the respiratory system g5u3 · web viewlesson facilitator notes science 21 – interactions in the...

Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L1– The Respiratory System

You will need: Discourse Sentence Starter Cards for use in meetings with students and following presentations

Student Pages What are we all doing now? Respiratory System Diagram Breathing Rate: Controlled Lab Study Extension Activity: Poetry

Readings About Science Reading in the Contact Area: The Respiratory System

Materials Stopwatch for lab

Instructions: Reinforce the distance learning norms that the teacher establishes with the students for synchronous (“live”)

video sessions and virtual collaborations.o Cameras should be “on”.o Students should not have distracting backgrounds while on camera.o Students should not record sessions or take “screen shots” unless authorized by the teacher.o Microphones should be “muted” until the teacher asks students to “unmute” their mics for questions or

participation in whole group or small group discussions. Encourage your student to participate in accountable talk conversations. Encourage students to speak at the

appropriate time using Discourse Sentence Starter Cards. Follow up the investigation with discourse about how physical activity affects respiration. Discuss new information learned from the assigned videos with the student. Guide students through the investigation process. Help your student to complete the Student Pages assigned by the teacher. Help your student with the Reading in the Content Area passages about the respiratory system. Help them answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

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G5U3L1

Name: Date:WHAT ARE WE ALL DOING NOW?

Think about the body systems discussed at the end of Unit 2. There is something that we are all doing now that is automatic. We can control it slightly, but most of the time, we do it without thinking, but it is vital to our survival. Write about what you think it might be. Support your idea with evidence.

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G5U3L1Breathing Rate: Controlled Study Lab Format – page1

Name: Date:Today you will explore if and how breathing rate is affected by exercise. You will also practice controlling variables when collecting data during investigations in order to have meaningful data to interpret. The guided investigation will help you learn how to design your own investigations in the future. NOTICE AND WONDER Sit quietly for 1 minute and breathe. Then stand up and jump in place for one minute? What do you notice about your breathing? What do you wonder about your breathing?

QUESTION How does physical activity affect breathing rate?

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G5U3L1Breathing Rate: Controlled Study Lab Format - page 2

Just making a guess about what will happen is a prediction. A hypothesis is a prediction based on previous knowledge and/or experience that a scientist has. (I think ___________, because____________.)HYPOTHESISBased on what you know and have noticed, how do you think activity affects breathing rate? Write your hypothesis.

MATERIALS What materials will you need to conduct your investigation?

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PROCEDUREWhat are the steps you need to follow to collect the data you need to test your hypothesis?

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Fair Test Check: How do you know that your test is fair? What stays the same (constants or things that are controlled) and what will you change (the variable)?

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Data CollectionRecord the data you collect during your investigation on the chart. Label and record accurately.

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CONCLUSION: Was your hypothesis correct? How are you using your data as evidence to support or refute your hypothesis?

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SUMMARY:What did you learn? How do your results connect to your life or an experience you have had? What new questions do you have? What would you try next time? Based on what you learned, how do you think breathing rate might be affected by some of these activities: walking, running, walking upstairs, running upstairs, watching TV, etc.? Why do you think you might need more oxygen for more vigorous activity?

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The Respiratory System G5U3L1Label the diagram of the respiratory system.

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The respiratory system enables the body to take in oxygen and get rid of carbon dioxide.

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The Respiratory System G5U3L1Answer key

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The respiratory system enables the body to take in oxygen and get rid of carbon dioxide.G5U3L1

Reading in the Content Area

Strange Breathing Occurrences

Every time we breathe in and out, our lungs are hard at work. When we breathe in air, it enters through our nose or mouth, it passes our larynx (voice box) and then enters a large pipe called the trachea (windpipe). It then travels down our chest and the windpipe branches off into two smaller tubes (the bronchial tubes). Each of the bronchi brings air to your lungs. When you breathe out, the air travels out using the same route. The main purpose of breathing is to get oxygen from the air. Oxygen is necessary for energy and the life of the cells in our body. We breathe out to get rid of waste gas called carbon dioxide. If you exhale through your mouth onto the palm of your hand, you will notice that the air feels warm. If you do the same against a mirror, the surface of the glass will mist up, which shows that the air you exhaled has moisture (water vapor) in it.

Sometimes, strange things can occur when we are breathing. These odd occurrences help to keep us healthy. No one is exactly sure why we hiccup. Our body has a muscle below our lungs called a diaphragm. Sometimes the diaphragm squeezes together harder than usual, and you hiccup. As you breathe in, the space between your vocal cords snaps shut which then makes that strange hiccup sound. Have you ever noticed that babies hiccup a lot?

When we yawn, we give our body a big dose of oxygen. When you’re tired or just sitting still for a long time, your breathing slows down and when this occurs, you take in less oxygen. If your body needs more oxygen, you may yawn. Yawning pulls more oxygen into your lungs which gives you more energy and helps you stay awake.

Coughing is your body’s way of pushing out unwanted substances. Your throat and windpipe are coated with a slimy substance called mucus. Mucus helps to trap tiny bits of dust and other unwanted things that enter our body. When too many bits get into the mucus in your throat, you cough. Coughing stops these bits from reaching your lungs.

When you go swimming, you cannot breathe underwater. This is because our lungs need a gas not a liquid to breathe. Only a gas like oxygen and carbon dioxide can move through your lungs. A liquid such as water, cannot move through your lungs fast enough for you to breathe. You cannot survive if you are

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unable to breathe. That is why when swimming underwater, we need to hold our breath or breathe through a tube (snorkel or scuba).

G5U3L1 - Reading Response

Name: Date:

1. Why do we breathe?

2. Explain why we yawn.

3. Why is coughing helpful?

4. Why can’t we breathe under water?

5. What are hiccups?

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G5U3L1 Reading in the Content Area #2The Respiratory System

People need to breathe because the body’s cells need oxygen to do their jobs. We need air to speak and we need air to breathe. They system that helps us to do these things is the Respiratory System. It includes the nose, pharynx, larynx, trachea, epiglottis, bronchi, cilia, lungs, and the diaphragm.

The breathing process begins when the brain tells the diaphragm and other muscles to tighten so the person will inhale. When the brain tells the muscles to relax, the person exhales. People do not have to think about breathing because it is automatic. The lungs are the main organs of the respiratory system. The lungs are two sponge-like organs divided into lobes that surround the heart in the chest cavity. The bones of the rib cage protect the lungs. The right lung is a little bigger than the left lung. This makes room for the heart in the chest cavity. The diaphragm muscle is under the lungs. It is a large muscle that expands the chest cavity to allow more air to enter the lungs.

When we breathe, our rib cage expands outward and our diaphragm moves downward to enlarge the area surrounding the lungs. This creates a vacuum and allows air to flow into the respiratory system to the lungs. When we exhale, the diaphragm relaxes, curves upward into the rib cage and the muscles around the rib cage relax too. As a result, air is forced out of the lungs and we exhale.

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Inhaling brings air into the body. Most air enters the nose through the nasal passages. There are tiny hairs and sticky mucus that trap dirt and germs. This helps to clean and moisten the air as it enters the body. The air moves into a tube called the trachea. This tube split into two bronchia that go into each lung. The tubes get smaller and smaller inside the lungs. At the end of each tube are tiny sacs called alveoli. This is where the circulatory system connects to the lungs. The alveoli have very thin walls that oxygen in the sacs can pass through. It moves into the capillaries where there is a stream of blood to carry the oxygen

around the body.

Exhaling gets rid of the carbon dioxide waste and makes room for fresh, oxygen rich air in the lungs. Blood in the capillaries picks up oxygen in the alveoli and drops off carbon dioxide. In the alveoli, one

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gas is exchanged for the other. The respiratory system works with the circulatory system to get oxygen around the body and carbon dioxide waste out of the body.

G5U3L1 - Reading Response 2

Name: Date:

1. What is the author’s main purpose in writing this reading passage?

2. What happens when a person inhales?

3. What happens when a person exhales?

4. How do the circulatory system and the respiratory system work together?

5. Based on what you have read and studied, why do you think smoking is bad for you?

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Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L2– The Circulatory System


Student Pages Parts of the Heart Controlled lab heart rate Extension Crossword puzzle

Readings About Science The Circulatory System





appropriate time using Discourse Sentence Starter Cards. Follow up the investigation with discourse about how physical activity affects heart rate. Discuss new information learned from the assigned videos with the student. Guide students through the investigation process. Help your student to complete the Student Pages assigned by the teacher. Help your student with the Reading in the Content Area passages about the circulatory system. Help them answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

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G5U3L2 – parts of the heartName: Date:

The Human HeartDraw, color, and label the parts of a human heart. Include a short note about the function of each part.

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G5U3L2Heart Rate: Controlled Study Lab Format – page1

Name: Date:Today you will explore if and how heart rate is affected by exercise. You will also practice controlling variables when 22

collecting data during investigations in order to have meaningful data to interpret. The guided investigation will help you learn how to design your own investigations in the future. NOTICE AND WONDER Sit quietly for 1minute and feel your pulse. (Your pulse is your heart beating.) Then stand up quickly and run in place for one minute? What do you notice about your pulse? What do you wonder about your heart rate?

QUESTION How does physical activity affect heart rate?

G5U3L2Heart Rate: Controlled Study Lab Format - page 2

Just making a guess about what will happen is a prediction. A hypothesis is a prediction based on the previous knowledge and/or experience a scientist has. (I think ___________, because____________.)HYPOTHESIS23

Based on what you know and have noticed, how do you think activity affects heart rate? Write your hypothesis.

MATERIALS What materials will you need to conduct an investigation to test this hypothesis?

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SUMMARY:What did you learn? How do your results connect to your life or an experience you have had? What new questions do you have? What would you try next time? Based on what you learned, how do you think heart rate might be affected by some of these activities: walking, running, walking upstairs, running upstairs, watching TV, etc.? Why do you think you might need more oxygen for more vigorous activity?

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G5U3L2 Reading in the content area 1The Circulatory System

The Circulatory system consists of the heart, lymphatic vessels, blood, and blood vessels. Its function is to get blood to all parts of the body. The heart pumps the blood through the blood vessels so that oxygen is delivered to the cells of the body and carbon dioxide waste is removed from the body. This system works closely with other systems in the body. The respiratory system provides for the intake

of oxygen and excretes unneeded carbon dioxide. The heart is a muscle which is protected by the bones around the chest cavity.

The heart is the main organ of the circulatory system. It is a muscular organ the size of the human fist and its main function is to pump blood through the blood vessels of the body. It has four chambers: the right atrium, the left atrium, the right ventricle and the left ventricle. The ventricles push blood out of the heart and the atrium receive the blood entering the heart. Blood goes from the right atrium to the right ventricle and then to the pulmonary artery which carries blood to the lungs. Specialized valves are located at the entrance and exit points to the chambers, and those valves make sure that the blood flows in one direction through the heart. A thick wall of muscle runs down the center of the heart. It is called the septum and it separates the two sides of the heart. Because the blood circulates through the body, it is called the circulatory system. The heart muscle squeezes and pushes blood through the lungs and blood vessels. Other blood vessels carry blood back to the heart.

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Blood is the most important fluid in the human body. It feeds our cells, sends oxygen around the body and removes carbon dioxide. Half of our cells care for carrying the oxygen our cells need. They are the red blood cells. Blood also has other kinds of cells too. Platelets are blood cells that help blood to clot so a person will not lose too much blood. White blood cells help fight infections like viruses and bacteria that make people sick. Plasma is the liquid part of blood that is not made up of cells. So, blood is actually a complex tissue made up of different types of cells, proteins, chemicals, and water. An average adult has about five quarts of blood in his/her body.

Blood vessels run through the entire body and are the “highway” that blood travels through. Arteries carry blood away from the heart to the cells. Veins bring blood back to the heart. Capillaries are very small blood vessels that connect the arteries and veins. Capillaries are where the blood drops off oxygen to the body cells and where carbon dioxide is removed from the cells to be exhaled from the body.

The blood brings nutrients and picks up waste products from all the organs. The circulatory system can be seen as a “highway transportation system” that carries many different materials to many destinations at the same time.

It is important to keep this system healthy. Muscle cells need extra oxygen when they work hard. The heart beats faster to provide more blood to the muscles. This extra work makes the heart a stronger muscle too. Eating foods like fresh vegetables, fruits, and lean 33

meats provide needed nutrients for the body and are good for the circulatory system. It is best to avoid fatty foods, soft drinks, and habits like smoking because they can damage your circulatory system and cause illness. Exercise, eating healthy food, and getting enough sleep are good ways to keep the system running smoothly. Exercise strengthens muscles, especially your heart muscles, and makes them work more efficiently so that you feel good, get stronger, and stay heathy.

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G5U3L2reading1

Name: Date:

Reader’s Response Questions

1. Why does the heart beat faster when a person runs? Is it okay? When do you think it might not be okay?

2. What is the purpose of the circulatory system?

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CROSSWORD PUZZLE G5U3L2 extension

activityAcross

2. Another name for the heart is the muscle.

5.Opposite of right.

6. The hardest-working part of the body.

7. The heart blood to all parts of the body.

8. Your heart pumps over 3,000 ___ of blood a day.

Down

1. The heart contracts at a of 70-75 times a minute.

2. The heart muscle and relaxes.

3.Where the heart is located.

4. Sound made by the heart.

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1 2 3

4

5

6

7

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7. The heart beats faster when you are or working. G5U3L2 extension activity

The heart is a muscle that pumps blood to all parts of the body. It is made of cardiac muscle and is located near the center of your chest. As the heart contracts and relaxes, it pumps the blood and creates sounds known as the HEART BEAT. Normally, your heart beats seventy to seventy-five times a minute and pumps over 3,000 gallons of blood a day. When you are working or playing hard, your heart beats faster.

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It is the hardest working muscle of the body and never stops. Blood from the veins enters the

right atrium which empties into the right ventricle. The right ventricle pumps blood through the lungs and back to the left atrium. From the left atrium, the blood enters the left ventricle and is then pumped through the aorta to all parts of the body.

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G5U3L2 extension activity

The Answer Key

R C A R D I A C

A O H

T N H E

L E F T E S

R A T

H E A R T

C

T

P U M P S

L

A

Y

I

N

G A L L O N S

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Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L3– How are Circulation and Respiration related?


Student Pages Student page: How do the Circulatory and Respiratory Systems work together? (controlled investigation) Student page Extension – Research Writing

Readings About Science Maintaining Healthy Behaviors





appropriate time using Discourse Sentence Starter Cards. Follow up the investigation with discourse: How do the Circulatory and Respiratory Systems work together?

(controlled investigation) Discuss new information learned from the assigned videos with the student. Guide students through the investigation process. Help your student to complete the Student Pages assigned by the teacher. Help your student with the Reading in the Content Area passages about the respiratory and circulatory

systems working together. Help them answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

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G5U3L3 C&R together – Reading Content1How do the Circulatory and Respiratory Systems work together?

The circulatory system is a transport system for moving nutrients and other substances in and out of your body. Cells need nutrients and oxygen to function. The circulatory system brings those things to the cells and takes away waste materials like carbon dioxide. We use the food (glucose) stored in the cells with activity. The oxygen we take in helps us to break down the glucose to release the energy. The organs in this system include the heart, blood, blood vessels, and lymphatic vessels.

The respiratory system is where gas is exchanged (oxygen in, carbon dioxide out). It is the system for breathing. The organs of this system include the lungs, bronchial tubes, the trachea, the nose, mouth, and throat.

So just how do these two systems work together? They work together to get needed oxygen into our bodies and carbon dioxide waste out of our bodies. When we exercise, our muscles get stronger, including the heart muscle. When we exercise, our cells need more energy and that means they need more oxygen. There are small organelles in our cells called mitochondria that get energy from the glucose in our cells. When glucose breaks apart, carbon dioxide is released.

As a result, we breathe faster to get more oxygen and we also breath faster to get rid of the carbon dioxide. The heart beats faster so that you can get the oxygen rich blood to the hard-working muscles used during exercise.

Look at the table and answer the questions based on the data you see.

StudentsBreaths per minute while sitting for 90

seconds

Breaths per minute after jumping for 90

seconds

Heart rate (beats per minute) while sitting

for 90 seconds

Heart rate (beats per minute) after jumping

for 90 seconds

Nancy 12 53 75 140

Harry 11 44 65 170

Ruth 14 62 68 165

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G5U3L3 C&R together – Reading Content2Name: Date:

Interpreting exercise data – Two Systems Working Together

1. Why do you think the breathing rate of the students increased after exercise?

2. Why do you think the heart rates of the students increased after exercise?

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G5U3L3 Extension-Research a breathing disorder Name: Date:Research other issues that affect breathing and/or heart rates. It can be an illness like asthma, emphysema, congestive heart failure, etc. You could also choose an event or occurrence that can cause health issues for people. Examples of such an event/occurrence could be forest fires, air pollution from factories or car exhaust, or second-hand cigarette smoke. Write about your findings below. Don’t forget to site your sources.

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G5U3L3 – Maintaining Healthy Behaviors - Reading

Maintaining Healthy Behaviors

People need to stay active to be healthy. Daily exercise helps maintain strong bones and muscles, prevents obesity, lowers blood pressure, and improves mood. People who are chronically inactive have higher risks for obesity, diabetes, heart disease, cancer, and high blood pressure. They are more likely to die earlier than those who are active and do exercise regularly.

Another key behavior that improves and maintains good health is sleep. When people sleep, their bodies rest, regenerate, and heal. Sleep is also improved by exercise and is vital for a happy, healthy state of mind and body. Some scientists have found that exercise increases energy which helps fight that tired feeling during the day.

Making healthy food choices is another way to maintain a strong, healthy body. Eating plenty of fresh fruits and vegetables, lean proteins, and lean dairy products contribute to a strong healthy

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body. Drink more water than soda. Eat more fruit than candy. Avoid fast food whenever you can. Don’t smoke. Those decisions will keep you healthy.

Maintaining healthy behaviors like exercise, adequate sleep, and eating healthy food provide many benefits and are worth the extra time, effort, and planning. Healthy choices with healthy behaviors can protect people from disease, illness, fatigue, or early death.

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G5U3L3 – Maintaining Healthy Behaviors Name: Date:Maintaining Healthy Behaviors1.Why is it dangerous to sit and watch TV all day instead of staying active?

2.What does exercise do for the bones and muscles of the body?

3.What are some choices you can make to maintain your health?

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Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L4 – The Skeletal System


Student Pages Human Skeleton Rubber Bones Types of Joints Extension: Bone Model

Readings About Science The Skeletal System Broken Bones





appropriate time using Discourse Sentence Starter Cards. Follow up the exploration with discourse: The “Bendy Bone” exploration of calcium loss in bones. Discuss new information learned from the assigned videos with the student. Guide students through the exploration of calcium loss in bones. Help your student to complete the Student Pages assigned by the teacher. Help your student with the Reading in the Content Area passages about the skeletal system. Help them answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

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G5U3L4-skeleton1 The Human Skeleton Label the bones in the skeleton.

Word BankCommon Name (Scientific Name)

skull (cranium) jawbone (mandible) collarbone (clavicle)tailbone (coccyx) backbone (vertebrae) shoulder blade

(scapula)kneecap (patella) rib thighbone (femur)hipbone (pelvis) shinbone (tibia) lower arm bone (radius)

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G5U3L4-rubber bonesName: Date:

Rubber BonesWatch the video “Magic Bendy Bone.” (You can do the same science exploration at home if you choose.) Then answer the questions below. The bendy, rubbery bone presentation link: https://youtu.be/KG55hUzQtrg

1. Describe what you observed?

2. Explain why the bones could be bent and stretched.

3. How can you prevent the loss of calcium in your bones?

4. List foods that contain calcium.

5. What is osteoporosis?

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G5U3L4-jointsName: Date;

Cut and paste the pictures into the correct box.

Types of JointsBall and Socket Hinge Pivot Gliding Fixed

most range of motion: back and forth, around, up and down

back and forth; up and down

pivots or swivels slides back and forth

does not move, immobile

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shoulder elbow neck ankle skull

G5U3L4 joints p2

Pictures of Joints (hint: Watch out for decoys!)

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The knee joint

G5U3L4 jointsp3Name: Date:

Fill in the chart with the missing information

Types of JointsBall and Socket Hinge Gliding Fixed

most range of motion: back and forth, around, up and down

pivots or swivels slides back and forth

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knee neck pelvisG5U3L4 extension bone model

Making a Model of a Bone – Extension ProjectName: Date:Plan and create a model of a bone. Draw a diagram of your plan. What materials will you need to create your model? Make sure to label the parts of the bone model in your diagram/drawing and on your model.

The Bone Model Plan:

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G5U3L4 reading-content-skeleton

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The Skeletal System

Your skeletal system holds you up and protects the inside of your body! Imagine what it would be like without bones! You’d be as squishy as a worm or a caterpillar! Your bones are hard and strong so they can hold you up and support your body.

The skeletal system is made up of the skull, the backbone, bones, cartilage, ligaments, and tendons. The human skeleton provides the following functions for the body: support, movement, protection, production of blood cells and storage of minerals. Bones give you shape and support. There are 206 bones in the human body. They work with your muscles to help you move. The skull is made of bones that protect your brain. Your ribs are the bones that protect your heart and lungs. The spine is a group of bones called vertebrae that protect your spinal cord. Inside your bones is the bone marrow where your blood is made. So maintaining strong bones is very important for our health and survival.

Bones do not bend because they are hard. Then how do we bend our knees and elbows? We bend our bodies at certain places called joints. Joints are found at your hands, wrists, elbows, shoulders, knees, and ankles. Joints are where 57

two bones come together. There are different kinds of joints. At some joints the two bones slide or glide over each other. Some joints move like the hinge of a door and another kind of joint allows bones to move in a circular motion.

Bones are made mostly of collagen and calcium and they need to stay strong to support the body. It is important to eat healthy foods rich in calcium to keep your bones strong. Some foods rich in calcium are milk, cheese, yogurt, salmon, sardines, sesame seeds, tofu, and dark greens like spinach, broccoli, and kale.

Regular exercise also helps bones to stay healthy and strong. Bone is living tissue that changes over time. When we exert forces during exercise, bones gradually build more bone tissue. Over time, this causes the density of the bones to increase. Dense bones are stronger and harder to break. Weight training and jumping rope are excellent exercises for keeping your

bones healthy.

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G5U3L4 skeleton reading responseName: Date:The Skeletal System

1. How does the skeletal system provide support and protection for the human body? Give specific examples.

2. What are some ways to keep your skeletal system healthy and strong?

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Broken Bones, Healing Bones G5U3L4 Reading-brokenbones

There are many bones inside our body that make up our skeleton. The biggest bones are located in our thighs and the smallest in our ears. Your bones are the framework for your body, just like the framework on a building. If you didn’t have bones, you would not be able to stand, walk or run.

Bones are made of minerals and collagen. These minerals, particularly calcium and phosphorus, make bones hard. Collagen, a strong flexible fiber, makes bones slightly elastic so they don’t snap. The outer layer of the bones is dense and tough and is called hard bone. The inner part of the bone is lighter and looks like a sponge. It is called the spongy bone. In the hollow middle center is a jelly like substance— bone marrow. This important substance makes most of the blood cells that flow through the body.

Although bones are quite strong, they can break when put under a lot of pressure. A break in a bone is called a fracture. Bones can break in many different places. A simple or closed fracture is a snapped or cracked bone that doesn’t break through the skin. When the broken parts of the bone break through the skin, you then have a compound or open fracture. Doctors usually can tell the exact nature of a fracture by taking an X-Ray of the bone.

All broken bones rapidly mend themselves in some way. First a blood clot forms to close up the space between the broken ends, and then bone cells begin to grow on each side of the break. These cells gradually close the gap with new bone tissue. Any bone that is fractured must be realigned and immobilized by a splint or cast. This is called setting. Healing depends upon a person’s age. The younger the person, the shorter the healing time.

Bones are vital living parts of our body. We need to continually work at keeping them healthy. Bones need calcium, and when they are deprived of or lose calcium, Osteoporosis can occur. This disease makes

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bones brittle and more likely to break. Exercise, dietary Vitamin D and calcium are helpful in preventing or lessening this disease as people age.

G5U3L4 brokenbones

Name: Date:

Broken Bones, Healing Bones

1. Describe bone marrow and its function.

2. What is the difference between a simple/closed fracture and a compound/open fracture?

3. Why is it important to see a doctor if you have broken a bone? How might the doctor identify the severity of the bone injury or break?

4. What is Osteoporosis? How can a person avoid getting this bone disease?

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Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L5– The Muscles


Student Pages Controlled Lab Muscle Fatigue The Muscle Choice Board – research on muscles

Readings About Science Fun Fact sheet with reader’s response





appropriate time using Discourse Sentence Starter Cards. Follow up the investigation with discourse: Controlled Lab Muscle Fatigue Discuss new information learned from the assigned videos with the student. Guide students through the investigation of the effects of exercise on muscle fatigue. Help your student to complete the Student Pages assigned by the teacher. Help your student with the Reading in the Content Area passages about the muscle system. Help them answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

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G5U3L5Muscle Fatigue: Controlled Study Lab Format – page1

Name: Date:A condition known as muscle fatigue occurs when certain waste products (lactic acid) of muscle activity build up in the cells. Until these waste chemicals are removed, the fatigue will continue. Today you will explore if and how muscles are affected by exercise. The guided investigation will help you learn how to design your own investigations in the future. NOTICE AND WONDER Do as many “pushups” as you can in one minute. Think about how your arms and legs felt before you started and then after you finished. What did you notice? What do you wonder?

QUESTION

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Does exercise cause muscle fatigue?G5U3L5

Muscle Fatigue: Controlled Study Lab Format - page 2Just making a guess about what will happen is a prediction. A hypothesis includes a prediction and uses previous knowledge and/or experience a scientist has. (I think ___________, because____________.)HYPOTHESISBased on what you know and have noticed, how do you think activity affects your muscles? Did you experience muscle fatigue? Write your hypothesis.

MATERIALS What materials will you need to conduct an investigation to test this hypothesis?

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G5U3L5Muscle Fatigue: Controlled Study Lab Format - page 3


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SUMMARY: What did you learn? How do your results connect to your life or an experience you have had? Could you do as many pushups per minute in each of the trials? Provide a biological explanation for these results. What new questions do you have? What would you try next time?

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G5U3L5 MuscleFunFactsReadingContentFun Facts About Muscles!

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Humans have three kinds of muscles: skeletal, smooth, and cardiac (heart).

There are more than 30 muscles in the face and more than 600 muscles in the body! One step requires 200 muscles and smiling requires 15 of the face’s 30 muscles!

Skeletal muscles are attached to the bones to help them move. These muscles are voluntarily controlled and create motion by pulling on the skeletal system. Skeletal muscles can tire with repetitive use.

The heart muscle beats automatically!

Smooth muscles are found on the walls of some organs like the stomach and intestines. They are slow contracting and found deep in the body. They are involuntary.

The largest muscle is the gluteus maximus and the smallest muscles are in the inner ear.

Muscles cannot push. They can only pull.

Muscles usually work in pairs. Example: bicep/tricep pair in the upper arm

Eye muscles are the busiest muscles.

Tendons attach muscles to bones and other parts of your body like eyeballs. Ligaments connect one bone to another in your joints.

Muscles make up 45% of body weight and their contracting creates most of the body’s heat.

Unused muscles get weak. Muscles are strengthened with exercise, important for good health. Muscle exercise improves blood flow, oxygen use, and strengthens the heart muscle.

G5U3L5 reading response to fun facts

Name: Date:

Muscle Fun Facts – Reader’s Response

1. Write about one of the fun facts that surprised you or one fact that you found very interesting.

2. Choose two fun facts. Draw and label diagrams that match the facts you chose in the boxes below.

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G5U3L5 extension Muscle Choice Board

Name: Date:

Muscle Choice BoardChoose from the activities below to learn even more about muscles.

Design a brochure that informs people about the muscular system. Make sure to discuss the structure, function, and purpose of the muscles in the brochure.

Make a poster that shows a labeled diagram of the human body muscular system.

Create a 30-minute exercise routine that will help maintain a healthy muscle system. Identify the muscles being used in each exercise.

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Write a letter to your classmates that encourages them to have a healthy diet in order to keep their muscular systems healthy. Describe the foods that are considered good choices and why.

Create a picture book for younger students that teaches them about the human muscular system. Include labeled diagrams and pictures.

Write a poem about the muscular system. Create an illustration to go along with the poem.

Make working models for each type of muscle in the body: cardiac, smooth, and skeletal.

Create a slide show that informs others about the importance of taking care of the muscular system with healthy diet and regular exercise.

Research a disease of the muscular system and write one or two pages about what you learn. (Examples of topics might be: Muscular Dystrophy, Spinal Muscular Atrophy, ALS, multiple Sclerosis, etc.)

Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L6– Bones and Muscles Working Together


Student Pages How the Systems Work Together Extension - Ergonomics

Readings About Science Discovering Ergonomics with reader’s response Muscles, Bones, and Movement

Materials Optional-old magazines or catalogs to look for pictures of inventions (old and new)

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appropriate time using Discourse Sentence Starter Cards. Follow up ergonomics projects with discourse. Discuss new information learned from the assigned videos with the student. Guide students through the ergonomics student pages. Help your student to complete the Student Pages assigned by the teacher. Help your student with the Reading in the Content Area passages about how muscles and bones together

create movement. Help them answer the questions that follow readings assigned by the teacher. Help your student to submit their responses (electronically or paper) as directed by the teacher.

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G5U3L6 ergonomicsDiscovering ErgonomicsBecause we have specific motion and movement needs, we need to design things we use so there is not extra stress on our muscular-skeletal system. The science of designing objects to fit our work or motion needs is called ergonomics. If we use our body beyond its physical limits, it can get damaged. Ergonomics design delays or prevents injury to the human body.

Ergonomics has always been a part of human civilization, from the first tools humans used to the present. One example is the bicycle. It provides a mode of transportation but is also great exercise for the muscular and skeletal systems. Since its invention in the early 1800’s, the bicycle has changed a lot to meet the comfort and safety needs of

people.

Look around your classroom or your home for an item or tool that has been adapted to the special anatomical needs of humans. What do you notice about the item or tool? How can the ergonomics of this item or tool be improved?

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G5U3L6 ergonomics

Name: Date:

1. What is the name of the item or tool that you are examining?

2. What do you notice about the item or tool?

3. How has the item or tool been adapted to the special anatomical needs of humans?

4. How can the ergonomics of this item or tool be improved?

Draw a picture of the item or tool and label the parts that you would modify to make it more ergonomic.

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G5U3L6 Reading-Muscles/Bones togetherMuscles, Bones and Movement – Reading in the Content Area

We have muscles all over our bodies. They are the engines that make our body go. They turn energy into a force that produces movement. Muscles enable us to run, jump, laugh, dance, breathe and smile. There are more than 650 muscles in our body. The largest muscles are in your buttocks, and the smallest are in your ear.

A muscle is made up of muscle fibers which are bundles of long thin cells. Each fiber is made up of even tinier threads called myofibrils. Every myofibrils contains thousands of even thinner myofilaments. There are three main types of muscle in your body: skeletal, smooth, and cardiac.

Skeletal or voluntary muscle, are the types of muscle(like those in our arms and legs) we can move whenever we want. Although many skeletal muscles pull on bones, they are not attached directly to them. Muscles are connected to bones by tough, and cord-like tissue called tendons. The muscle pulls on the tendon and the tendon in turn pulls on the bone. Some muscles have names which show their actions. A flexor muscle (biceps) bends (flexes) a limb at a joint. A corresponding muscle the extensor muscle (triceps) extends or straightens the limb at a joint. The sphincter muscle is a ring-shaped muscle whose contractions narrow the opening of the ring. This muscle is found in our lips, at the ends of our stomach, and the opening of the anus. Often skeletal muscles only move parts of the body like

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when you wink your eye, or kick your leg, or when your chests’ rises and falls when you’re breathing.

Smooth or involuntary muscles are not under our control. They perform automatic actions that are vital for the proper functioning of our body. They play an important part in digestion, circulation and respiration.

The most important muscle in our body is the cardiac muscle. The word cardiac comes from a word meaning heart. This muscle makes up the walls of the heart. The heart which is constructed of a special striated muscle called myocardium or cardiac muscle is an involuntary muscle. During a heartbeat, the muscles contract, shortening and hardening the muscles in the heart chambers and these contractions pump the blood from one chamber to another throughout the body.

It is very important to keep all of our muscles healthy. A healthy diet along with physical exercise is important for keeping muscles fit. Muscles that are not used become weak. Slouching on a couch is not good for muscles. Swimming is an excellent exercise because it uses many muscles. We strain muscles when we pick up heavy items incorrectly. A strain is muscle fiber that is stretched too far or tears. A strain can cause pain and makes it hard for us to move!

The muscular system does not work alone to help us move. It works with other systems in the body. The muscle system work with the skeletal system to create movement. (And both of those systems receive their directions from the brain and the central nervous system.) The interaction of these systems keeps us alive and moving!

Your leg won't bend to run a race or kick a football without the combined actions of your muscles and your bones. Bones and muscles make it possible for people to move. Skeletal muscles work with the bones to give the body strength. In most cases, a skeletal muscle is attached to one end of a bone. It stretches all the way across a joint (the place where two bones meet) and then attaches again to another bone. Skeletal muscles are held to the bones with tendons, cords made of tough tissue that connect bone and muscle. Muscles can only pull and cannot push. That is the reason muscles work in pairs to move a joint. One muscle will contract and move the joint one way and another muscle will contract and pull it the other way. When you contract one of your muscles, the tendon and bone move

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with it. When a muscle contracts, it gets shorter, so it pulls on the bone to which it is attached. When a muscle relaxes, it gets longer and goes back to its resting size and position.Keeping your muscles healthy is important for walking, running, jumping, dancing and doing all the things you like to do. Healthy muscles and bones let you move freely and keep your body strong. Strong muscles also help to keep your joints in good shape. For example, if the muscles around your hips or knees get weak, you are more likely to injure those parts of your body. Strong bones and muscles also help you keep your balance, so you are less likely to fall and get injured. The same activities and habits that protect your muscles and bones will also keep your heart healthy! In order to keep your muscles, bones, and heart healthy for your whole life, you need to exercise, get enough rest, and eat a balanced diet every day.G5U3L56- Reading Response to Muscles on the Move

Name: Date:1. Why do we need muscles?

2. What are the three types of muscles in the body?

3. What is the most important muscle in our body? Why?

4. How are muscles attached to bones?

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5. How do muscles, bones, and joints work together to create movement in the human body?

G5U3L6 making a model of a bending armHow the systems work together…a model.

Name: Date:

First watch the video at https://youtu.be/FVIpeUIpFf0 Then create your own model of the arm bending at the elbow. Show how the muscle and skeletal systems work together.

What materials will you use? (Use materials you find around your classroom or your home.)

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https://youtu.be/FVIpeUIpFf0

Draw what your prototype will look like in this box.

Describe how your model works and what each part represents in the human body.

G5U3L6 ergonomics extensionErgonomics Extension ActivityLook for old pictures of products, tools, furniture, vehicles or appliances. Compare these older devices to the replacements of today. Sketch comparisons in the charts below.

Older Device Modern Device Older Device Modern Device

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1. OLD MIXER MODERN MIXER 4.

2. 5.

3. 6.

G5U3L6 ergonomics extension

Name: Date:

Choose one item or tool from your sketches and answer the following questions.

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1. What changes were made over time?

2. Were these changes the result of good ergonomics or did the changes have a “for profit” motive?

3. How has the item or tool been adapted to the special anatomical needs of humans?

4. How can the ergonomics of this item or tool be improved?

Lesson Facilitator Notes Science 21 – Interactions in the Human BodyG5 U3 L7– Genetics

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You will need: Discourse Sentence Starter Cards for use in

meetings with students and following presentationsStudent Pages

Types of Bird Beaks-Feed the Birds Code Which traits are dominant? Human traits are inherited Punnett squares Pedigree project Mutated messages

Readings About Science Chromosomes, Genes, Alleles and More! DNA reading

Materials Clothespins Toothpicks Plastic spoons Student safety scissors Plastic drinking cups Chopsticks Marbles Raisins Foam packing peanuts Puffed rice Macaroni Hand mirror

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Instructions: Reinforce the distance learning norms that the

teacher establishes with the students for synchronous (“live”) video sessions and virtual collaborations.

o Cameras should be “on”.o Students should not have distracting

backgrounds while on camera.o Students should not record sessions or

take “screen shots” unless authorized by the teacher.

o Microphones should be “muted” until the teacher asks students to “unmute” their mics for questions or participation in whole group or small group discussions.

Encourage your student to participate in accountable talk conversations. Encourage

students to speak at the appropriate time using Discourse Sentence Starter Cards.

Follow up bird beaks exploration with discourse. Discuss new information learned from the

assigned videos with the students. Guide students through the ergonomics student

pages. Help your student to complete the Student

Pages assigned by the teacher. Help your student with the Reading in the

Content Area checking for comprehension. Help them answer the questions that follow

readings assigned by the teacher. Help your student to submit their responses

(electronically or paper) as directed by the teacher.

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G5U3L7 birds1-3Types of Bird Beaks – Feed the Birds

Name: Date:

Feed the BirdsComplete the chart below for the various “bird beaks” and how many pieces of each type of “food” you were able to bring to your bird’s “stomach” (cup or bowl) within 10 seconds. Complete two trials for each “beak” that you have available to you.

Beak/Trial # Marbles – how many?

Raisins– how many?

Foam packing peanuts– how many?

Puffed rice– how many?

Macaroni– how many?

Clothespin - 1

Clothespin - 2

Spoon – 1

Spoon - 2

Safety Scissor - 1

Safety Scissor - 2

Toothpick - 1

Toothpick - 2

Chopsticks - 1

Chopsticks - 2

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G5U3L7birds1Birds and Their Beaks

Long ago birds adapted to not having hands to help them with delicate and intricate tasks. Their beaks are lightweight, bony elongations of their skulls. The beaks are covered with keratin, the same material found in human fingernails and hair. The beaks are a lot like our nails. As the beak edges wear down, the keratin grows to replace the worn cutting surfaces. The beaks have become multi-functional tools with some being similar among all bird species (feather grooming), some different (food gathering strategies). Birds have adapted to have specific beak structures needed to survive in specific environments. Only those birds that get enough food live to reproduce and pass their food collecting strategies and their beak structure on to their children. For example, a duck’s beak is structured for finding food in water. Another example is the beak of the hummingbird which is adapted to get nectar from a flower blossom. A key question is: Is there a greater survival advantage if a beak is great at collecting one kind of food very well (“food specialist”) or at collecting many kinds of food a bit less well (“food generalist”)?

Take a look at the variety of bird beaks pictured below. In the “Feed the Birds” activity, you will pretend to be a bird and use different tools (“beaks”) to pick up food and place that food type in a cup (“stomach”) of the bird.

First predict which beak will work best to pick up the food items. Develop a system for picking up the food items so comparisons will be fair and controlled so the data is accurate. Use only one hand to operate the “beak” and pick up the food items. Record your results in the chart.

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G5U3L7birds2

G5U3L7

Name: Date:

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The Best Beak1. Prediction: Which “beak” will collect which “food” the best?

2. How did your results compare with your predictions? It is okay if your prediction differs from your results.

3. Was any “beak” better at collecting a variety of “food”?

4. Is there a greater survival advantage if a “beak” is great at collecting one food well or at collecting many different foods a little less well?

G5U3L7codeName:

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A .- O - - -B -… P .- -.C -.-. Q - -.-D -.. R .-.E . S …F ..-. T -G - -. U ..-H …. V …-I .. W . - -J .- - - X -..-K -.-. Y -.- -L .-.. Z - -..M - - . .-.-.-N -. ? ..- -..

What does the code say?

G5U3L7mutatedmessagesMutated Messages 93

Get the Message! Follow the code key provided below and decipher the coded message.

.-.. .. …- .. -. - -. - -. - …. .. -. - -. … ..- … . .- -.-. - - - -.. . - - - - -.-. .- .-. .-. -.- -

.- .-.. .-.. - …. . .. -. … - .-. ..- -.-. - .. - - - -. … -. . . -.. . -.. ..-. - - - .-.

… ..- .-. …- .. …- .- .-.. .-.-.- - …. .. … .. -. ..-. - - - .-. - - .- - .. - - - -. .. … .. -.

- …. . ..-. - - - .-. - - - - - ..-. .- -.-. …. . - - .. -.-. .- .-.. -.-. - - - -.. .

-.-. .- .-.. .-.. . -.. -.. -. .- .-.-.-

Analyze the following sentences and describe the "mutation". The top line reflects the original message, and those that follow on the second, third, and fourth lines each contain a singular “mutation” of the original message. As you describe each mutation (exactly what is different in this message from the original one?), also describe how each "mutation" affects the meaning of the message.

Please sign here. Please sing here. Please sigh here. Please sign there.

Message Exactly what is different in this message? How does it affect the meaning of the message?

Please sing here.

Please sigh here.

Please sign there.

G5U3L7which traits are dominant

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Name: Date:

Which Traits are Dominant?Dominant traits are the ones that appear in the next generation when parents have different characteristics. Recessive traits appear if neither parent has a dominant gene for that trait. Complete the checklist by looking in the mirror to identify personal traits and note whether these are actually dominant or recessive traits. Circle the traits you have. Traits in the left column are dominant and traits in the right column are recessive.

Free ear lobes Attached ear lobesCan roll tongue Cannot roll tongue

Curly hair Straight hairDark hair color Light hair color

Brown, green, or hazel eye color Blue or grey eye colorCleft chin Smooth chin

Arch in foot Flat feetWidow’s peak in hair Straight hair line

Skin tone present Absence of skin colorDimples Smooth cheeks when smiling

Long eyelashes Average or short lashesBroad, wide lips Narrow, thin lips

Nearsightedness or farsightedness Regular visionColor vision Color blindness

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G5U3L7Human Traits that are Inherited

Complete the chart below with your family members.Image Trait You Mothe

rFather

Other

Ear lobes can be attached at a point above the bottom of the ear lobe or at a point below the bottom of the ear lobe. Write A (above) or B (below) in the space provided.

By rolling the sides of the tongue up and in, some people can roll the tongue into a cylinder. Others can’t do this. Write Y (yes) for a tongue roller; or N (no) if unable to roll tongue.

When interlocking the fingers of both hands some will place the left thumb over the right thumb; others will have the right over the left. Fold your hands with the opposite thumb on top. How does it feel? Write L (left) if the left thumb is on top; or R (right) if the right thumb is on top.Some people will fold the right arm over the left and some will fold left over right. Fold your arms in the opposite way. Is this difficult to do? Write L (left) if the left arm is on top; or R (right) if right arm is on top.

Some people will be able to spread fingers of either hand in a “V” shape-two fingers on one side and two on the other side. Write Y (yes) if fingers are spread; or N (no) if this can’t be done.

Roll up a sheet of paper to make a tube 2” in diameter. Look through it, focusing on an object across the room. Close first one eye, then the other. Which is the dominant eye? How can you tell? Write L (left) if the left eye is dominant; or R (right) if the right eye is dominant.The shape of the hairline across the forehead varies from person to person; some have a dip or point in the hairline in the middle of the forehead called a widow’s peak. Write Y (yes) if there is a widow’s peak; or N (no) if there is none.

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Place first three fingers of your hand on a table. Note the length of the index finger and the ring finger. Index fingers vary in length; some are shorter than the ring finger and others are longer than the ring finger. Write L (longer) if the index finger is longer; or S (shorter) if it is shorter.

G5U3L7punnettsquaresName

Possible Sweet Pea InheritanceActivity 1: Punnett Squares (Step 1)Use the information provided on these two pages (examples 1-6) to complete Punnett Squares on the following page.For Sweet Pea Height

T = dominant gene for tallness t = recessive gene for shortness

So a plant with:TT = a pure tall plant tt = a pure short plantTt = a hybrid tall plant where the “T” gene is

dominant and so controls the “t” genePOSSIBLE PUNNETT SQUARE CROSSES

1- Both parents pure tall.

TT x TTResult: All four offspring are 100% pure tall.

T T

T TT TT

T TT TT

2- Both parents pure short.

tt x ttResult: All four offspring are 100% pure short.

t t

t tt ttt tt tt

3- One parent pure tall, one parent pure short. T T

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tt x TTResult: All four offspring are 100% hybrid tall. That is, they are all tall, and all carry the recessive gene for shortness.

t Tt Tt

t Tt Tt

4- One parent pure tall, one parent hybrid tall.Tt x TT

Result: The possibility is that 50% of the offspring will be pure tall, while 50% have the chance ofbeing hybrid tall.

T T

T TT TT

t Tt Tt

5- One parent pure short, one parent hybrid tall.

Tt x ttResult: The possibility is that 50% of the offspring will be hybrid tall, while 50% have the chance of being pure short.

t t

T Tt Tt

t tt tt

6- Both parents are hybrid tall

Tt x TtResult: The possibility is that 50% of the offspring will be hybrid tall, while 25% have the chance of being pure tall, and the other 25% have the chance of being pure short.

T tT TT Ttt Tt tt

Your turn: Practice the following combinations and summarize the result for each, where RR is a pure dominant red sweet pea flower, rr is a pure recessive white, and Rr is hybrid red.

1. RR and RRResult: R R

R

R

2. RR and Rr R r

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Result: R

R

3. rr and rr Result:

4. rr and Rr Result:

5. RR and rr Result:

6. Rr and Rr Result:

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Activity 2: Guinea Pigs (Step 2)Read the scenario below and answer the questions that follow.

Dominant:short fur SS

Recessive:long fur ss

A pet shop had two guinea pigs with short fur. A customer asked for one with long fur. Fortunately, the pet shop owner knew that his short-furred guinea pigs were hybrids. Each, therefore, carried a recessive gene for long fur. He mated the guinea pigs to try to get offspring with long fur. Let’s find out what happened.

The letter S can stand for the dominant gene for short fur. The letter s can stand for the recessive gene for long fur. As you know, each parent has two genes for length of fur, but the genes separate to enter sperm or egg cells. At the top and side of the boxes at the right, are the separated genes of each parent.

What combinations of the genes are possible in the offspring of these parents?

1. One possible combination of genes has been written into one of the boxes. Can you fill in the other three possible combinations?

S sS SSs

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2. Do you think it is possible for the pet shop owner to get a guinea pig with long fur from these parents?

Explain your answer.

3. Why is it probably important for the guinea pigs to have a large number of offspring if the pet shop owner is to get the kind of guinea pig he needs?

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G5U3L7 pedigree-extension activityPedigree: Making a Family Tree

A person may want to make a family tree to show the way everyone in the family is related to one another. When a geneticist makes a family tree, it is called a pedigree. In pedigrees, symbols are used to stand for people. For example, a circle means the person is female; a square indicates a male and a rhombus indicates “Unknown.”SYMBOLS AND RULES FOR DRAWING A PEDIGREE

1. A line between two symbols means a marriage.

2. If a person has been married more than once, the marriage lines are numbered.

3. A line above the symbols means brothers and sisters. 4. Each person’s name is printed neatly by his or her symbol. 5. Shaded symbols show what trait is being traced. 6. The key to the shading is usually in the lower corner of a pedigree.

7. The generations may be numbered with Roman numerals on the left side of the pedigree.

A generation is all of the people in a family who are born at about the same time. For example, your grandparents are one generation, your parents are another generation, and you and your brothers and sisters make up a third generation.

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Fraternal twins

Identical twins

Male

Female

Pedigree: Making a Family Tree

Create a pedigree for 3 generations of your family in the box below.

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G5U3L7readingcontentdnaReading Passage “DNA and Solving Crime” Read the passage below and then answer the questions that follow.Each of us started life as a single cell. By the time we are born, we are made up of about one hundred million cells. These cells are microscopic in size. What is truly amazing, is that almost every cell in our body has the same DNA that was in our first cell.

DNA stands for deoxyribose nucleic acid. (Don’t worry, you won’t need to know that for a quiz on Friday!) DNA is a very complicated molecule that contains all the genetic information to build a living thing. Genetics is the study of how living things pass on their characteristics from one generation to the next. You inherit your DNA from both your parents, and you will pass some of it on to your children. All the cells in our body contain the same genes which give instructions for building all the parts of the body. Each of these genes contains several thousand code words which define who we are. Because every person is different, every person has different DNA. But the DNA in every different cell in every part of your body is exactly the same.

Forensic science is a term used to group together all different sciences in order to solve a crime. The word Forensic comes from the ancient Greek word “forum,” meaning courts of law.

Forensic scientists use scientific processes to work with law enforcement personnel to find and collect evidence to solve crimes. Clues that are gathered to help solve a crime are called evidence. Whenever you go anywhere, you leave behind evidence that you were there. It could be a fingerprint, footprint, or a strand of hair.

The science of fingerprinting is called dactylography. In the late 1800's, an Englishman, Sir Edward Henry, discovered and identified the four different types of fingerprints. Although there are four fingerprint patterns (arch, loop, whorl, composite), each person in the world has his or her own unique set of prints. There are no two identical sets of prints.

Whenever you walk on soft ground, you leave a footprint. The angle of the footprints and the distance between them gives forensic scientists information about your height and how fast you were going. All hair strands are made up of a protein called keratin.

When scientists look at a hair under a microscope, they can analyze the hair and find out information about the person to whom it belonged. Today, DNA profiling is the most important breakthrough in forensic science since the discovery of fingerprinting.

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Reader’s Response Questions1. Why is DNA important?

2. What is genetics?

3. What information can we get from a footprint?

4. What is keratin, and how does it help scientists to solve crimes?

5. What are advantages of having scientists and investigators work together in solving crimes?

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G5U3L7 reading chromosomesgenesallelesChromosomes, Genes, Alleles, and more!

Living things use a code to carry all the instructions needed for survival. This information is in the form of a chemical code called DNA (Deoxyribonucleic Acid) found in cells.

Chromosomes are structures inside cells that are made from DNA and protein. The information in the chromosomes provides directions for the cells on how to function and replicate. Chromosomes are found in the nucleus of every cell in a living thing. Different kinds of life have different numbers of chromosomes in each cell. An apple has 17 pairs of chromosomes, a house fly has 2 pairs of chromosomes, and dogs have 39 pairs of chromosomes. Humans have 23 pairs of chromosomes, making a total of 46 in each cell. Different chromosomes carry different kinds of information. For example, one may decide the color of your eyes and another will determine your blood type and another your hair color.

Inside each chromosome are sections of DNA called genes, so genes are parts within chromosomes. Each gene has a piece of the code to make a special protein. These proteins have the codes for how we grow and what traits we get from our parents. Genes are units of heredity.

Genes determine things like the color of your hair, how tall you are, and the color of your eyes. An allele is a specific set of directions that a gene determines. Everyone gets an allele for hair color, but we don’t all get the same one. For example, there is an allele (set of directions) for black hair and another allele (set of directions) for blonde hair. Humans have around 30,000 genes in their 46 chromosomes.

Any characteristic that is used to identify or describe an organism is called a trait. Traits are passed on from one generation to the next through DNA codes on the chromosomes of the parents. A chart that tracks a family’s history through a few generations is called a family pedigree.

An Austrian monk named Gregor Mendel discovered principles of genetics when he was studying garden pea plants in the mid-1800’s. He developed the Law of Dominance stating that there are dominant genes that block or hid the effect of other genes for a particular trait. A recessive gene is the one that would be blocked in the presence of the dominant gene. Some traits combine to create incomplete dominance, a mixture or blend of both.

A mutation is a new and many times unexpected characteristic resulting from a change in the genes. It may or may not be an advantage to a living organism or species.

Trait predictions can be made using a mathematical analysis called a Punnett Square. This method for predicting traits was developed by a British geneticist R. C Punnett. It is a way to illustrate the chance or probability of a trait outcome.

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G5U3L7 reading chromosomesgenesalleles

Name:

Reader’s Response Questions

1. Define the words: chromosome, gene, allele, trait and pedigree.

2. Scientists are trying to map the human genome, the locations for specific characteristics on our 48 chromosomes. Why is this research project important to human beings?

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