In this unit, students investigate structures and functions of the human body. Students explore how our bones and muscles are interconnected and how our brain responds to stimuli in our environment.
In this lesson, students discover the mechanism by which their muscles control their bones to move their bodies. In the activity, Robot Finger, students construct a model of a human finger and observe how pulling on a string (a model for tendons) causes it to bend at the joints.
We suggest students work in pairs. Homeschool students can work on their own, but may need a partner to help with a few steps.
Prepare String
Each student will need one piece of string that is 18 inches long.
Extend this Activity and Create Robot Hands
In the Extensions, we have a fun activity where students combine four robot fingers to create a robot hand. We recommend having each group of four students assemble a hand using the robot fingers they each made.
You can find further instructions in the Extend This Lesson box found on this lesson page.
In this lesson, students explore the brain’s role in receiving information from the senses, processing that information, and controlling the muscles to enable movement. In the activity, Think Fast!, students test their reflexes with two very quick experiments and one more involved activity. They learn about how we process information in our brains and then respond to that information in different ways.
In this mini-lesson, K-5 students consider what would happen if their body didn't have bones. In the activity, Skeleton Hand, students combine science with art: they trace their hands, then add see-through bones to their picture, making their own skeleton hand. The activity includes an extension for older students to compare their hand bones to the bones of a mystery animal.
You will need windows to tape your students’ finished skeleton hands to. (Light shines through the art revealing the bones of the skeleton.)
Prepare Cups of Oil
Pour about a tablespoon of oil into a cup for each group of 4 students. You will distribute these during the activity.
Optional Extension for Older Grades
We’ve included a worksheet for students in Grades 3 to 5 to complete after making the skeleton hand. They will have the opportunity to compare the bones in their own arm with the bones in a bat wing.
In this mini-lesson, students learn about the structure and function of their skulls. In the activity, My Paper Skull, students combine science with art as they examine their own heads and make discoveries about their skull. Using their observations, they create a mask that shares characteristics with their own skull. Younger students create a simple mask; older students create a mask with a moveable jaw.
We offer two versions of this activity. The activity for younger students — making a skull model that can be used as a mask — involves less construction and requires less precision. The activity for older students — making a skull model/mask with a moveable jaw — requires cutting skills that might be difficult for a younger student.
Background Information for Older Students
At the end of the activity for older students, we ask: “Do you think the paper skull’s jaw works the way your jaw works? What’s the same about it? What’s different?”
The paper skull’s jaw works like a sliding door. Your own jaw has a hinge — like the hinge on a laptop computer or the hinge on a door. If you put your hands on the sides of your head just below your ears, you can feel this hinge moving as you open your mouth.
In this mini-lesson, students take a trip inside the body to see that the heart is a muscle, contracting and expanding to move blood through our blood vessels. In the activity, Valentine to My Heart, students make observations about their pulse and heart rate, and make an art project to show appreciation for their hard-working hearts.
