UNIT 2 Bones and Muscles - WorldArcStudio ::: v2.0richmond-elt/files/Science and... · ·...

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PRESENTATION

In this unit we will be studying the skeleton andmuscles in the human body. We will build on theknowledge the students already have of the humanbody. This will help them understand the workingsof the skeleton and muscles, and how the two arerelated.

In this unit, learners also learn how to observephotographs and illustrations. These skills help them to identify the body’s main bones and muscles.

UNIT CONTENT

Assessment criteria

• Understanding that the skeleton is made up of bones, cartilage and joints • Understanding what joints are, what they are used for, and distinguishing between

fixed and moveable joints • Identifying certain bones in our own bodies • Understanding what muscles are, recognizing some of the most important muscles,

and understanding the difference between voluntary and involuntary muscles • Explaining how bones and muscles work together to produce movement • Understanding and recognizing the difficulties faced by people who are physically

handicapped

Objectives

• To learn about bones and to understand their main characteristics.• To identify some of the bones in the human body.• To learn about muscles and understand the different types. • To understand that muscles and bones must work together in order to produce movement.• To read and understand simple scientific texts.

• Bones and their functions • Cartilage and joints• The skeleton• Muscles and their functions• Bones, muscles and movement

• Understanding simple scientifictexts

• Observing and interpreting a sequence of photographs

• Filling in word maps

• Respecting and caring forphysically handicapped people

CONCEPTS PROCEDURES ATTITUDES

Contents

UNIT 2

Bones and Muscles

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UNIT 0

RESOURCES

Resource Book

Internet resources

Muscles

http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml

The muscles game

The skeleton

http://www.primaryresources.co.uk/online/humanbody.swf

Information about the human skeleton

Bones and jqoints

http://www.kidshealth.org/kid/body/bones_SW.html

Learn about bones

• Reinforcement and extension

– Reinforcement: Worksheets 3 and 4

– Extension: Worksheet 2

• Test and assessment

– Assessment: Worksheet 2

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2 Bones and Muscles

Ancient Bones The other day I saw a show about anarchaeological site. One of the scientistssaid that bones talk to us. What do you think this means?

Archaeologists have found lots of boneson the site. The bones are more than300,000 years old. There are teeth and alot of small pieces of bone.

I know bones are hard, but I didn’t knowthat bones could be so old. It is almostimpossible to destroy bones.

When scientists look at bones, they worklike detectives. They put the skeletonstogether like a jigsaw puzzle. Then they use the bones to find out aboutancient man.

A small piece of bone can tell them a lot. It can tell them how old a personwas, if the person was healthy or sick,and what food they ate. This is whyscientists say that bones talk to them.

Isn’t it incredible that such a small pieceof bone can give us such a lot ofinformation?

Julie, age 9

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ALTERNATIVE SUGGESTIONS

• Another way to demonstrate the importance of both bones andmuscles is to play a simple game. Fill a balloon with water, and try to hold the balloon using only two or three small sticksor pieces of wire. Students will see how difficult it is to do this.Explain that this is what would happen if we had bones but no muscles in our body. Bones aren’t much use withoutmuscles.

■ Anticipating Difficulties

Keep the following things in mind whiledoing this unit:

• Some students may not realize thatbones are living parts of the body.They may think they are inert. Explainthat bones can break, but that theycan heal themselves, too. This isfundamental proof that they are livingmatter.

• Students often find it difficult todistinguish between a voluntary andan involuntary muscle. Pulling ourhand away when we prick it or burn itis a reflex action, not an involuntaryone. It is done by voluntary muscles,in this case, the biceps. One exampleof involuntary movement is when thehair on our skin stands up if we arecold or frightened. The muscles inthe stomach and the intestines alsomake involuntary movements whenwe are digesting food.

■ Teaching Suggestions

• When your students read the text,ask the following questions: Why arearcheological remains always bonesand teeth, and not muscles or otherorgans? Why do we find remains of large animals like men or bearsand not small birds or insects? Why are these archeological finds so important for scientists?

• Review the diagram of the humanbody, and ask your students to namethe parts of the body. Ask where theparts are: in the head, the trunk orthe limbs. Then ask them to nameonly those parts of the body that canbend, like fingers or arms.

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3 Find out about the unitIn this unit we are going to learn about:

� Our skeleton and our bones.

� Our muscles and how they work.

1 Talk about the text� Answer the questions.

– What did the archaeologists find at the site?

– How old are the bones?

– What can we find out from a piece of bone?

� Play with a friend. Point to parts of your body. Name the different bones.

2 Think about the questions� Answer the questions. Read the texts.

What is under the skin?

If we cut the skin, we can see flesh. This is made

up of muscles. If we cut even deeper, we can

see bones.

Could we walk if we didn’t have muscles in our legs?

What would happen if we didn’t have any bones?

We need muscles and bones to walk and move

around. Bones and muscles have to work together

for us to move.

19

UNIT 2

• Ask the students to stand in a circle holding hands. Ask onestudent to name parts of the body that bend (neck, shoulder,elbow, wrist, fingers, hips, knees, ankles, toes). Continue withothers in a chain. When all the joints have been named,continue with parts of the body in the head, trunk and limbs.

• Check what your students alreadyknow about bones and muscles by asking questions. Tell them to lookat their arm or leg and ask: Is it hardor soft? Is it rigid or does it lose itsshape? Does it look the same when itis resting as when it is moving? Is itone single piece or is it made up ofmore than one piece? Can you name the pieces?

Citizenship

Environmental education

Picking flowers and plants or collectingrocks and fossils destroys our naturalenvironment. In many places it is alsoforbidden. Ask the students to thinkwhat would happen if everyone tookhome a fossil, a rock or a plant everytime they went out or visited anarcheological site.

Answer Key

Talk about the text

• The archaeologists found a lot of bonesat the site.

• The bones are more than 300,000years old.

• A piece of bone can tell us how old theperson was, if the person was healthyor sick and what food they ate.

• Model answer: skull, ribs, femur, tibia, etc.

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Bones and the Skeleton

Types of bones. Bones can be long, short

or flat.

1

In knee joints, bones are joined together

by ligaments.

2

1. Bones

Bones are the hard, rigid parts of our body.

Our bones hold our body up. They protect

delicate organs like our brain and heart.

They also help us move around.

Bones have different shapes:

� Some bones are long, like the femur.

The femur is the longest bone in the body

and is found in the leg.

� Some bones are short, like a vertebra.

A vertebra is found in the spine.

� Others are flat, like the skull bones

in our head.

1

2. Cartilage

Cartilage is a flexible part of the skeleton. It is not as hard as a bone.

We have cartilage in our nose, ears and

at the ends of our bones.

The skeleton is made up of bones

and cartilage.

3. Ligaments

Joints are the places where two bones jointogether. There are two types of joints:

fixed joints and moveable joints.

� Fixed joints are where the bones do not

move, for example, in the skull.

� Moveable joints are where the bones can

move in one direction, for example,

the knee. These joints are held together

by ligaments. 2

Short bone:vertebra

Flat bone:temporal

Long bone:femur

Ligaments

OBJECTIVES

• To understand what bones arelike and what their function is.

• To understand that the skeletonis made up of cartilage andbones.

• To understand that joints areabsolutely necessary and to identify the different types.


Introduction

• Ask your students: Where is yourknee? Can you bend it? Do you havebones in your head? Do they look likethe ones in your leg? Do you havebones in your back? Are they like theones in your head? Are they big orsmall? Make a note on the board of the different types of bones andjoints: small, big, fixed, moveable.

• Ask the students to choose a simplemovement they perform often likeraising an arm, walking up a step,etc. Ask them to imagine how theywould do this if they didn’t havebones: Could you raise your arm if youdidn’t have any bones?

Explanation

• Students may find the concept of a fixed joint rather difficult tounderstand. If so, give this exampleof the bones and joints in the skull. In an adult, these joints have nofunction whatsoever. However in a baby, they do. In a baby, these jointsenable the skull to change shapeslightly so that the child can be born.

• Explain that cartilage is lighter andmore elastic than bone, but verystrong. We have cartilage in our ears,nose and trachea.

■ INTERESTING INFORMATION

Cartilage skeletons

Sharks are extraordinary animals. One of their most incrediblefeatures is that their skeleton is made entirely of cartilage. This means that sharks can swim very fast, and they are extremely agile.

The oldest shark fossils that have been found to date areapproximately 400 million years old. Sharks have not evolvedmuch over this period of time because their natural habitat, theocean, has not changed much either. They are excellentswimmers, and they seem to glide through the water propelledalong by their powerful tails.

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4. The skeleton

There are more than

200 bones in our body.

Here are the names of

some bones:

� The head: the skulland the bones in theface, like the upper jaw.

� The trunk: the vertebrae,which make up thebackbone, and the ribs,which make up the chest or thorax.

� The arms: the humerus,the ulna, the radius andthe bones in the hands.

� The legs: the femur,the tibia, the fibulaand the bones in the feet.

3

2

The human skeleton3

1. What are bones? Name three different bone shapes.

2. What are joints? Name two different types of joint.

3. Look at picture . Name two bones in the head, two in the trunk and two in the limbs.

3

Tasks

thorax the bones thatsurround our heartand lungs

Vocabulary

skull

clavicle

carpals,

metacarpals

and

phalanges

(finger

bones)

tarsals, metatarsals and

phalanges (foot and toe bones)

frontaltemporal

scapula (shoulder

blade)

maxilla

(upper jaw

bone)

mandible

(lower jaw

bone)

radius

ulna

parietal

sternum

(breast

bone)

ribs humerus

(funny

bone)vertebrae

pelvis

femur

knee

tibia

fibula

UNIT 2

LEARNING SKILLS

Reading comprehension

Reading comprehension means reading a text andunderstanding the meaning. Students must read carefully and understand the meaning of most of the key words so thatthey can get the general meaning of the text.

◗ Ask your students to read Ligaments. Write three sentences onthe board to summarize the text, and ask students to choose the one that best summarizes the main ideas. For example:

This text is about all the parts of the body.

This text is about some parts of the body.

This text is about fixed and moveable joints.

Understanding

• After asking the questions in thebook, continue with these: – Which joints can you point to and

name in your body?

– What actions can you do with thesejoints? Can you hop/skip/read?

– Imagine your knees and elbowswere fixed joints. Could youjump/hop/run/throw a ball/write…?

• Draw a diagram of the human bodyon the board. Ask volunteers to cometo the board and draw the bones.Help them with the names. Theyshould be able to identify theirposition and approximate size.

Citizenship

Health and hygiene

A balanced diet is essential for a healthy body. Milk and dairyproducts are an important part of a healthy diet. Dairy products giveour bodies proteins, carbohydrates,and above all, calcium, which isessential for healthy bones. Explain thatit is important to drink and eat dairyproducts while you are growing.

Note: If you have students who areallergic to dairy products, explain thatcalcium is also obtained from othersources like green vegetables.

Answer Key

1. Bones are the hard, rigid parts of ourbodies.

Bones can be long, short or flat.

2. Joints are the places where two bonesjoin together.

Joints can be fixed (the joints can’tmove) or moveable (the joints canmove).

3. Model answer: Bones in the head:maxilla, parietal; bones in the trunk:sternum, ribs; bones in the limbs:tibia, femur.

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A C T I V I T I E S

1. Use the words to complete the sentences.

� The skeleton is made up of and cartilage.

� Bones are joined together by .

� hold bones together at the joint.

UNDERSTAND

ligaments bonesjoints

2. Look and write the letters next to the names of the bones.

Do you and you classmates have X-rays of yourselves? If so, bring them into class.

Look at them. What bones can you see?

3. Answer the questions.

� Imagine your leg is one long bone. Could you walk?

Could you jump or hop?

� How many joints are there in your index finger? Imagine

you have no joints in your fingers. Could you write?

FIGURE IT OUT

4. Copy the movements

in the pictures. Which

joints do you use for each

movement? Make a list.

APPLY

A B

vertebrae carpals (finger bones) maxilla (upper jaw)

A B C

1. The skeleton. You can extend the activity by using other words fromthe lesson, for example: cartilage,vertebra or thorax.

UNDERSTAND

2. Identifying bones. Students oftenknow more than they think. For example,they know many of the bones in the body even though they do notknow the names.

ADDITIONAL ACTIVITIES

Bending a bone

Bones are made up of calcium and other elements that are alsofound in rocks and that make them very hard. However, it is possible to make a bone soft and pliable if we eliminate mostof these elements.

Materials:

• A chicken or turkey leg bone• A glass pitcher• Vinegar

Answer Key

• The skeleton is made up of bonesand cartilage.

• Bones are joined together by joints.

• Ligaments hold bones together at the joint.

Answer Key

A. carpels (finger bones)

B. vertebrae

C. maxilla (upper jaw)

3. The importance of joints. Thisactivity is designed to stimulatereasoning. In order to answer thequestions, students will have to reachtheir own conclusions using what theyhave learned in this unit.

FIGURE IT OUT

Answer Key

• Model answer: I wouldn’t be able towalk, run, jump or do any activity inwhich I had to lift my legs off theground. I can’t lift my legs withoutbending them.

• The index finger has three joints. If I didn’t have any joints in my fingers,I wouldn’t be able to bend my fingers,pick things up or write.

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2

� What are our bones like? Choose the best words.

� Soft and flexible. � Hard and rigid. � Red and rough.

� Why are bones living things?

� Can we heal a broken bone?

� How can doctors help the process?

� Which things in the picture are rigid?

LEARNING TO READ

DIBUJO

Bones and the Skeleton

The skeleton consists of bones and cartilage.

Bones are the hard parts of our body.

Cartilage is softer than bones.

Summary

5. Read the text. Answer the questions.

What Bones Are Made of

The bones in our body are very hard, and they last for a long time. They contain a lot of calcium and other elements. These elements are also found in rocks. Bones are rigid and do not bend or change shape, but they can break.

Our bones are living things. They grow and they need food. Our bones use the food to repair themselves.

UNIT 2

4. Joints and movement. Your studentswill find it easier to identify the joints ifthey perform the movements themselves.

APPLY

Instructions:

• Take all the meat off the bone so it is nice and clean. • Put the bone in the glass jar, and cover it with vinegar. • Leave it for a few days. Change the vinegar once in a while so

that it does not lose its acidity. • Take the bone out of the jar, and show it to the students. They

will see that we can now bend the bone as if it were rubber.Explain that the minerals in the bone have dissolved, and without these minerals the bone is pliable.

Answer Key

• The boy bends at the hip, and the girlbends her elbow.

Language link

Teach the following rhyme:

Imagine how floppy my body would be,If my skeleton was made of jelly. (Flop onto the floor.)My legs would wobble and fall about,(Wobble legs.)I wouldn’t be able to stretch them out.(Point to bent legs.)My neck would fall onto my chest,(Drop neck onto chest.)No, I think having bones is probably best!(Stand up straight.)

Answer Key

• Bones are hard and rigid.

• They are living things because theygrow, need food and can even healthemselves.

• Yes, we can. Doctors put on a plastercast where the bone is broken. Thisstops us from moving the bone while itis healing. They take X-rays and see if itis healed before they take the cast off.

• The hard objects are: the brick, thebaseball bat and the screwdriver.

Resource Book

F Reinforcement and extension

Reinforcement: Worksheet 3

5. What bones are made of. Thisactivity provides new information andapplies concepts the students havebeen working with. Point out that bonesgrow, and also get older, just like anyother organ in our body.

LEARNING TO READ

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Muscles

1. What are muscles like?

Muscles are soft and flexible. They enable

us to move our body. They also give shape

to our body. Some muscles are joined to

bones. Others form part of internal organs

like the stomach or the heart.

3. Muscles move bones

Muscles get longer and shorter. A muscle

gets shorter by pulling on the adjoining

bones.

Bones and muscles work together to move

our body.

Muscles are joined to bones by tendons.

Bones and muscles make up the

musculoskeletal system.

2

2. Types of muscles

There are voluntary and involuntary

muscles.

� Voluntary muscles are muscles

we can move when we want to.

For example, when we want to move our

arm, we use the biceps muscle.

� Involuntary muscles move automatically.

We do not make them move.

For example, the heart muscle moves

automatically.

1

Voluntary muscles in the face. We use

the muscles in our face to show feelings.

These are voluntary muscles.

1

2

B

The triceps gets shorter.

The arm straightens.

The arm bends.

The biceps

gets shorter.

tendon

A

Movement of the arm. In A, the biceps gets

shorter and the arm bends. In B, the triceps

gets shorter and the arm straightens.

OBJECTIVES

• To know what muscles are like,and what they are for.

• To relate the different types of muscles with the kinds ofmovements they make.

• To understand how muscles and bones work together to produce movement.


Introduction

• Before you begin the lesson, do an exercise with your students toclarify the concepts of hard, rigid,elastic and soft. These are importantadjectives for describing both bonesand muscles. Give your studentsvarious objects that they candescribe using these words. This willhelp you make sure they understandthe meanings.

Explanation

• When your students have studied the definition of muscles and types ofmuscles, explain that we have morethan 600 different muscles in ourbodies. This makes up almost halfour body weight. At least 400 ofthese 600 muscles work togetherwith bones to produce movement.

• Explain that our muscles are the softfleshy part of our bodies. In fact,when we eat meat, we are eatinganimal muscles.

• Ask your students to sit still withoutmoving for a while. Ask them if theycan see any classmates makingmovements. Explain that even thoughpeople are not moving, they stillmake involuntary movements:breathing, heartbeat, digestion, etc.

■ ADDITIONAL INFORMATION

Involuntary muscles

Students often find the difference between voluntary andinvoluntary muscles confusing. Explain that most involuntarymuscles in the human body are part of internal organs, such asthe heart, the intestines, the arteries, etc. These muscles areslower and they contract more slowly. They can, however, makemore sustained, constant movements. A typical example is theheart and the heartbeat.

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4. Muscles

Every part of our body hasmuscles. Here are the

names of some of them:

� The masseters are in the

face. They move the chin

and other parts of the

face. We use them to

make facial expressions.

� There are lots of muscles

in the trunk, for example,

the pectoral, abdominaland dorsal muscles.

� The biceps and tricepsare in the arms.

� The quadriceps and the

gemellus are very strong

muscles. They are found

in the legs.

3

2

Muscles in the human body3

1. What is a muscle? Name five muscles.

2. Is the heart muscle different from the biceps? How is it different?

3. Look at picture . Explain how you move your arm.2

Tasks

quadriceps

abdominal

sartorius

masseter

pectoral

gastrocnemiusrotatingmuscles(gemellus)

triceps

trapezius

dorsal

glutealbiceps femoris –refractormuscle

biceps

deltoid

UNIT 2

Understanding

• Ask your students to bring in picturesshowing people making some kind of movement or doing exercise. Theycan use newspapers or magazines.Sports magazines are especiallygood. This activity shows thestudents different kinds of movementand makes them think about howthey are made. They can point outthe muscles and bones involved ineach movement.

• Use the pictures to ask your studentsif they can see any differencebetween their own muscles and the muscles of the athletes. What doyou think the reasons are for thesedifferences? What happens to ourmuscles if we do a lot of exercise?

Citizenship

Health and hygiene

We should do a lot of exercise to keepour muscles healthy and stop themfrom losing strength and elasticity.Walking, running or swimming arehealthy, complete exercises becausethey help us to develop and maintain allthe muscles in our body.

Answer Key

1. A muscle is a soft, elastic organ thatis responsible for body movements.

Model answer: masseter, gemellus,

sartorius, gluteal, triceps.

2. The heart is made up of involuntarymuscles. The biceps is a voluntarymuscle.

3. Model answer: The biceps getsshorter, pulls on the bone it is joinedto, and pulls your arm up. When youstretch out your arm, the triceps getsshorter, and pulls the arm down.

LEARNING SKILLS

Words in bold

Relevant information in a text is usually printed in boldto make it stand out. Bold is used for definitions, concepts, key words, etc.

◗ Ask the students to read the words in bold in the text on Muscles, page 25. Then ask:

• Which words are in bold in each paragraph?• What is the text about?• Which paragraph gives us information on the muscles

in the trunk?

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A C T I V I T I E S

3. Match the words to the picture.

UNDERSTAND

voluntary involuntary

masseter

biceps

heart

pectoral

abdominal

gemellus

� Classify the following muscles.

tongue – heart – quadriceps – abdominals

1. Circle the correct words. Copy the text.

� The human skeleton consists of muscles / bones.

� Ligaments / tendons join the muscles to the bones.

� A muscle gets shorter / longer when the adjoining bone

is pulled.

2. What is the difference between voluntary and involuntary

muscles?

4. Answer the questions.

� What would happen if the heart were a voluntary muscle?

� What would happen if the abdominal muscles were involuntary?

FIGURE IT OUT

1. Muscles and bones. This activityhelps your students memorize mainconcepts of bones and muscles.

UNDERSTAND

3. Muscles in the body. Extend thisactivity by varying the names of themuscles, or including bones as well asmuscles. Say the names of the bonesand muscles out loud, and ask studentsto say where they are located.

2. Voluntary and involuntary muscles.

Students will understand theseconcepts better if they have todiscriminate between voluntary and involuntary muscles.

Answer Key

• Voluntary muscles move when we wantthem to, but involuntary muscles movewithout us having to do anything.

• Voluntary: the tongue, quadriceps and abdominals.

• Involuntary: the heart.

Answer Key

• Masseter: head.

• Biceps: arm.

• Heart: trunk (in the chest).

• Pectoral: trunk (in the chest).

• Abdominal: trunk (stomach).

• Gemellus: leg.

ADDITIONAL ACTIVITIES

Make an articulated arm

Materials:

• Two pieces of construction paper 30 � 50 cm• Washer and hooks• Scissors• Glue• A butterfly clip• A piece of string• A rubber band

Answer Key

• The human skeleton consists of bones.Tendons join the muscles to the bones.A muscle gets smaller when theadjoining bone is pulled.

A

Bstring

rubber band

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Pictures can show how you move your body.

27

2

I CAN DO IT

5. Look at the pictures. Read the texts.

2

First, the muscles in the hand

and arm pull on the bones.

This closes the hand and holds

the weight.

First, the biceps femoris gets

shorter and the leg bends.

Then

.

Finally,

.

Then the biceps gets shorter,

and pulls on the radius.

The arm bends at the elbow.

Finally, the triceps gets shorter,

and pulls on the ulna. The arm

stretches out and puts the

weight down.

1 2 3

� Look at the pictures. Complete the sentences.

Muscles

Muscles are soft, flexible organs. Tendons join our muscles to our bones.

Some muscles are voluntary. Others are involuntary.

Summary

arm and hand

muscles

biceps

radius

ulna

triceps

biceps

femoris

(hamstrings)

biceps

femoris

quadriceps

Lifting and putting down a weight

Moving a leg backward and forward

31

UNIT 2

4. Muscles from the front and back.

This activity stimulates logical reasoningand written expression.

FIGURE IT OUT

Answer Key

• Model answer: If the heart were avoluntary muscle, we would have toremember to make it beat all the time.

• Model answer: If the abdominals wereinvoluntary muscles, we wouldn’t beable to sit down or stand up.

5. Picture sequences. Check thatstudents interpret each sequencecorrectly. Have them identify whichmuscles are moving and the effect their movement produces.

I CAN DO IT

Answer Key

• Then the quadriceps gets shorter and the shin moves forward.

• Finally the biceps femoris gets shorterand the leg bends.

Instructions:

• Tell your students to draw the outline of their hand on a pieceof construction paper. Tell them to cut it out, and glue one endto construction paper A.

• Students join the two pieces of construction paper using thebutterfly clip, and place the hooks along the edges as shown in the diagram.

• Tell them to cut the string and a rubber band about 20 cm longand pass them through the hooks as shown in the diagram. Tiethe end of the string to the washer so that when they pull thewasher, the arm bends.

Language link

Work with the words students need to describe a sequence of events:

First… Then… After that… Finally…

Ask them to use them to describesimple sequences. For example: How doyou brush your teeth?

How do you take a bath?

Resource Book


Reinforcement: Worksheet 4

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1. Complete the word map.

2. Mark the correct words.

Check what you know

28

1. What kind of organs are bones?

� Hard. � Flexible.

2. The… is made up of bones.

� muscles � skeleton

3. What kind of organ is cartilage?

� Hard. � Flexible.

4. Muscles are…

� in the arm. � all over the body.

5. Tendons join muscles to…

� other muscles. � the bones.

6. When a muscle gets shorter, it…

� pulls � pushes

on a bone. on a bone.

7. What kind of joint is the knee?

� Fixed. � Moveable.

8. The musculoskeletal system consists

of…

� bones and � muscles

joints. and bones.

The musculoskeletal system

are joined together by

can be

are are

made up of

hard andrigid

muscles

soft and

moveable

� Copy and complete the sentences. Use words from the word map.

� The musculoskeletal system is made up of bones and .

� Bones are hard and .

� are places where bones are joined. They can be .

� Muscles are .

voluntary

Now I Know

■ Unit Review

Before you do the activities in theStudent’s Book, remind the students of the main ideas presented in the unit.You can dictate sentences, for example:

• The skeleton is made up of all thebones and cartilage.

• Bones are the hard, rigid partsof the body.

• Bones hold our body up, protect ourinternal organs and help us to move.

• Cartilage is the softer, more flexiblepart of our skeleton.

• Joints are the places where our bonesjoin together. They can be fixed or moveable.

• Muscles are soft, elastic organs.They are responsible for movement.

• Muscles can be voluntary or involuntary.

Physical education link

Tell your students to perform thefollowing actions and think carefullyabout the parts of their bodies that they move in each case:

• Jump

• Write

• Run

• Hop

Then ask them to say which actionsrequire moving the largest number of bones and muscles. ADDITIONAL ACTIVITIES

Muscles get tired

Explain that our muscles get tired when we do the samemovement several times in a row. We can check this by doing thefollowing experiment.

Materials:

• A clothespin• A hardcover book that can be held in one hand

1

24 5

3

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3. Make a model of a backbone.

A backbone consists of vertebrae that are joined

together. Make a model using paper and rubber bands.

� What does each small tube represent? What does the line of tubes represent?

29

1. Cut a sheet of paper in

strips 2cm wide. Use tape

to join two strips together.

This should give you four

long strips.

2. Roll each strip of paper

around a pencil. Use tape

to join the ends together.

You now have a thin tube.

Remove the pencil. Make

more tubes with the rest of

the paper.

3. Pass a rubber band through

each tube. Put an open

paper clip on each end

of the rubber band. This will

keep the rubber band

in place.

Citizenship

4. Read the text. Do the activity.

Moving around

People move around all the time. In this unit you studied

the body and how you move using your skeleton

and muscles.

Many people can’t move around easily. They need

a wheelchair. Imagine how difficult it is to be

in a wheelchair.

� Draw the route you take from the school entrance to your classroom. Now, imagine you have to follow this route in a wheelchair. Mark all the obstacles you find on your route.

My projectUNIT 2

Instructions:

• Tell your students to hold the clothespin between their thumband index finger. Then ask them to count the number of timesthey can open and close the pin in 30 seconds. Then tell themto do the action two more times, and write down how manytimes they opened and closed the pin in 30 seconds. They willsee that they get slower and slower.

• Now tell them to hold the book down at their side and to lifttheir arms out until the book is level with their shoulders. Tellthem to lower their arm again. They do this for 30 seconds and write down how many times they raised and lowered theirarm. Tell them to do this two more times and count. They willsee that they get slower and slower as their arm gets tired.

Answer Key

Now I Know

1. ➀ bones; ➁ joints; ➂ fixed; ➃ elastic; ➄ involuntary.

• The musculoskeletal system ismade up of bones and muscles.

• Bones are hard and rigid.

• Joints are places where bones arejoined. They can be fixed ormoveable.

• Muscles are soft and elastic.

2. 1. Bones are hard.

2. The skeleton is made up of bones.

3. Cartilage is flexible.

4. Muscles are all over the body.

5. Tendons join muscles to the bones.

6. When a muscle gets shorter, it pulls on a bone.

7. The knee is a moveable joint.

8. The musculoskeletal systemconsists of muscles and bones.

My project

3. • Each tube represents a vertebra.

• The line of tubes represents the spinal column (backbone).

Citizenship

4. Model answer:

I wouldn’t be able to climb the stairsto enter the school.

Resource Book


Extension: Worksheet 2

F Test and assessment

Assessment: Worksheet 2

T29


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