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The Skeletal & Muscular SystemsINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

INTRODUCING The Skeletal & Muscular Systems

Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Word Search puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Skeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Language Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Figures of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .17

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

REAL WORLD SCIENCE

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Congratulations!You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable

instructional guidelines and tools designed to make your teaching role efficient and rewarding.

The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines foruse, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our

authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000

This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your

classroom needs.

AIMS Teaching Module written by Angela Santiago Chung

Copyright 2002 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing thisAIMS Teaching Module may reproduce consumableATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existingand emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia at:Toll Free: 1-800-367-2467

Fax: 818-341-6700Web: www.aimsmultimedia.comEmail: [email protected]

RATIONALE

In todays classrooms, educational pedagogy is often founded on

Benjamin S. Blooms Six Levels of Cognitive Complexity. The

practical application of Blooms Taxonomy is to evaluate students

thinking skills on these levels, from the simple to the complex:

1. Knowledge (rote memory skills),

2. Comprehension (the ability to relate or retell),

3. Application (the ability to apply knowledge outside its origin),

4. Analysis (relating and differentiating parts of a whole),

5. Synthesis (relating parts to a whole)

6. Evaluation (making a judgment or formulating an opinion).

The AIMS Teaching Module is designed to facilitate these intellectual

capabilities, and to integrate classroom experiences and assimilation

of learning with the students life experiences, realities, and

expectations. AIMS learner verification studies prove that our AIMS

Teaching Modules help students to absorb, retain, and to demonstrate

ability to use new knowledge in their world. Our educational

materials are written and designed for todays classroom, which

incorporates a wide range of intellectual, cultural, physical, and

emotional diversities.

ORGANIZATION AND MANAGEMENT

To facilitate ease in classroom manageability, the AIMS Teaching

Module is organized in three sections:

I. Introducing this ATM

will give you the specific information you need to integrate the

program into your classroom curriculum.

II. Preparation for Viewing

provides suggestions and strategies for motivation, language

preparedness, readiness, and focus prior to viewing the program

with your students.

III. After Viewing the Program

provides suggestions for additional activities plus an assortment of

consumable assessment and extended activities, designed to broaden

comprehension of the topic and to make connections to other

curriculum content areas.

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FEATURES

INTRODUCING THE ATM

Your AIMS Teaching Module is designed to

accompany a video program written and

produced by some of the worlds most

credible and creative writers and producers

of educational programming. To facilitate

diversity and flexibility in your classroom

and to provide assessment tools, your AIMS

Teaching Module features these components:

Themes

This section tells how the AIMS Teaching

Module is correlated to the curriculum.

Themes offers suggestions for interaction

with other curriculum content areas,

enabling teachers to use the teaching

module to incorporate the topic into a

variety of learning areas.

Overview

The Overview provides a synopsis of content

covered in the video program. Its purpose is

to give you a summary of the subject matter

and to enhance your introductory

preparation.

Objectives

The ATM learning objectives provide

guidelines for teachers to assess what

learners can be expected to gain from each

program. After completion of the AIMS

Teaching Module, your students will be able

to demonstrate dynamic and applied

comprehension of the topic.

Preparation for Viewing

In preparation for viewing the video

program, the AIMS Teaching Module offersactivity and/or discussion ideas that you

may use in any order or combination.

Introduction To The Program

Introduction to the Program is designed to

enable students to recall or relate prior

knowledge about the topic and to prepare

them for what they are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is a review of

language used in the program: words,

phrases, and usage. This vocabulary

introduction is designed to ensure that all

learners, including limited English

proficiency learners, will have full

understanding of the language usage in the

content of the program.

Discussion Ideas

Discussion Ideas are designed to help you

assess students prior knowledge about the

topic and to give students a preview of what

they will learn. Active discussion stimulates

interest in a subject and can motivate even

the most reluctant learner. Listening, as well

as speaking, is active participation.

Encourage your students to participate at the

rate they feel comfortable. Model sharing

personal experiences when applicable, and

model listening to students ideas and

opinions.

Focus

Help learners set a purpose for watching the

program with Focus, designed to give

students a focal point for comprehension

continuity.

Jump Right In

Jump Right In provides abbreviated

instructions for quick management of the

program.

After Viewing the Program

After your students have viewed the

program, you may introduce any or all of

these activities to interact with other

curriculum content areas, provide

reinforcement, assess comprehension skills

or provide hands-on and in-depth extended

study of the topic.

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SUGGESTED ACTIVITIES

The Suggested Activities offer ideas for

activities you can direct in the classroom or

have your students complete independently,

in pairs, or in small work groups after they

have viewed the program. To accommodate

your range of classroom needs, the activities

are organized into skills categories. Their

labels will tell you how to identify each

activity and help you correlate it into your

classroom curriculum. To help you schedule

your classroom lesson time, the AIMS

hourglass gives you an estimate of the time

each activity should require. Some of the

activities fall into these categories:

Meeting Individual Needs

These activities are designed

to aid in classroom continuity.

Reluctant learners and

learners acquiring English

will benef it from these

activities geared to enhance comprehension

of language in order to fully grasp content

meaning.

Curriculum Connections

Many of the suggested

activities are intended to

integrate the content of the

ATM program into other

content areas of the

classroom curriculum. These cross-

connections turn the classroom teaching

experience into a whole learning

experience.

Critical Thinking

Critical Thinking activities are

designed to stimulate

learners own opinions and

ideas. These activities require students to use

the thinking process to discern fact from

opinion, consider their own problems and

formulate possible solutions, draw

conclusions, discuss cause and effect, or

combine what they already know with what

they have learned to make inferences.

Cultural Diversity

Each AIMS Teaching Module

has an activity called Cultural

Awareness, Cultural Diversity,

or Cultural Exchange that encourages

students to share their backgrounds,

cultures, heritage, or knowledge of other

countries, customs, and language.

Hands On

These are experimental or

tactile activities that relate

directly to the material taught

in the program. Your students

will have opportunities to make discoveries

and formulate ideas on their own, based on

what they learn in this unit.

Writing

Every AIMS Teaching Module

will contain an activity

designed for students to use

the writing process to express

their ideas about what they have learned.

The writing activity may also help them to

make the connection between what they are

learning in this unit and how it applies to

other content areas.

In The Newsroom

Each AIMS Teaching Module

contains a newsroom activity

designed to help students make the

relationship between what they learn in the

classroom and how it applies in their world

The purpose of In The Newsroom is to

actively involve each class member in a

whole learning experience. Each student wil

have an opportunity to perform all of the

tasks involved in production: writing,

researching, producing, directing, and

interviewing as they create their own

classroom news program.

Extended Activities

These activities provide

opportunities for students to

work separately or together to

conduct further research,

explore answers to their own questions, or

apply what they have learned to other

media or content areas.

Link to the World

These activities offer ideas

for connecting learners

classroom activities to their

community and the rest of the world.

Culminating Activity

To wrap up the unit, AIMS

Teaching Modules offer

suggestions for ways to

reinforce what students have

learned and how they can use their new

knowledge to enhance their worldview.

ART

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ADDITIONAL ATM FEATURES

Vocabulary

Every ATM contains an activity that

reinforces the meaning and usage of the

vocabulary words introduced in the

program content. Students will read or find

the definition of each vocabulary word, then

use the word in a written sentence.

Checking Comprehension

Checking Comprehension is designed to

help you evaluate how well your students

understand, retain, and recall the

information presented in the AIMS Teaching

Module. Depending on your students needs,

you may direct this activity to the whole

group yourself, or you may want to have

students work on the activity page

independently, in pairs, or in small groups.

Students can verify their written answers

through discussion or by viewing the video a

second time. If you choose, you can

reproduce the answers from your Answer

Key or write the answer choices in a Word

Bank for students to use. Students can use

this completed activity as a study guide to

prepare for the test.

Reproducible Activities

The AIMS Teaching Module provides a

selection of reproducible activities, designed

to specifically reinforce the content of this

learning unit. Whenever applicable, they

are arranged in order from low to high

difficulty level, to allow a seamless

facilitation of the learning process. You may

choose to have students take these activities

home or to work on them in the classroom

independently, in pairs or in small groups.

Checking Vocabulary

The checking Vocabulary activity provides

the opportunity for students to assess their

knowledge of new vocabulary with this word

game or puzzle. The format of this

vocabulary activity allows students to use the

related words and phrases in a different

context.

Test

The AIMS Teaching Module Test permits you

to assess students understanding of what

they have learned. The test is formatted in

one of several standard test formats to give

your students a range of experiences in test-

taking techniques. Be sure to read, or

remind students to read, the directions

carefully and to read each answer choice

before making a selection. Use the Answer

Key to check their answers.

Additional AIMS Multimedia

Programs

After you have completed this AIMS

Teaching Module you may be interested in

more of the programs that AIMS offers. This

list includes several related AIMS programs.

Answer Key

Reproduces tests and work pages with

answers marked.

JUMP RIGHT IN

Preparation

Read The Skeletal & Muscular Systems

Themes, Overview, and Objectives to

become familiar with program content

and expectations.

Use Preparation for Viewing

suggestions to introduce the topic to

students.

Viewing

Set up viewing monitor so that all

students have a clear view.

Depending on your classroom size and

learning range, you may choose to

have students view The Skeletal &

Muscular Systems together or in small

groups.

Some students may benefit from

viewing the video more than one time.

After Viewing

Select Suggested Activities tha

integrate into your classroom

curriculum. If applicable, gather

materials or resources.

Choose the best way for students to

work on each activity. Some activities

work best for the whole group. Other

activities are designed for students to

work independently, in pairs, or in

small groups. Whenever possible,

encourage students to share their work

with the rest of the group.

Duplicate the appropriate number o

Vocabulary, Checking Comprehension

and consumable activity pages for your

students.

You may choose to have students take

consumable activities home, or

complete them in the classroom,

independently, or in groups.

Administer the Test to assess students

comprehension of what they have

learned, and to provide them with

practice in test-taking procedures.

Use the Culminating Activity as a forum

for students to display, summarize,

extend, or share what they have

learned with each other, the rest of the

school, or a local community

organization.

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The Skeletal & Muscular SystemsThemes

The major theme in Real World Science:The Skeletal & Muscular Systems is theinterdependence of the skeletal andmuscle systems. Related themes arebone structure, muscle types and theirfunctions.

Overview

Real World Science: The Skeletal &Muscular Systems explores the charac-

teristics and functions of the bones andjoints in the human skeletal system.Also examined are the muscles, tendonsand ligaments that work in conjunctionwith the skeletal system to providemovement for the body. Students willenjoy learning about the interdepen-dence of these systems and the ways tomaintain healthy bones and muscles.

Objectives

To examine the interdependence ofthe human skeletal and muscular sys-tems for movement

To examine the composition of a bone

To identify the different types of jointsand muscles and their functions

To explore the effects of a healthy dietand exercise on the human skeletal

and muscular systems

Introduction to the Program

To prepare students for Real WorldScience: The Skeletal & MuscularSystems, ask them to discuss what theyalready know about the skeletal andmuscular systems of the human body.Ask them to name as many bones of thehuman skeleton as they can. Write all

responses on the board, and discussthem with the class. Explain that theywill be viewing a video in which theywill see many of the same things theymentioned, along with additional factsand details about the human skeletaland muscular systems.

Introduction to Vocabulary

Vocabulary used in Real World ScienceThe Skeletal & Muscular Systemsincludes the terms skeletal, cartilage,vertebrae, bone marrow, tendon, liga-ments, biceps and triceps. To ensurethat all students understand these terms,write them on the board and pronounceeach one aloud. In preparation for adiscussion of the meaning of terms afterthe program, encourage students tonote the context in which the words are

used in the program. During the dis-cussion, if the meaning of any wordcontinues to be unclear, ask volunteersto use an appropriate reference sourceto check the term and report their find-ings to the class.

Discussion Ideas

Lead students in a discussion on any ofthe following issues:

What makes our bodies move, runjump and play?What is the purpose for our skeleton?What are vertebrae? Are there anyanimals that do not have vertebrae?Are bones living organs? Why or whynot? Explain your answer.What are muscles?Where are muscles located?

Focus

As they view the program Real WorldScience: The Skeletal & MuscularSystems, ask students to keep their dis-cussion responses in mind, making noteof preconceived notions, corroborationsand new information.

REAL WORLD SCIENCE

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SUGGESTED ACTIVITIES

Connection to Science/Movement

Find information on the human skeleton at your local public library or online. Teach students the namesof the various bones. Have students test their knowledge by playing the game Simon says .... Repeatthe exercise as many times as you wish. Play the game throughout the year, ensuring students knowl-

edge of the human skeleton.

Connection to Research/Writing

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

Connection to Health/Writing

In the video, an emphasis is placed on exercise and good eating habits. Discuss the basic food groupswith students and what makes up a healthy diet. Have students keep a nutrition and exercise journalfor the week. Have them document what they eat, when they eat and how much they eat. Students

should also record details about their exercise routine. At the end of the week, have students assesstheir diet and health choices. Have students set short and long term health goals. Monitor progressthroughout the year.

Hands On

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

Connection to Science

Although human skeletons differ from other vertebrate skeletons, knowledge of how bones worktogether can be learned from other vertebrate skeletons. Bring to class chicken leg quarters that havealready been boiled. Have students carefully dissect chicken pieces to examine where the femur con-nects to the fibula and tibia. Caution students not to eat any of the chicken, since handling the chickenwill make it unsanitary. Have students diagram and record their findings.

Culminating Activity

Divide students into groups of 4 or 6. Have each group research and create a multimedia presenta-tion on the different muscle groups and parts of the skeletal system. Discuss the types of materials and

media they would like to include in their presentation. Optional: video tape their presentations for laterviewing.

30 Minutes

SCIENCE

1 Hour

Extended

HEALTH

Extended

1 Hour

SCIENCE

Extended

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Name

VOCABULARY

The vocabulary words listed below are from Real World Science: The Skeletal & Muscular Systems. Readeach definition. On the line next to the definition write the letter of the vocabulary word that matches the

definition. Then use each word in a sentence.

A. cartilageB. connective tissueC. frameworkD. jointE. ligamentF. marrowG. skeletonH. tendonI. triceps

J. vertebrae

1. ________ an elastic body tissue that holds things together

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

3. ________ bony or cartilaginous segments composing the spinal column

4. ________ a connective tissue that is more flexible than the bone

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

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

7. ________ structural frame

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

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

which the muscle exerts

10. ________ the point of contact between two parts


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Name

CHECKING COMPREHENSION

Read the sentences below. Circle the letter of the word that best completes each sentence.

1. An adult has a total of ____________ bones2. Bones ____________.3. Bones are hard because they are made up of minerals, primarily ____________ and ___________.4. Two forms of bone tissue are ____________ and ____________.5. Bones contain two types of ____________.6. The bones of the ____________ are examples of immovable joints.7. All joints are held together by strong elastic tissue called ____________.8. Osteoporosis is a condition in which the bones ____________.9. The most common injuries to bones are ____________, ____________ and ____________.10. It takes an average of 13 muscles to ____________ and an average of 43 muscles to ____________.


9

1. a) 105b) 201c) 206d) 217 e) 306

2. a) provide shape to the body b) produce blood cellsc) protect our internal organsd) answers A and Ce) answers A, B and C

3. a) phosphorous and calciumb) calcium and magnesiumc) magnesium and zincd) all of the above

4. a) spongy bone and membrane boneb) membrane bone and compact bonec) membrane bone and dense boned) compact bone and spongy bone

e) moveable bone and immovable bone

5. a) veinsb) marrow c) musclesd) membranes

6. a) shoulder b) hipc) legd) skull

7. a) connective tissueb) joint tissuec) ligamentsd) tendons

8. a) become weak b) become too largec) break d) begin to curve

9. a) fractures, splints and breaksb) fractures, dislocations and sprainsc) splints, dislocations and fracturesd) dislocations, splints and sprains

10. a) smile; laugh

b) frown; laughc) frown; smiled) smile; frown

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Name

WORD SEARCH PUZZLE

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

Q W F T Y P L B J M N H B G V

C A R T I L A G E B Y H M V P

M N A W T Q T P P S R H M Y K

T R M M L P P L F L W T H P W

D W E T B P L Y J J O I N T S

L F W O R R A M L Y C S R R K

L N O K L P G N T X A F L C E

V E R T E B R A E C L M N S L

T P K L L F K G N H C R T P E

R L R B J T S G D H I R D E T

G D C M N J Y L O N U L F C A

T B L C K G S T N E M A G I L

P L R J M N H B G V T R D R X

G C H G S T F L D F V T B T M

N B M V C D X S Z W Q G H J Y

WORD BANK

calciumcartilage

frameworkjoints

ligamentsmarrowskeletaltendontriceps

vertebrae


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Name

TRUE OR FALSE

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

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

2. ______ An adult has a total of 217 bones.

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

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

5. ______ Bones contain three types of bone marrow.

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

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

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

9. ______ Cardiac muscles tire easily and need to rest periodically.

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


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Name

SKELETON

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

WORD BANK


clavicleelbowfemurfibulahumeruskneemandible

patella

pelvisradiusribsscapulaskullulnavertebrae

wrist

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Name

LANGUAGE ROOTS

The word skeleton derives from a Greek word meaning dried body. There are many words in theEnglish language that have Greek roots.

Use appropriate reference tools to find the meaning of the following Greek derivatives.

1. biology ____________________________________________________________________________________________

2. chronicle ____________________________________________________________________________________________

3. cyclone ____________________________________________________________________________________________

4. cyclops ____________________________________________________________________________________________

5. diagonal ____________________________________________________________________________________________

6. hexagon ____________________________________________________________________________________________

7. podiatry ____________________________________________________________________________________________

8. polygon ____________________________________________________________________________________________

9. triad ____________________________________________________________________________________________

10. triceratops ____________________________________________________________________________________________


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Name

FIGURES OF SPEECH

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

each sentence means.

1. Break a leg!

2. Ive got a bone to pick with you.

3. You tickle my funny bone.

4. She was soaked to the bone.

5. Hes nothing but skin and bones.

6. Dont be a bonehead.

7. Throw me a bone.

8. Shes nothing but a skeleton.

9. The well was as dry as a bone.

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


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Name

TEST

Circle the letter for the correct answer to each question, or write a short answer.

1. How many bones does an adult skeleton have?a) 105b) 206c) 217d) 305

2. Skeleton comes from the Greek word meaning _______________.a) bonesb) hardc) dried bodyd) white body

3. Red bone marrow _______________.a) produces the bodys blood cellsb) stores fat and serves as an energy reservec) produces the bodys blood cells, stores fat and serves as an energy reserved) none of the above

4. The joints in your leg and arm are examples of what type of joint?a) hingeb) ball and socketc) gliding

d) pivot

5. What is a sprain?a) when a bone comes out of its jointb) when a ligament is stretched too farc) a break or crack in the boned) none of the above

6. Name the three purposes for bones.


15

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Name

TEST (CONTINUED)

7. Name the three types of muscles and their functions.

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

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

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


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ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

#8017 The Life of a Red Blood Cell#8757 Human Blood Circulation#9987 Cincinnati Bones and the Treasure of Health#8879 How the Body Works: Skin, Bones and Muscles#8385 How Your Body Works: Bone and Muscle#8997 The Human Body: the Ultimate Machine

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ANSWER KEY for page 8


18

VOCABULARY

The vocabulary words listed below are from Real World Science: The Skeletal & Muscular Systems. Readeach definition. On the line next to the definition write the letter of the vocabulary word that matches thedefinition. Then use each word in a sentence.

A. cartilageB. connective tissueC. frameworkD. jointE. ligamentF. marrowG. skeletonH. tendonI. tricepsJ. vertebrae

1. ________ an elastic body tissue that holds things together

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

3. ________ bony or cartilaginous segments composing the spinal column

4. ________ a connective tissue that is more flexible than the bone

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

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

7. ________ structural frame

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

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

which the muscle exerts

10. ________ the point of contact between two parts

B

D

H

I

C

G

F

A

J

E

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CHECKING COMPREHENSION

Read the sentences below. Circle the letter of the word that best completes each sentence.

1. An adult has a total of ____________ bones

2. Bones ____________.3. Bones are hard because they are made up of minerals, primarily ____________ and ___________.4. Two forms of bone tissue are ____________ and ____________.5. Bones contain two types of ____________.6. The bones of the ____________ are examples of immovable joints.7. All joints are held together by strong elastic tissue called ____________.8. Osteoporosis is a condition in which the bones ____________.9. The most common injuries to bones are ____________, ____________ and ____________.10. It takes an average of 13 muscles to ____________ and an average of 43 muscles to ____________.

1. a) 105b) 201c) 206d) 217 e) 306

2. a) provide shape to the body b) produce blood cellsc) protect our internal organsd) answers A and Ce) answers A, B and C

3. a) phosphorous and calciumb) calcium and magnesiumc) magnesium and zincd) all of the above

4. a) spongy bone and membrane boneb) membrane bone and compact bonec) membrane bone and dense boned) compact bone and spongy bonee) moveable bone and immovable bone

5. a) veinsb) marrow c) musclesd) membranes

6. a) shoulder b) hipc) legd) skull

7. a) connective tissueb) joint tissuec) ligamentsd) tendons

8. a) become weak

b) become too largec) break d) begin to curve

9. a) fractures, splints and breaksb) fractures, dislocations and sprainsc) splints, dislocations and fracturesd) dislocations, splints and sprains

10. a) smile; laughb) frown; laugh

c) frown; smiled) smile; frown

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WORD SEARCH PUZZLE

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

Q W F T Y P L B J M N H B G V

C A R T I L A G E B Y H M V P

M N A W T Q T P P S R H M Y K

T R M M L P P L F L W T H P W

D W E T B P L Y J J O I N T S

L F W O R R A M L Y C S R R K

L N O K L P G N T X A F L C E

V E R T E B R A E C L M N S L

T P K L L F K G N H C R T P E

R L R B J T S G D H I R D E T

G D C M N J Y L O N U L F C A

T B L C K G S T N E M A G I L

P L R J M N H B G V T R D R X

G C H G S T F L D F V T B T M

N B M V C D X S Z W Q G H J Y

WORD BANK

calciumcartilage

frameworkjointsligamentsmarrowskeletaltendontriceps

vertebrae

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21

TRUE OR FALSE

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

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

2. ______ An adult has a total of 217 bones.

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

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

5. ______ Bones contain three types of bone marrow.

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

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

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

9. ______ Cardiac muscles tire easily and need to rest periodically.

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

T

T

F

F

T

T

F

T

F

F

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SKELETON

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

WORD BANK



22

clavicleelbowfemurfibulahumeruskneemandiblepatella

pelvisradiusribsscapulaskullulnavertebraewrist

SKULL

MANDIBLE

SCAPULA

HUMEROUS

ELBOW

RADIUS

ULNA

WRIST

FEMUR

KNEE

FIBULA

CLAVICLE

RIBS

VERTEBRAE

PELVIS

PATELLA

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LANGUAGE ROOTS

The word skeleton derives from a Greek word meaning dried body. There are many words in theEnglish language that have Greek roots.

Use appropriate reference tools to find the meaning of the following Greek derivatives.

1. biology - bio = life + logy = theory or science; a branch of knowledge that deals with living organisms

2. chronicle - chronikos = of time; historical account of events arranged in order of time

3. cyclone - kykloma = wheel or coil; storm or system of winds that rotates

4. cyclops - (kyklops) kykl = cycl + ops* = eye; race of giants in Greek mythology with a single eye in the middle of the

forehead

5. diagonal - diagonios = from angle to angle; joining two vertices of a rectangular figure that are not adjacent

6. hexagon - six; a polygon of six angles and six sides

7. podiatry - foot; the medical care and treatment of the foot

8. polygon - many; a figure with many angles and sides

9. triad - three; a chord of three tones

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

ops can mean both eye and face.

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24

FIGURES OF SPEECH

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

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

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

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

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

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

6. Dont be a bonehead. Dont be stupid.

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

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

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

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

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

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TEST

Circle the letter for the correct answer to each question, or write a short answer.

1. How many bones does an adult skeleton have?a) 105b) 206c) 217d) 305

2. Skeleton comes from the Greek word meaning _______________.a) bonesb) hardc) dried bodyd) white body

3. Red bone marrow _______________.a) produces the bodys blood cellsb) stores fat and serves as an energy reservec) produces the bodys blood cells, stores fat and serves as an energy reserved) none of the above

4. The joints in your leg and arm are examples of what type of joint?a) hingeb) ball and socketc) glidingd) pivot

5. What is a sprain?a) when a bone comes out of its jointb) when a ligament is stretched too farc) a break or crack in the boned) none of the above

6. Name the three purposes for bones.produce blood cells and also store minerals and other materials that your body needs; bones provide shape to our body; pro-tect our soft and delicate, internal organs

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ANSWER KEY for page 16TEST (CONTINUED)

7. Name the three types of muscles and their functions.skeletal muscles - provide the force that moves your bones; smooth muscles - found in your digestive tract and in your bloodvessels, control many kinds of movements in your body, such as the digestive process; cardiac muscles - found in your heart,contract repeatedly throughout your life

8. Explain what osteoporosis is and how to combat it.As people grow older, their bones lose some minerals. This can lead to osteoporosis, a condition in which your bones become

weak and can break easily. To combat osteoporosis, eating a healthy, balanced diet and getting plenty of exercise are inorder. Students answers may vary in regards to the second half of this question. Accept any responses that demonstrateunderstanding.

9. Name three things that you learned from watching this program. Be prepared to share and explain your answers to the classStudents answers may vary. Accept any responses that demonstrate understanding.

10. Did you like the program? Why or why not? Explain your answer fully.Students answers may vary. Accept any responses that demonstrate understanding.

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