table of TABLE OF CONTENTS contents Introduction... I Objectives... VI Teaching Suggestions and Additional Activities... VII Research and Standards... XI 5 Senses Touch and Skin Student Lesson... 1 Activity Sheets... 6 Sight and Eyes Student Lesson... 10 Activity Sheets... 14 Hearing and Ears Student Lesson... 17 Activity Sheets... 22 Smell and Taste Student Lesson... 26 Activity Sheets... 31 Nervous System Student Lesson... 35 Activity Sheets... 42 Health Issues Student Lesson... 48 Activity Sheets... 54 Review Review Sheets... 57 Assessments Quizzes... 69 Unit Test... 83 Answer Key... 88
introduction INTRODUCTION As growing and maturing individuals, adolescents must be prepared to care for themselves independently after graduation from high school. A basic understanding of their bodies and how they work is an important step in the process of moving from dependence to independence. Learning about the body systems, particularly how they interact and affect each other, enables students to better care for themselves and their health. The five binders that comprise the revised series now cover ten basic systems of the human body and include updated information. Each binder is considered a unit in the series and completely discusses two closely related systems. Students label, organize, categorize, associate, and relate terms and functions of these systems through various activities. A new section in each binder, Health Issues, addresses health problems of each system, such as how to treat common illnesses and when to seek a doctor s advice. Originally conceived by LD specialist Ellen McPeek Glisan, Know Your Body has been specifically written for struggling readers and students with learning disabilities. It is also appropriate for English language learners and adult learners. For this revision, contributing author Debra J. Weltha has written material that meets the unique needs of struggling and reluctant learners. A certified secondary science teacher and special education teacher, she has combined solid science concepts in the lessons with high-interest activities. While the reading level has been kept low, the material is presented in an age-appropriate fashion. Detailed illustrations help readers comprehend complex concepts. Ultimately, the series provides learners with important functional knowledge and helps them master concepts tested on high-stakes assessments. I
P C I R E P R O D U C I B L E Student Lessons The first three sections all begin with a student lesson that discusses important points and highlights interesting facts. The system lessons begin with a labeled diagram of the system being studied. On the first page, important vocabulary words used in the lesson are presented with simple definitions. Then, to increase students comprehension of the lesson, two pre-reading activities are provided. The first activity summarizes major points 5 Senses TOUCH AND SKIN Terms to Know acne clogged pores on the skin dermis inner layer of the skin epidermis outer layer of the skin hair follicles tiny pits where hair grows keratin tough protein found in the skin, nails, and hair melanin substance that gives color to the skin oil glands organs in the skin that make sebum, or greasy fluid pores small openings on the surface of the skin sebum greasy or oily fl uid made by oil glands sensory nerves nerves that feel heat, cold, pain, and pressure shivering contracting of the muscles to help warm the body skin largest organ of the body sweat glands organs in the skin that get rid of water from the body Things to Look For Why acne happens What causes people to have different colored skin and freckles How our skin controls our body temperature 1 students will learn in the lesson. The second activity asks students to make personal connections to the content by posing several Have You Ever questions. Lessons are deliberately kept short and contain easy-to-understand sentence constructions. In general, the reading level is 3.0 5.0. However, key science vocabulary is retained. As various parts of the system are discussed, appropriate drawings and diagrams are presented to illustrate important facts and concepts. These visuals help students better understand the text and increase the interest level. Have You Ever had a pimple? gotten sweaty when exercising? had goose bumps? What are the Five Senses? We use our fi ve senses all the time. The senses are touch, sight, hearing, smell, and taste. Without our senses, life would be much less enjoyable. Food would not have fl avor without taste and smell. Without our sense of touch, sandpaper would feel the same as rabbit fur. We wouldn t be able to hear a baby giggle, a bird sing, or the siren of an ambulance without our sense of hearing. If we could not see, we wouldn t know how many different colors there are in the world around us. In the next several lessons, you will learn about each of the fi ve senses, starting with the sense of touch. The Body s Largest Organ Your sense of touch happens through the largest organ of the body, the skin. Your skin can identify four different feelings: heat, cold, pain, and pressure. In addition to the sense of touch, your skin does many other important things. It helps control your body temperature. The skin also acts like a sandwich bag. It keeps harmful substances like bacteria and dirt on the outside, away from your internal organs and fl uids. The skin has two layers. The outer layer is the epidermis. The epidermis is made of dead cells and keratin. Keratin is a tough protein found in skin, nails, and hair. The hardened cells of the epidermis overlap to form a tough, almost waterproof covering. These cells are easily knocked off when touched. This is why skin can look dry. The inner layer, the dermis, is the living section of the skin. The living cells in the dermis are always dividing in order to replace the dead cells in the epidermis. New cells push the older cells upward. By the time they reach the surface, these older cells are dead and pressed into a flat shape. Together, the dermis and the epidermis are only as thick as this line:. 2 epidermis dermis Skin Structures The dermis contains many other structures. This layer has blood vessels, hair follicles, sweat glands, oil glands, and fatty tissue. In the dermis are the endings of sensory nerves that allow us to feel heat, cold, pain, and pressure. Across the top of the epidermis are a series of small openings. These pores allow sweat and sebum to leave the skin. Hair grows from hair follicles or tiny pits in the skin. Only the hair in the dermis is alive. The hairs we see are the shafts or remains of dead hair cells. Each hair follicle has a tiny muscle that contracts, or gets smaller, when you feel cold or when you experience emotions such as fear. The follicles also have oil glands that produce an oily fl uid called sebum. Sebum keeps the hair shafts and skin soft. 3 pore hair follicle oil gland sweat gland hair III
Activity Sheets Three or more reproducible activity sheets accompany each lesson. Each of these activities has been carefully designed to reinforce student learning of the objectives while providing a variety of formats. Many activities tap into residual skills such as organizing, categorizing, reasoning, and analytical thinking. Worksheets can be used as individual assignments or as collaborative activities for partners or small groups. touch skin 6 NAME THAT PART Directions: Use words from the word bank to label the parts of the skin. 1 2 Word Bank dermis epidermis hair follicle pore sweat gland oil gland touch skin Directions: In each pair of sentences, cross out the false sentence. 1. a. Shivering helps keep the body warm. b. Shivering helps keep the body cool. 2. a. Sweat leaves the body through hair follicles. b. Sweat leaves the body through pores. 3. a. The skin is the largest organ of the body. b. The brain is the largest organ of the body. 4. a. Oil glands make sebum. b. Oil glands make sweat. 5. a. The outer layer of the skin is the epidermis. b. The outer layer of the skin is the dermis. 6. a. Melanin causes skin color. b. Keratin causes skin color. 7. a. The hairs we see on our arms are live hair cells. b. The hairs we see on our arms are dead hair cells. 8. a. The dermis contains blood vessels and other skin structures. b. The epidermis contains blood vessels and other skin structures. 9. a. Pores allow sweat and sebum to leave the skin. b. Sensory nerves allow sweat and sebum to leave the skin. 10. a. Sebum is sweat. b. Sebum is an oily or greasy fl uid. 11. a. Freckles are caused by melanin. b. Freckles are caused by sebum. 12. a. As sweat evaporates, your body is cooled. b. As sebum evaporates, your body is cooled. 3 4 5 6 9 TELL THE TRUTH! Review Sheets Reproducible worksheets that review key information about the five senses and the nervous system are also included. These sheets help prepare students for quizzes and unit tests. 5 senses Directions: Use words from the word bank in each section to complete the sentences. Section 1 Word Bank dermis hair oil glands skin epidermis pores sweat glands follicles The largest organ of the body is the (1), which is made of two layers: the (2) and the (3). Most of the structures of the skin are found in the dermis. Sweat is produced by the (4) and leaves your body through the (5). (6) in your skin make sebum, an oily or greasy 5 senses fluid that helps keep hair and skin soft. Hair grows from (7). REVIEW ACTIVITY 1 REVIEW ACTIVITY 2 Directions: Use a word from the word bank to label each part of the web below. Then, make a sketch for each body part to help you remember what organ goes with each sense. 57 Word Bank ears sight skin taste touch hearing tongue eyes nose smell t t 5 Senses t t t 61 IV
Quizzes and Unit Tests Two levels of assessment are provided for measuring mastery of the objectives. Quizzes test key concepts from each lesson. The unit test covers all of the material in the binder. 5 senses TOUCH AND SKIN QUIZ FORM A Directions: Use words from the word bank to complete the sentences. Word Bank acne melanin skin dermis oil glands sweat glands epidermis pores sweating hair follicles sebum 1. The largest organ of the body is the. 2. The skin is made up of two layers: the and the. 3. Sweat is made by the and leaves the body through your. 4. in your skin make sebum, an oily or greasy fl uid that helps keep your hair and skin soft. 5. Hair grows from. 6. is caused by clogged pores. 7. The scientific name for the oil on your face is. 8. Skin color is caused by. 9. helps control your body temperature. 5 senses Directions: Circle the words that correctly complete the sentences. 1. The largest organ of the body is the (skin, brain). 2. The skin is made up of two layers: the (epidermis, keratin) and the (dermis, melanin). 3. Sweat is made by the (oil glands, sweat glands) and leaves the body through your (sensory nerves, pores). 4. (Oil glands, Sweat glands) in your skin make sebum, an oily or greasy fluid that helps keep hair and skin soft. 5. Hair grows from (hair follicles, pores). 6. (Sebum, Acne) is caused by clogged pores. 7. The scientifi c name for the oil on your face is (sweat, sebum). 8. Skin color is caused by (melanin, keratin). 9. (Sweating, Running) helps control your body temperature. Two different types of quizzes are included: fill-in-the-blank and multiple-choice. Teachers can choose the type of assessment that best fits their students needs. Alternatively, one type of quiz can be used as a pretest and the other as a posttest. 5 senses & nervous Directions: Match the senses to their main organ. 1. hearing a. eyes 2. sight b. ears 3. smell c. nose 4. taste d. skin 5. touch e. tongue Directions: Use words from the word bank to complete the sentences. Word Bank balance iris skin cartilage light tongue hear nerves 6. The largest organ of the body is the. 7. carry electrical signals to your brain. 8. You have almost 9,000 taste buds on your. 9. Your nose is made of bone and flexible. 10. The ear has two jobs. It helps you and helps you keep your. 11. The (colored part of the eye) controls how much enters the eye.f 83 UNIT TEST FORM A 5 senses & nervous Directions: Match the senses to their main organ. 1. hearing a. eyes 2. sight b. ears 3. smell c. nose 4. taste d. skin 5. touch e. tongue UNIT TEST FORM B Directions: Circle the words that correctly complete the sentences. 6. The largest organ of the body is the (heart, skin). 7. (Hearing, Nerves) carry electrical signals to your brain. 8. You have almost 9,000 taste buds on your (nasal passages, tongue). 9. Your nose is made of bone and flexible (cartilage, tendons). 10. The ear has two jobs. It helps you (hear, see) and helps you keep your (temperature, balance). 11. The (cornea, iris) controls how much (light, color) enters the eye. 12. (Sweat, Sebum) is produced by the sweat glands. Sebum, an oily or 69 70 TOUCH AND SKIN QUIZ FORM B There are two forms of the unit test. Form A includes word banks and fill-in-the-blank test items. Form B asks students to choose and circle the correct answer from two possible choices. Teachers should administer the form that best fits their students abilities. Form A greasy fluid, is produced by the (oil, sweat) glands. 13. Light enters the eye by first passing through the (retina, cornea). 14. The smallest bones in the body are found in the (eye, ear). They are the stirrup, anvil, and (humerus, hammer). 15. (Mucus, Saliva) is the sticky substance found in the nose, while (mucus, saliva) is the liquid in the mouth. 86 answer key ANSWER KEY 5 SENSES: TOUCH AND SKIN NAME THAT PART (page 6) Form B 1 epidermis 2 dermis pore 3 hair follicle 4 oil gland 5 sweat gland 6 Answer Key An answer key for every activity sheet, review sheet, and quiz, as well as the unit test, is provided in the back of the binder. SPLIT SENTENCES (pages 7 8) 1. The skin is the largest organ of the body. 2. Keratin forms a tough, waterproof covering. 3. Sweat glands help get rid of water from the body. 4. Sweating helps control body temperature. 5. Sensory nerves feel heat, cold, pain, and pressure. 6. The outer layer of the skin is the epidermis. 7. Oil glands make sebum. 8. The inner layer of the skin is the dermis. 9. Acne is caused by clogged pores. 10. Skin color is caused by melanin. TELL THE TRUTH! (page 9) Letters of correct sentences: 1. a 7. b 2. b 8. a 3. a 9. a 4. a 10. b 5. a 11. a 6. a 12. a V 88
objectives OBJECTIVES After completing this unit in the series, students will be able to list the five senses and their major organs. identify the structures of the skin. explain how acne can be prevented. tell what causes skin color and freckles. describe how sweating helps the body. identify the structures of the eye. compare a camera with the eye. explain how sound waves traveling through the air vibrate our eardrums to produce sound. identify the structures of the outer, middle, and inner ear. explain why we sound funny when we listen to ourselves on a tape or recorded message. list the four scents our noses can detect. identify the structures of the nose. explain how taste and smell are connected. list the four flavors the taste buds respond to. explain how stimuli and impulses are related to nerves. explain why the central nervous system is important to our bodies. identify the three parts of the brain and what each part controls. explain how to treat frostbite. differentiate between the three degrees of burns, and the treatment needed for each. explain how to prevent sunburn. understand the types of acne and how to treat breakouts. describe how to treat a black eye and a bloody nose. VI
suggestions TEACHING SUGGESTIONS AND ADDITIONAL ACTIVITIES Teaching Suggestions activities This binder is designed to be a complete unit with basic information on the five senses and the nervous system. Science is best taught in an interactive manner. Please read and discuss the material as a class whenever possible. While the text maintains a 3.0 5.0 reading level in general, critical science terminology has been included and raises the technical reading level of the text. Scientific terms are highlighted and defined at the beginning of each lesson. When teaching and reviewing the vocabulary, use a variety of interactive activities to help students better comprehend the text. For example: a. Divide the class into two teams. Give a definition to one team. The team must correctly identify and spell the vocabulary word. Continue to give definitions to that team until a word is incorrectly identified or spelled. Then, give the second team a turn at receiving definitions. Teams receive a point for each correct answer. The game ends after all the vocabulary words have been matched to definitions or after a predetermined number of points has been reached by one team. b. Create bingo cards using a 5 x 5 grid. Label the rows 1, 2, 3, 4, and 5. Label the columns A, B, C, D, and E. Distribute one bingo card to each student. Read a definition and a grid location. Instruct students to write the correct vocabulary word in the correct grid location. The first student who completes a row or column wins the game. c. Play a game of vocabulary charades. Assign each vocabulary word to a different pair of students, and have the partners illustrate the word s meaning on an overhead transparency. VII
Then, provide time for each pair to show its transparency to the class. Ask the class to guess which vocabulary word is being illustrated. The presenting pair may not speak or give hints to the class. Do a variety of high-interest, hands-on activities so students will learn that science can be fun. Use hand motions and silly things to help students remember important facts. Watch for cartoons and articles in the newspaper that can be used to show that the different systems of the human body do have an effect on everyday life. Additional Activities for 1. Create lists showing the primary function and parts for each of the five sensory organs. Label the lists: Ear, Eye, Nose, Tongue, and Skin. Under each organ, list its primary function and the related parts you feel are most important for your students to know. For example: Ear Primary Function: hearing Related Parts: pinna, auditory canal, eardrum, 3 small bones, semicircular canals, cochlea, auditory nerve, eustachian tube Eye Primary Function: seeing Related Parts: lens, pupil, cornea, retina, rods, cones, optic nerve, iris Nose Primary Function: smelling Related Parts: nostrils, nasal passages, mucus, olfactory nerve Tongue Primary Function: tasting Related Parts: taste buds, sour, sweet, bitter, salty, saliva Skin Primary Function: touching Related Parts: epidermis, dermis, oil gland, hair follicle, sweat gland, pore, hair VIII
Format the lists so you can easily cut each one apart into two. The first part should have the sensory organ name and its primary function. The second part should include the related parts. Give small groups of students both parts of all five original lists. Then, have the groups match each sense organ to its related parts. For an additional challenge, cut the lists into three parts: the name of each organ, its primary function, and its related parts. Have the students work to match each organ to its primary function and its related parts. 2. Point out that everyone s eyes have a blind spot. If an object is in a person s blind spot, he or she cannot see the object. Have students find their blind spots with this simple task. Tell them to draw two symbols on a piece of paper: an addition sign on the left and a filled-in circle on the right. Instruct them to leave about 2.5 inches between the symbols. Then, have students cover their left eyes and look at the addition symbol with their right eyes. Tell them to slowly move the paper closer to their right eyes. Explain that when the dot disappears, students will have found their blind spots. Encourage students to repeat this activity using their left eyes to determine if their blind spots are in the same place for both eyes. 3. Are your eyes playing tricks on you? Optical illusions are a great way to show students that what the brain thinks it sees is not always what the eyes are looking at. Download the picture Young Girl or Old Woman from the Internet and show it to your students. Discuss why some of them see a young girl and others see an old woman. For additional fun with optical illusions, display art works by M.C. Escher and talk about how the mind can be tricked into seeing what is not actually drawn. 4. Amaze your students with these brain-sized comparisons and facts. Gather eight medium-sized apples, a full-sized newspaper page, a grapefruit, and a bowl of light-pink gelatin. Display the objects in the front of the room. Ask students to guess the answers to the following questions. Then, share the correct answers with the class. a. How much does the human brain weigh? (Answer: about 3 pounds, or the weight of 6 apples.) IX
b. How much does a newborn baby s brain weigh? (Answer: about 1 pound, or the weight of 2 apples.) c. About how big would the cerebral cortex be if laid out flat? (Answer: about the size of a newspaper page.) d. Name two things you think would be about the same size as the human brain? (Answer: a grapefruit, or 2 fists put together.) e. If you could see the brain, what would it look like? (Answer: the pink gelatin, or a pinkish-gray, jelly-like ball.) 5. Purchase a model of a brain from an educational products store or web site to give students an idea of the actual size and look of the brain. Suggested Resources A visual dictionary/encyclopedia of the human body is a useful companion to the series. Such a resource will help provide answers to additional questions. It is also a good way for students to see the details of the body that are not covered in this program. The following books are recommended: William, Francis. (1997). Human Body. NY: Dorling Kindersley Ltd. (part of the Inside Guides series). Parker, Steve. (1992). Human Body. NY: Dorling Kindersley Ltd. (part of the Eyewitness Explorers series). Walls, Byrn. (1991). The Visual Dictionary of the Human Body. NY: Dorling Kindersley, Ltd. (part of the Eyewitness Visual Dictionaries series). X
research and standards RESEARCH AND STANDARDS The amount of learning that takes place in content areas is directly related to a student s level of reading skills. In general, the better the reader is, the higher the student achievement in the content area. Students with below-grade-level reading skills often flounder when faced with complex sentence structures. Vocabulary becomes a major deterrent to students mastery of the content when the words are presented with complicated and lengthy definitions. As Sousa states, The students lack of confidence in reading can affect all their school work (2001). In fact, scientific literacy is now seen as a requirement for building scientific knowledge (Torres-Vasquez and Rodriguez, 2005). To meet the needs of these struggling secondary readers in science, PCI has revised the series. Sentences have been written using simple structures, and sentence length has been kept to a minimum. Vocabulary words have been given clear and concise definitions. Most importantly, lessons have been written so that reading comprehension skills and science content intertwine. Explicit objectives for each lesson are provided in Things to Look For, which helps students establish a purpose for reading. Prior knowledge and predictions are elicited through discussions of the Terms to Know and Have You Ever features on the first page of each lesson (Dimino and Kolar, 1990). By combining these metacognitive strategies, research has shown that reading comprehension, both literal and inferential, can be significantly improved as shown by scores on standardized assessments (Nolan, 1991). In addition, the series meets the content standards for middle school students set by the National Academy of Science. The following are applicable points from Content Standard F: As a result of activities in grades 5 8, all students should develop [an] understanding of personal health. XI
By middle school students begin to realize that illness can be caused by various factors, such as... malfunctioning of organs and organ systems, health habits, and environmental conditions. Students in grades 5 8 tend to focus on physical more than mental health. They associate health with food and fitness more than with other factors such as safety and substance abuse. One very important issue for teachers in grades 5 8 is overcoming students perceptions that most factors related to health are beyond their control. Developing a scientific understanding of health is the focus of this standard. Healthy behaviors and other aspects of health education are introduced in other parts of school programs. Dimino, J. and C. Kolar (1990, November). Using Frames to Improve At-Risk Students' Comprehension in the Content Areas. http://searcheric.org/ericdb/ed331015.htm The National Academy of Science. National Science Education Standards: An Overview. The National Academics Press, 2004. http://www.nap.edu/readingroom/books/nses/html/overview.html#content Nolan, Thomas E. (1991, October). Self-Questioning and Prediction: Combining Metacognitive Strategies. Journal of Reading, 35, 132 138. Sousa, D. A. (2001). How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press, Inc. Torres-Vasquez, D. and D. Rodriguez (2005). Mathematics & Science Instruction for Culturally and Linguistically Diverse Students. Paper delivered, CEC Convention, Baltimore, MD. XII
Have You Ever had a pimple? gotten sweaty when exercising? had goose bumps? What are the Five Senses? We use our five senses all the time. The senses are touch, sight, hearing, smell, and taste. Without our senses, life would be much less enjoyable. Food would not have flavor without taste and smell. Without our sense of touch, sandpaper would feel the same as rabbit fur. We wouldn t be able to hear a baby giggle, a bird sing, or the siren of an ambulance without our sense of hearing. If we could not see, we wouldn t know how many different colors there are in the world around us. In the next several lessons, you will learn about each of the five senses, starting with the sense of touch. The Body s Largest Organ Your sense of touch happens through the largest organ of the body, the skin. Your skin can identify four different feelings: heat, cold, pain, and pressure. In addition to the sense of touch, your skin does many other important things. It helps control your body temperature. The skin also acts like a sandwich bag. It keeps harmful substances like bacteria and dirt on the outside, away from your internal organs and fluids. The skin has two layers. The outer layer is the epidermis. The epidermis is made of dead cells and keratin. Keratin is a tough protein found in skin, nails, and hair. The hardened cells of the epidermis overlap to form a tough, almost waterproof covering. These cells are easily knocked off when touched. This is why skin can look dry. The inner layer, the dermis, is the living section of the skin. The living cells in the dermis are always dividing in order to replace the dead cells in the epidermis. New cells push the older cells upward. By the time they reach the surface, these older cells are dead and pressed into a flat shape. Together, the dermis and the epidermis are only as thick as this line:. P C I R E P R O D U C I B L E 2
hair epidermis dermis pore hair follicle oil gland sweat gland Skin Structures The dermis contains many other structures. This layer has blood vessels, hair follicles, sweat glands, oil glands, and fatty tissue. In the dermis are the endings of sensory nerves that allow us to feel heat, cold, pain, and pressure. Across the top of the epidermis are a series of small openings. These pores allow sweat and sebum to leave the skin. Hair grows from hair follicles or tiny pits in the skin. Only the hair in the dermis is alive. The hairs we see are the shafts or remains of dead hair cells. Each hair follicle has a tiny muscle that contracts, or gets smaller, when you feel cold or when you experience emotions such as fear. The follicles also have oil glands that produce an oily fluid called sebum. Sebum keeps the hair shafts and skin soft. P C I R E P R O D U C I B L E 3
touch skin NAME THAT PART Directions: Use words from the word bank to label the parts of the skin. Word Bank dermis epidermis hair follicle pore sweat gland oil gland 1 2 3 4 5 6 P C I R E P R O D U C I B L E 6
touch skin SPLIT SENTENCES Directions: Make 10 true sentences about the skin. Draw a line from the first half of each sentence in List A to the second half in List B. Write each statement on the lines on the following page. List A List B 1. The skin by melanin. 2. Keratin is the largest organ of the body. 3. Sweat glands of the skin is the dermis. 4. Sweating feel heat, cold, pain, and pressure. 5. Sensory nerves by clogged pores. 6. The outer layer make sebum. 7. Oil glands forms a tough, waterproof covering. 8. The inner layer of the skin is the epidermis. 9. Acne is caused helps control body temperature. 10. Skin color is caused help get rid of water from the body. P C I R E P R O D U C I B L E 7
touch skin SPLIT SENTENCES page 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. P C I R E P R O D U C I B L E 8