: The sentence with the word disk contains the word called. This word is a clue that the sentence defines the word disk. After reading the sentence, I see that the meaning of disk is “a tough material between the vertebrae that separates them.”

• Tell students that they will continue to use context clues to determine the meanings of unknown words as they read Body Systems: Skeletal and Muscular. Finding and learning the definitions of these words will help them understand the other new information in the book.

The cranium covers the brain with a hard protec-tive shell.

The cranium protects the brain from injury.

Page Cause Effect

Disks made of a tough material separate the vertebrae.

Vertebrae stacked in the spinal column do not rub against one another.

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Apply Strategies: Chapters 3, 4–Conclusion

Before ReadingMonitor-Reading Strategy: Ask Questions• Remind students that they have practiced asking questions about

unknown words and about who, what, why, and how. Instruct them to review the questions they have already asked and written on self-stick notes or in their journals. Tell them to continue to ask who, what, why, and how questions as they read.

• Read pages 21–23 aloud while students follow along.

Say: My question is, “How can marathon runners make such a long run without collapsing from muscle fatigue?” This question is not answered in the text. What can I do?

Invite students to offer possible ways to answer the question.

During ReadingSet a Purpose for Reading • Instruct students to read the rest of the book silently.

Encourage them to ask who, what, why, and how questions as they read. Remind them to write their questions on self-stick notes or in their journals.

• Ask students to look for information about how muscles form a system and how they work with bones.

After ReadingDiscuss the Reading • Invite students to share the questions they have asked

while reading.

• Ask: Which questions were you able to answer from the book? Which questions need additional research? How can you find answers to these questions?

• Ask: What information did you find about how muscles form a system and how they work with bones?

• Tell students to turn to page 21 and read the checkpoint. Point out that thinking about the text is one way to check their understanding of what they have read. Instruct them to discuss their ideas with a partner.

• Instruct students to turn to page 25 and read the checkpoint. Explain that rereading is another way to help them better understand what they read. Instruct students to write their answers in their journals.

• For text-dependent comprehension practice, ask the questions for Chapters 3 and 4 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, instruct students to remove self-stick notes from their books and place them in their journals on a page title “Ask Questions.” Use this page to review asking questions throughout the year.

Comprehension Strategy: Identify Cause and Effect• Review the graphic organizer students have been completing.

Explain that they will look for causes and effects in Chapters 3–4 in pairs or independently. They should find causes and effects on pages 21, 22, and 23.

• Ask if students have any questions before they begin. Monitor their work and help them with any difficulty. Discuss students’ responses together.

• For more practice with identifying cause and effect, instruct students to complete the blackline master “Identify Cause and Effect” on page 15.

Use Context Clues to Determine Word Meaning: Direct Definitions• Tell students to find and read the sentence that contains the

word tendons on page 24. Say: The sentence after this sentence begins with the words “A

tendon is.” It defines tendon. We can combine the information in both sentences to get this definition of tendons: “tough, fibrous cords in muscles that attach the muscles to bones.”

• Ask students to find and read the sentence with the word ligament on page 24.

Say: Here, the word called signals that information about ligament comes before the word. The next sentence contains more information. We can combine the information to get this definition of ligament: “a tough, fibrous sheet that connects a muscle to another muscle or to a bone.”

• For additional practice, instruct students to complete the black-line master on page 16.

Chapters 3, 4–Conclusion (continued)



1. Watch students as they identify causes and effects. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying cause and effect, review the strategy using the Comprehension Strategy Poster: Identify Cause and Effect.

Reader Response

Is cardiac muscle more like smooth muscle or skeletal muscle? Explain your choice. Write a response in your journal and share your thoughts with a group member.

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1. automatic not consciously controlled 2. salivary gland gland in the lower jaw that produces saliva 3. peristalsis wave-like contractions of muscles in the digestive

system 4. circular muscles muscles circling around the digestive tube that

contract to make the intestines longer 5. longitudinal muscles muscles laid lengthwise along the digestive tube

that contract to make the intestines shorter

Cause: The skeleton joins bones Effect: Bones can move, even at joints. though they are rigid.Cause: Vertebrae are Effect: Each vertebra can move joined closely. only a little.Cause: The spine has more than Effect: The spine can bend and 30 vertebrae and therefore twist in all directions. many joints.Cause: A ball-and-socket joint Effect: This joint has the has a ball-shaped knob that greatest freedom of motion; it fits into a cup-shaped socket. can move 360 degrees, or in a complete circle.

We cannot control what smooth muscles do.

They are called involuntary.

Page Cause Effect

Muscles tight-en and relax alternately.

Muscles become tired.

Muscles work in pairs.

Muscles get time to recover after contracting.

Recovery time between contrac-tions increases.

We move.

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Administer Ongoing Comprehension Assessment• Administer Ongoing Assessment #15 on pages 60–61 in the

Comprehension Strategy Assessment Handbook (Grade 5).

Summarize Information• Remind students that nonfiction material often contains many

facts to read and remember. Writing a summary is one way to remember key ideas from the text.

• Instruct students to review the notes they made while reading. Tell them to organize their notes so they can use them to write a summary of one chapter. You may want to group students, and assign each group one chapter to summarize.

• Model the process of summarizing information by picking out the key ideas from Chapter 1 with students. Explain that this is the first step to writing a good summary.

Say: This chapter explains the functions of the skeleton, shows what it looks like, and names some of the important bones in the skeleton. What were some notes you wrote down from this chapter?

(The skeleton is the framework of the body. It holds and pro-tects organs. It attaches muscles so we can move. It is the same shape as the body.)

• Encourage students to share their notes with group members and then work together to choose key ideas from their notes and use them to write a summary. When students are finished, have one member from each group read aloud the group’s summary.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, dis-cuss responses with individual stu-dents.

4. If needed, reteach this strategy and administer Ongoing Assessment #16 on pages 62–63 in the Comprehension Strategy Assessment Handbook (Grade 5).

5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the activity by focusing on one chapter at a time and working with students to identify its key ideas, paraphrasing those ideas, and using them to write a summary. Continue in the same way with the other chapters, encouraging students to provide as much of the information as possible.

Synthesize Information

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Write a Personal Response Invite students to respond to the book in a way that is mean-

ingful to them. The prompts below provide a variety of alter-natives.

• How would exercise affect your ability to move? (text-to-self)

• Did you find any parts of this book hard to understand? Why? (self-monitor)

• How do you feel about your body’s muscles and bones after reading this book? (personal response)

• How have our muscular and skeletal systems affected our ability to change the world? (text-to-world)

• What did you think about as you read about the skeleton? the muscular system? (make connections)

• What are the most important ideas the author expresses in this book? (synthesize information)

• Which parts of this book did you think were well written? Which parts seemed less well written? Why? (evaluate)

• How does this book compare to other books about the body you have read? (text-to-text/compare)

Write to a Text PromptUse the prompt below as a timed writing activity. Allow students a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer Personal Response Prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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Why would the muscular and skeletal systems be useless without the ligaments and tendons? Use information from the book to support your answer.

Look at the picture on page 8. What do you find surprising about this view of a bone? What does it make you wonder? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Daniels, Harvey. Literature Circles. Portland, ME: Stenhouse Publishing Co., 1994.

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not inter-rupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Fountas, I.C., and G.S.

Pinnell, Guiding Readers and Writers.

Portsmouth, NH: Heinemann Publishing

Co., 2001.

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


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Identify Cause and Effect

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Cause Effect


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Identify Cause and EffectDirections: Identify causes and effects in the passage. Complete the graphic organizer with four sets of causes and effects. Some causes may have more than one effect.

Joints

The bones of the skeleton are very strong and rigid. Why are we able

to move? Because the skeletal system contains many joints. The way in

which bones are joined allows for different kinds of movement. For

example, your backbone is made of more than thirty separate vertebrae.

They are joined closely, so these joints can move only slightly. However,

because there are so many bones, the backbone is able to bend and twist

in many directions. The ball-and-socket joints—found in the hip and the

shoulder—allow for the greatest freedom of motion. In the case of the

hip joint, the femur has a ball-shaped knob at the end of it. The knob

fits into a cup-shaped space on the hip bone. As a result, you can rotate

your legs 360 degrees, or in a circle.

Cause: Effect:

Cause: Effect:

Cause: Effect:

Cause: Effect:

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Use Context Clues to Determine Word Meaning: Direct Definitions

Directions: Read the passage. Look for direct definitions of the boldfaced words. Complete the exercise at the bottom of the page.

Smooth Moves

Smooth, or involuntary, muscle is found in your internal organs, blood vessels, and glands. These muscles contract and relax automatically. An action is called automatic if you do not control it consciously.

When you chew a mouthful of food, smooth muscles in your salivary glands contract. The salivary glands are the glands in the lower jaw that produce saliva. The contraction causes saliva to squirt into your mouth.

In the walls of the organs of the digestive system, smooth muscles cause wave-like contractions called peristalsis. The muscles work in pairs. Some muscles, called circular muscles, circle the digestive tube. They contract to make the intestines longer. Other muscles, called longitudinal muscles, are laid out lengthwise along the digestive tube. They contract to make the intestines shorter. Together, these paired muscles move food along.

Directions: Write the definitions of the boldfaced words. Use the passage to help you.

1. automatic _______________________________________________ _______________________________________________________ 2. salivary glands ____________________________________________ _______________________________________________________ 3. peristalsis ________________________________________________ _______________________________________________________ 4. circular muscles ___________________________________________ _______________________________________________________ 5. longitudinal muscles ________________________________________ _______________________________________________________

Level T/44 Body Systems: Skeletal and Muscular€¦ · Body Systems: Skeletal and Muscular ... or...

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