HUMAN BODY

HUMAN BODY

Sandra PrideUNA/AMSTIsgpride@una.eduToday we will begin studying one of the most exquisitely designed machines in the world, a machine you all own. THE HUMAN BODYThe human body is designed for action and movement.. We will begin our study by watching our bodies in action.1What Did You Discover?Which tasks were hard to do?What made them hard?How did you solve the problem?How did you feel when you ran into a hard task?What are the advantages of an opposable thumb?

Investigation 2 Part 1Discuss how hard it was to complete tasks without our opposable thumbs. Pass out other opposable thumb activities.31 Humor

Our Brain

BONES Take turns with your partner jumping rope. When your partner is jumping, watch closely to see which parts of his/her body come into action.Record your observations by writing down what you see in your journal. Label this page Body Parts That Move When I Jump Rope Try to discover which parts of the body move when a person jumps rope.Create a class chart.

Investigation 1 Part 1Have a jump rope for each pair of students. STUDNETS JUMP ROPE AND RECORD WHAT BODY PARTS THEY SEE MOVE AS THEY JUMP. Have students record their responses in their journal. Complete a class list of what they observed.. As you are completing the chart ask the students: Do your bones move when you jump rope? Where are your bones? How can you tell where your bones are? What do you call the whole system of bones? How many bones do you think you have in your skeleton?

5 HOW MANY BONES?A Skeletal system is a group of bones.

Lets count up the bones to find outhow many there are in the humanskeleton.

Working with your group you will count the bones in the subsystem you are assigned. Record your count in your journal.Leg and Foot Arm and Hand Head Torso (including the NECK, SHOULDERS, and HIPS)

Investigation 1 Part 1Have students predict independently how many bones they think are in each subgroup. Then let students begin counting with their group. Encourage them to feel for their own bones through their skin. After a few minutes ask How do your bones feel? If bones are hard, how do our bodies bend? Instruct students to feel their bodies where two bones come together. Tell them bones dont bend, so places where the arms, legs, fingers, and so on bend are places where separate bones come together. The places where bones come together are called joints. Have students identify a few joints and return to counting. As students continue counting instruct them to write the total count on a piece of paper.6BONE COUNT

Investigation 1 Part 1Using the Skeletal System Chart have groups report the groups count. Write them on the chart and average the results. Propose refining the countASK How will we know if we missed any bones when we counted? What could we use to help us find out more about bones? 7 SkeletonSkeleton Photograph

Functions of our skeleton: SUPPORT PROTECTION MOVEMENT

Investigation 1 Part 1Hang up the skeleton photograph. Allow students time to look at it and ask questions. Stress the functions of our skeletal system. Point out the different sizes and shapes of boneslegs, arms, ribs, and backbone. Point out the jointed areas that allow the skeleton to bend. Leg and arm bones are similar. Ask students if looking at the skeleton poster would help them get a more accurate count of the bones for the subsystem they were assigned. Point out: Femur---longest bone in the body Stirrup---shortest bone in the body How the bones in the arm and leg are similardemonstrate how the radius/ulna cross/palm down-uncross/upIntroduce cartilage is found at the end of bones and connects some bones, it is rubbery and flexible..ears and nose.

8RECOUNTUsing your subsystem poster and the Counting Bones sheet, recount the bones for your assigned subsystem to see if you can get a more accurate count.Rotate group assignments. You should record the number of bones in all four skeleton subsystems.Revise the bone count on the class chart.

Investigation 1 Part 1Give each group the subsystem poster for their assigned subgroup. Begin rotations today!! When complete add updated information to recount poster.The recount should add up close to 206. Discuss: What parts of our skeleton give us our unique human shape? How does your skeleton give you support? What does your skeleton hold up? What parts of your skeleton provide protection and what parts of your body are protected?Have students compare their predictions. Each Arm has about 30 bones .both 60 Each leg has about 30 bonesboth 60 Torso has about 56 bones..Spine 26, Shoulder 3, Ribs 24 Pelvis 3 Head/Skull has about 30 9BONE COUNT

Investigation 1 Part 1Using the Skeletal System Chart have groups report the groups recount. Write them on the chart and average the results. 10Science Notebook Science Notebook Design Set-UpThe first page is the cover page. You will design a cover for your notebook.The next two pages will be labeled the Table of Contents.The third/next page is where we will begin our journal entries.Write the date in the upper right hand corner and the page number.Turn to the back of your journal. We will label the third page from the end the Glossary

Science NotebooksInvestigation 1 Part 1We will use a science notebook to keep up with our ideas and observations. Much of a scientists work/time is spent observing, writing, and drawing what they observe. A lot of what we know about science was gained through observation. We want to be good scientists and keep good notes of our observationsWell use a notebook to help us do this. Scientists use their notebooks as recorded proof of what they have observed. Remember to stress neatness. Discuss the parts of a bookTable of Contents, Glossary etc. and where they are located. We will start our investigation of the human body by observing it in action.

Glossary A skip 5 lines, B skip 5 lines, C skip 5 Lines, D skip 5 lines (turn to back) E skip 5 lines, F skip 5 lines, G skip 5 line, H skip 5 lines (next page) I skip 5 lines, J skip 5 lines, K skip 5 lines, L skip 5 lines (back side) N skip 5 lines, O skip 5 lines, P skip 5 lines, Q/R skip 5 lines, (next page) S skip 5 lines, T skip 5 lines, U/V skip 5 lines, W/X/Y/Z11VOCABULARYBones Cartilage JointSkeleton Skull Torso

ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word.

Investigation 1 Part 1Bones: parts of a hard interior framework that provides shape and protection for the human body.Cartilage: a rubbery flexible material that connects bones and provides shape for some body part, nose and ears.Joint: place where two bones meet.Skeleton: the system that includes all of the bones in the human body.Skull: hollow case made from 18 fused bony plates and 2 jaw bones, that surrounds and protects the brain, inner ears, and eyes.Torso: main part of the body.Come up with a class definition for each word.12Content/InquiryThe function of the skeleton is to provide support, protection, and movementThe human skeleton has about 206 bones

Investigation 1 Part 1ASK Students: What is the function of the skeleton? How many bones are in the human skeleton?13Skeleton Functions Foldable

Investigation 1 Part 1 Science Reading StoriesA Marvelous Machine pages 1-3.*

The Shape of Your Shape page 4.

Investigation 1 Part 1Instruct student to read the stories and discuss. Have students answer the questions in Science Stories pp. 2 and 3. There are questions for A Marvelous Machine, or have them present an oral presentation of the stories to their classmates.15The 5 Es Initiate ApplyClarify QuestionEvaluateExtendExplainExploreEngageTheLearningCycle16Waklthrough

SAY: Currently if you are following the Investigations or the AMSTI science curriculums you are using the 5E Model. When we come to model lessons from your AMSTI math or science we want you to look for each of these components. However, if you need to teach a standard that is not covered by the math or science, then we are going to work together to help you develop a lesson based on the 5E Model. So, how do you design an inquiry lesson? The place to start is with the standard (what you want to teach).

CLICK

Inquiry Lesson Design, Math, Professional Development

Investigation 1 Part 1

Sing this song as the engage for Investigation 3 Part 2: Ask students what helps us move:: bones, muscle, brain, tendons, joints17Mr. BonesEach of you will receive a skeleton puzzle called Mr. Bones to assemble.Cut out each of the 19 pieces. Use a hole punch to punch out the black circles on each piece. Use paper fasteners to hold the pieces together. GOOD LUCK!Compare your puzzle to the skeleton poster.

FosswebResponse Sheet Bones #6

Investigation 1 Part 2Walk around as students assemble their puzzles..do not tell them what is wrong..ask questions to help them think about the correct placement. Pass out bone names sheet SS # 3.Show students the Mr. Bones puzzle at the Foss web site. Complete Response Sheet #6..students look for what is wrong.ASSESSMENT p. 6

18 Dem Bones

Science Reading StoriesThe Broken Radius pages 5-7.

Investigation 1 Part 2Instruct students to read the story and answer the questions on page 7. Discuss the story.20What did Laura do wrong?

Investigation 1 Part 2 Skeleton Book Foldable

Investigation 1 Part 2SIMON SAYS

Investigation 1 Part 3

Play Simon Says as the engage for lnvestigation 1 Part 2.Have students touch bones using their scientific namesthey can use the bone name sheet. INCLUDE: (on test) FEMUR.PELVISPHALANGES..RADIUS/ULNA..RIB..SKULL..VERTEBRA23Barn OwlsScience Story page 9.*

BARN OWLS

Owls eat small rodents but cannot digest the fur and bones. The owl then coughs up or regurgitates a pellet containing the fur and bones.http://www.kidwings.com/owlpellets/flash/v4/index.htm

Investigation 1 Part 3Read and discuss the story with students. Ask: What do Owls eat? (voles, moles, mice and other small rodents) What part of the animal can they not digest? (bones, fur, and claws) What does regurgitate mean? (cough up) What do we call what has been regurgitated? (an owl pellet)Tell them that they will investigate an owl pellet to see if they can find/see the bones and fur found in it. Stress to students that the owl pellets are sanitary to handle, but they should wash their hands after working with them. Some students may be sensitive to the furthey can be misted with water to keep airborne fur to a minimum. Interactive Website24Procedure for observing pellets: PUT ON GLOVES!!Unwrap the foil and remove the pellet.Observe the whole pellet: Notice the shape, color, and texture of the pellet. WRITE and DRAW your observations on the Owl-Pellet Observation Sheet #7.Gently separate the pellet into two pieces. Place each piece on the paper plate.Separate the bones from the fur and other material using your fingers or toothpicks.

Owl Pellets

Investigation 1 Part 3Remind students to handle the pellets gently. First, put on gloves. Remind them to record observation and draw their pellets on the student sheet. They should complete all 3 questions. Discuss their observations and ASK: How are these animal bones similar to human bones? How are these animal bones different from human bones?If you break here have students carefully store their bones in a plastic bag. ASSESSMENT p. 7.25Rodent Bone IdentificationUsing the Rodent Bone Identification Sheet #8 sort your collection of bones.Reconstruct your skeletons. You may glue them to the sheet.You may or may not have a complete skeleton.

Investigation 1 Part 3

If you have empty meat trays they work great as a place to store the sheetsor you can hang them up in a sheet protector. If you use the trays the student can design a tombstone for the rodent..26Content/InquiryBones of many mammals are similar in number and shape, but differ in sizeThe shape of a bone is often a clue to its functionInvestigation 1 Part 3Ask Students: How are the bones of rodents like those of humans?

Can you tell the function of a bone by its structure?Look at extensions: Bone-Name Games, Songs and Math extension are all great if time permits. Students may be able to bring in X-rays.

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Investigation 1 Part 3Sing Bones with the class as the Engage for Investigation 1 Part 328VocabularyJoint articulated ImmobilizeOpposable Thumb

ADD these words to your GLOSSARY. Discuss the meanings with your partners. Next, write a definition for each word.

Investigation 2 Part 1Discuss class definitions and add them to the glossary.Joint: a place where two bones meet.Articulated: jointedOpposable thumb: positioned opposite the othersImmobilize: prevent from moving. 32Content/InquiryThumbs are essential for performing everyday task easily

Investigation 2 Part 1ASK: What is it like to perform everyday school activities without a thumb? What did you learn from taping your thumb?33Science Reading StoriesRead Your Amazing Opposable Thumb page 10Phalanges

MetacarpalsSaddle JointOf theTHUMBCarpalsInvestigation 2 Part 1Have Students write a summary of the selection in their journal. Discuss with their face partners.34Joint TasksFinding out more about the joints in our hands.

There are eight tasks for each member of your group to perform.There is a card in each bag explaining what you should do.When you finish a task all of the materials used should be returned to the bag.

WHATS THE CATCH???

Investigation 2 Part 2Review the opposable thumb and how helpful it is to usand how hard things were without it. Demonstrate the eight tasks to students. 35Joint Tasks Your Joints will be IMMOBILIZED!!!

STIFF THUMB: Lay a craft stick along the back of your thumb. Wrap tape around the stick and thumb, make sure the tip of the thumb is taped. Next, wrap tape around the stick and your wrist.

STIFF FINGERS: Wrap tape around the middle and index fingers twice. The tape should not be tight. Slip a dowel under the tape in the space between the backs of the fingers. Wrap tape around the wrist and dowel at the other end of the dowel.

Investigation 2 Part 2Tell students as they complete the tasks their joints will be immobilized in one of two ways one of them will have stiff thumbs and the other will have stiff fingers.Divide teams into A and B. A will be stiff Thumbs and B will be stiff fingers. Allow students 4-5 minutes to completed each task. Set a timer and rotate the materials through all groups. 36Joint TasksWhich task do you think was the easiest? Why?Which task do you think was the hardest? Why?

Investigation 2 Part 2Have students respond to the questions in their journals. Discuss responses. Point out our opposable thumps allow us to pick up and hold items and that our articulated fingers also allow us to pick up and hold things and without them things we take for granted would be very difficult.37Content/InquiryArticulated hands and opposable thumbs are essential for performing intricate tasksInvestigation 2 Part 2

ASK: What did we learn from our task cards? What physical features allow us to perform intricate everyday task?38Science Reading StoriesBones on the Outside? Page 11Investigation 2 Part 2

Have students solve Who Am I? Use a Venn to compare and contrast endoskeleton and exoskeleton.39Naming JointsAre all of your joints the same? Do they all move the same way?There are several kinds of joints in the body, and two of them are found in the hand. Hinge joint: The simplest kind of joint. They can flex (close) and extend (open) like a door.Ball-and-socket joint: The most versatile joint. They can move in three ways: up and down, front to back, and they can rotate. Gliding joints: They allow movement in two directions, but not rotation.

Investigation 2 Part 3Show students the hinge: show how it moves back and forth only. Ask them to look for hinge joints in their hands and other part of their body (knees, elbows, fingers, toes and thumb) strong joint limits movement in one direction. Hold up the spoon and mallet, demonstrate how a ball-and-socket joint works. Ask students to find ball-and-socket joint in their body. (Shoulder and hips)Use your index finger and move it toward and away from your palm..move it side to side toward thumb and middle finger. Tell students this is a gliding joint, they are the most common they allow movement in two directionsno rotation. All other joints.40Identifying JointsLook at the photo of the skeleton. Can you label the skeletons joints?Your group will look at one of the subgroups: arms/hands skull legs/feet torsoWith your group identify major joints in the body using sheet #3, Bone Names, to help you. Write the name of the joints you identify on a sticky note.Label joints on the poster.Hinge Ball-and-socket Gliding

Investigation 2 Part 3Hang the skeleton photograph. Use sticky notes to label the major joints. Have students color on the Bone Name sheet where different joint are found. Make sure to include a key:Red: HingeBlue: Ball-and socketGreen: Gliding41Response Sheet- Joints Read student sheet #12. Can you help Carl?

Investigation 2 Part 3Content/InquiryThe human skeleton has three basic types of joints: hinge, ball-and-socket, and gliding joints

Hinge, ball-and-socket, and gliding joints allow the body to move in many different waysInvestigation 2 Part 3ASK: Are all joints in the human skeleton he same? How does articulated (jointed)skeleton allow movement?44Types of Joints Foldable

Investigation 2 Part 3Science Reading StoriesComparing Joints? Pages 12-13Investigation 2 Part 3

Have students read the story and discuss the questions on page 13.46Comparing BonesCan you put the bones together?

Chicken Bones Rodent Bones

Use your bones to complete student sheet #13.

Investigation 2 Part 4Students should have 2 chicken bones and 3 rodent bones.Discuss their findings.Look at extensions: Mathgreat problem solving activity..47Muscles

Investigation 3 Part 1Remind students of the rope jumping they did. Ask them to recall what body movements they observed.SAY: We know bones dont move by themselves, so how do you suppose bones move? What do we have in our bodies that provides the power to move our bones?When they say musclesask where in their bodies they have muscles? Feel (upper arms, calf, upper leg, and jaw)48MusclesMuscles are responsible for all body movements. Nothing moves unless a muscle is working.

When muscles work they contract. That means when they work they become shorter and feel tight and solid. If a muscle is attached to two bones they will be pulled toward each other when the muscle contracts.

Investigation 3 Part 1 Ask students to bring their lower arm toward their upper arm and flex their bicepsfeel the muscle..it is contracted or shorterit feels tight and hard. Do you notice that the radius and ulna are pulled toward the humerus?

49MusclesThere are over 650 skeletal musclesin the human body.Investigation 3 Part 1

Show students the Leg Muscle transparencytell them that it is a typical large muscle in the body. The muscle is attached to bones with strong ropelike tissues called tendons. Show the Leg and Foot posterlay the Leg Muscle transparency over it and align carefully. Show how the tendons of the muscle attach to the heel bone and to the back of the tibia. ASK: What do you think will happen when this muscle contracts? Toe will point. Muscle is an example of one of the bodys tissues. Tissues are bodybuilding materials. All of your organs are made out of different kinds of tissues.ASK Students to: Flex the muscle in their upper arm. Biceps Move their jaw as if chewing. Masseter Shrug shoulders. Deltoid To sit down. Gluteus Maximus 50Leg ModelCan you attach a muscle to the model to bend the knee? 1 rubber band for the muscle 2 paper clips for the tendon (c hooks)Can you attach two more muscles to your leg? One that makes the toe point down and one that lifts the toe up. 2 rubber bands for the muscles 4 paper clips for the tendons (c hooks)..\Desktop\3rd Grade Science\Human Body\Human Body - Leg.wmv

Investigation 3 Part 1

Tell children the muscle contraction is simulated by bringing the two ends of the rubber bad toward each other, making the muscle shorter.

Call on teams to demonstrate movementstoe up, knee bend, toe down Have the students make these moves and feel the muscles that contract when they move.

Distribute Muscle Names Sheet #14

52VocabularyTissueMuscleContractTendon

ADD these words to your GLOSSARY.Discuss the meanings with your partners. Next, write a definition for each word.

Investigation 3 Part 1Discuss and add to glossary.Tissue: a group of cell that look the same. They form bones, muscles, tendons, nerves, fact and ligaments.Muscle: tissue that cn contract, resulting in the movement of bones.Contract: to become smaller or shorter in size.Tendon: ropelike tissue that connects muscle to bone.

53Content/InquiryMuscles contract (shorten) when they workMuscles pull on bones when they contract, moving the bonesMuscles connect to bones with tissue called tendonInvestigation 3 Part 1ASK: What to muscle do when they work? What happens when a muscle contract? How to the muscles attach to the bone to make movement possible?

54Science Reading StoriesMuscles, pages 14-15

Muscles and Bones: Working Together, page 16

Investigation 3 Part 1Have students read the story and write anything new they discover. DOT JOT One thing in each paragraph 14-15WEB Muscles in center.other circles. each muscle named and facts about them p. 1655Arm Muscle

Radial MuscleTendonsInvestigation 3 Part 2Thumb Model

Look at your hand, flex your fingers to form a claw. Where are the muscles that operate your fingers?

Can you and your partner build a model of the thumb? Use the following materials. 2 short craft pieces (with holes) phalanges 1 long craft stick (no holes) metacarpals 2 rubber tubes (no holes) jointsGood Luck!!Investigation 3 Part 2Review the leg model and the movements it performed. Have they students use muscle and tendon as they explain the movement. Ask: How do muscles attach to the bones to make movement?

Claw: Muscles are in the lower arm and long tendons. Show students the Arm and Hand poster. Place the Arm muscle transparency over the poster to show how one end of the muscle group attaches to the arm bones and the other end attaches to the fingers b long tendons.When the muscles contract, the fingers curl to grip objects. FEEL the tendons on the inside of your wrist. 57Thumb ModelLets make our thumb model move!!1 piece of string 30 cm long tendonPut the string in the hole in the end bone and tie a knot.Use 2 twist ties ligament guides Wrap the ties loosely around the rubber tubes. joints Slide the tendon (string) under the ties.Operate the thumb by pulling on the tendon..\Desktop\3rd Grade Science\Human Body\Human Body Thumb.wmv

Investigation 3 Part 2The string will be the tendon in our model. Call attention to the length.Because the tendon is so long it runs though guides made of ligaments. They are like the guides on a fishing rod.the string runs through to keep from getting tangled. 58Response Sheet Muscles # 17Do you agree with Lisa?

Investigation 3 Part 2Have students complete student sheet 17. Discuss repsonses.59VocabularyLigament

ADD these words to your GLOSSARY.Discuss the meanings with your partners. Next, write a definition for each word.

Investigation 3 Part 2Add new vocabulary and discuss.Ligament: tissue that connects bone to bone, sometimes they act as guldes for tendons.60Content/InquiryLigaments connect bone to bone; sometimes ligaments act as guides for tendonsInvestigation 3 Part 2ASK: How do ligaments help a thumb move?61Science Reading StoriesRead The Space Race, pages 17-20

Investigation 3 Part 2Read story and discuss. Questions?62 ModelsIn our models what has each part represented? Dowels Rubber Tubes Paper Clips Rubber Bands Twist Ties

Investigation 3 Part 3BonesJointsTendonsMusclesLigamentsDiscuss the leg and thumb models. How they worked and what each item represented in the model.63Making An Arm Model You and your partner are to construct an arm model with a biceps muscle. Use the following materials: 2 long dowels 1 rubber tube (no holes) 1 rubber band 2 paper clips (c hooks)Complete Student Sheet # 18 after you construct your model ..\Desktop\3rd Grade Science\Human Body\Human Body Arm.wmv

Investigation 3 Part 3Discuss student models and Student sheet 18. 64Bones, Joints, and Muscles Foldable

Science Reading StoriesRead The Frozen Man, pages 21-24

Investigation 3 Part 3Read the story and answer the questions on page 24.Extensions are on pages 22-23. 66CoordinationWhat systems come together to help us move?SkeletalJointsMuscles

When all of these systems work together to provide movement it is called coordinationInvestigation 4 Part 1Explain that coordinated movements of the bones, muscles, and joints just dont happen. Movements are directed by the central nervous system----brain and spinal column. The central nervous system gets input through the senses. What are the 5 senses? Vision, hearing. Touch, taste and smell.

When sensory input triggers an action, that input is a stimulus,,,hot, cold, pain, light, sound, smell, tasteare are stimulus.67Falling-Cup Demonstration Do you think they will be able to get their hand out of the way when they see the cup start to fall?

With your partner see how you respond to the falling-cup.First you will need to assemble a falling-cup device. Snap a lid (with hole) on a cup (with hole). Slide a long dowel through the holes. Hold the dowel in a vertical position on the desk with the cup bottom side up.Attach a binder clip to the dowel above the cup to limit how high the cup can be raised above the desktop.

Investigation 4 Part 1Complete the demonstration. Ask what the stimulus is (cup starting to fall) visual stimulus and when the hand is pulled away this action is called the response. Ask about other stimulus/response they have encountered. Hot stovepull hand away, sour milk/spit out, smelling brownies/eating one.Have the students construct a falling cup device and practice to see if they can get their hand out of the way before the cup hits it.68Falling Cup VariablesWhat could we change to make the experimentmore difficult? Drop Distance Release Set Standards

Investigation 4 Part 1Discuss how the drop distance and release could make the task more difficult. Instruct them to work with their partner to see how close to the desktop they can position the cup and still escape when it starts to fall. Record the distance. Also, instruct student to release smoothly they can also tape a half sheet of paper to the cup to hide the release hand.

Poll students for heights..set a class standard measure and collect data.69Data CollectionUse Student Sheet # 19 to collect data. Write your name and date. Fill in the height of the drop. (all the same)One person is the cup releaser; the other the responder.Each time the responders hand is hit, record an X in the hit column; misses are recorded in the miss column.Recording starts at the bottom of the column and proceeds upward. Recording is done by the person who releases the cup.Dropping and recording continues until either five hits or five misses are recorded-then stop.Change roles and repeat the investigation.

Investigation 4 Part 1Remind students to release the cup smoothly and to stop the investigation when one column, either hits or misses, reaches five.

When students are almost finished ask Do you think your foot-response time would be faster or slower than your hand-response time.

Discuss results: Each data column is a bar graph. Which body part responds quicker to the falling cup? (hand) Which was slower? (foot) Why might this be the case? (Distance from brain to spinal cord) Is there anything you could do to improve your response time? (practice, concentrate)Discuss how skills and behaviors can be improved by practice and repetition.

70Vocabulary Coordination Stimulus Response Response Time

ADD these words to your GLOSSARY.Discuss the meanings with your partners. Next, write a definition for each word.

Investigation 4 Part 1Discuss and add to glossary.Coordination: when all parts work together to complete a task.Stimulus: something that starts a response.Response: reaction to a stimulusResponse time: the length of time it takes for a person to respond to a stimulus.71Content/Inquiry It takes longer for feet than for hands to respond to a visual stimulus because of the greater distance the message must travelInvestigation 4 Part 1Ask: Does it take the same amount of time for hands and feet to respond to a visual stimulus:72Practice and ConcentrationPractice, Practice, Practice, Practice Makes Perfect

Try It Again!Did practice make a significant difference?If so, why do you think it?What factors besides practice might effect response time?Investigation 4 Part 2OTHER FACTORS: sickness, poor conditioning, fatique, 73The Bus Stop

Content/Inquiry Practice increases muscle strength and reinforces neural pathwaysInvestigation 4 Part 2Ask: How does practice improve performance?75Science Reading StoriesRead Smart Training pages 25-27

Investigation 4 Part 276Timing Your ResponsesIt is possible to find out how quickly youcan respond to a visual stimulus using aResponse timer.

Build a Response Timer Tape a strip to a dowel. Match the Starting Position end of the strip with the end of the dowel.

Investigation 4 Part 3Give directions for building the response timer and allow students time to build the timer.77Using the Response TimerOne student holds up the timer by the top of the timer.

Another student, the catcher, positions their fingers over the words starting position, ready to catch the reaction timer the instant it begins to fall.

When the catcher sees the strip fall, she catches it and notes the number under her thumb.

This number represents the number of 100ths of a second it took to respond.Investigation 4 Part 3Demonstrate using the timer with two students.78Recording Data Use Student Sheet #22 to record your response times.

Record your response times for five trials with both your left and right hands.

Average the results to get average response time.

Compare the response times for your left and right hands, and explain why you think one hand responds faster than the other.

Investigation 4 Part 3Discuss results: Which hand had a quicker response time? (dominant hand) Can you explain why one hand would have a quicker response? 79Content/Inquiry Coordinated humans generally respond to visual stimuli in less than a quarter of a secondInvestigation 4 Part 3Ask how long does it take to respond to a visual stimulus?80Science Reading StoriesRead The Circulatory System, pages 28-29

Investigation 4 Part 3Read Story, discuss and answer questions.81Choose Your Own ProjectProject Ideas The object of a doing a project is to investigate a a question you still have about the human body, and learn something new that you can share with the class.Project Proposal Complete a proposal. You should write the question you want to investigate and list the materials you think you think you will need.Project Plan List the steps you will take to complete your investigation.

Investigation 4 Part 4Students will design, conduct and present their findings.82