Digestive, Nervous, and Skeletal System Pictures

These are some pictures (from Ms. Mason's class) of the fun activities we did for the digestive, nervous, and skeletal systems. The kids worked really hard on these and I am very proud of them!

And just a quick reminder that they have a test on the skeletal and muscular systems tomorrow. We made a study guide in class today, so tomorrow's test should be a breeze!

Have a wonderful afternoon!

Muscular System

Muscular System Notes
Note: You only have to write what looks like this.

Muscles
Muscles provide the tug on the bones needed to bend, straighten, and support joints. Muscles can pull on bones, but they can't push them back to their original position, so the muscles work in pairs.

• The flexor muscle contracts to bend the joint. 
• The extensor contracts to straighten (or extend) the limb at the same joint.

Muscles get their signals to contract and relax from the brain.

Smooth Muscles
Smooth muscles — also called involuntary muscles — can't be controlled by you. Your brain and body tell these muscles what to do without you even thinking about it. But smooth muscles are at work all over your body. In your stomach and digestive system, they contract (tighten up) and relax to allow food to make its journey through the body. 


You'll find smooth muscles at work behind the scenes in your eyes, too. These muscles keep the eyes focused.

Cardiac Muscle
The muscle that makes up the heart is called cardiac muscle. The thick muscles of the heart contract to pump blood out and then relax to let blood back in after it has circulated through the body.


Just like smooth muscle, cardiac muscle works all by itself with no help from you. A special group of cells within the heart are known as the pacemaker of the heart because it controls the heartbeat.

Skeletal Muscle
Skeletal muscles are voluntary muscles, which means you can control what they do.  These muscles help to make up the musculoskeletal system — the combination of your muscles and your skeleton.
Skeletal muscles are held to the bones with the help of tendons. Tendons are cords made of tough tissue, and they work as special connector pieces between bone and muscle. 


Skeletal muscles come in many different sizes and shapes to allow them to do many types of jobs. 
Some of your biggest and most powerful muscles are in your back, near your spine. These muscles help keep you upright and standing tall.

They also give your body the power it needs to lift and push things. Muscles in your neck and the top part of your back aren't as large, but they are capable of some pretty amazing things: Try rotating your head around, back and forth, and up and down to feel the power of the muscles in your neck. These muscles also hold your head high.

Face Muscle
Facial muscles don't all attach directly to bone like they do in the rest of the body. Instead, many of them attach under the skin. This allows you to contract your facial muscles just a tiny bit and make dozens of different kinds of faces. 

Your tongue is actually made of a group of muscles that work together to allow you to talk and help you chew food. Stick out your tongue and wiggle it around to see those muscles at work.

Major Muscles

• In each of your shoulders is a deltoid muscle. Your deltoid muscles help you move your shoulders every which way — from swinging a softball bat to shrugging your shoulders when you're not sure of an answer.

• Down under your ribcage are your rectus abdominus muscles, or abdominals. They're often called abs for short.

• When you make a muscle in your arm, you tense your biceps muscle. When you contract your biceps muscle, you can actually see it push up under your skin.

• Your quadriceps , or quads, are the muscles on the front of your thighs. Many people who run, bike, or play sports develop large, strong quads.

• And when it's time for you to take a seat? You'll be sitting on your gluteus maximus, the muscle that's under the skin and fat in your behind!

Multi-Step Word Problems

This week we will be working on two-step word problems.  Two-step word problems are also known as multi-step word problems.  This weeks notes are located below.

A two-step word problem is also known as a multi-step word problem.

Two-Step wp- uses 2 operations in the word problem in order to solve.

Multi-Step wp- uses 2 or more operations to solve a word problem.

Four Operations:

• Addition
• Subtraction
• Multiplication
• Division

Keywords:
words that state what operation to do

Addition
add
plus
all together
sum
in all

Subtraction

subtract
difference
how many more than
how many fewer
take away

minus

Multiplication
multiply
product
factors
multiples
times

as many as

Division
divide
quotient
dividend
divisor
divided by
equally
equal groups
share

pass out

Circle the numbers
Underline important words
Box the question
Eliminate unnecessary information
Solve the problem and check
Craig has a twenty dollar bill. He buys six squirt guns for $2 each. How much money did Craig have left?
Step One:
Hidden Question:  How much did Craig spend?   
6 x 2 = 12 

Step Two:
Subtract the amount he spent from how much he has.
20 - 12 = 8  

For more examples of these word problems, please visit the Fun Videos and Websites! page of the blog. 

Organ System Rubric

Organ System Rubric

You will pick either the nervous, skeletal, muscular, or nervous system. Then you will create a poster showing this full organ system. Please be sure to label and color the organs, and put your name and the name of your system on your poster! It will be due Friday, October 28th.

Category	20 Points	10 Points	0 Points
Title and Labels	Title of System and Labels for each organ	Only the title or labels	No title or Labels
Neatness and Color	Words easy to read and organs colored neatly	Only organs colored or words easy to read	Not easy to read and no color
Complete Organ System	All organs discussed in class for that system shown on the project	Only some of the organs discussed in class for that system shown on the project	None of the organs discussed in class for that project shown on the project.
Student Information	First and last name, date, and student number	First and last name; no date or student number	No name, date, or student number
Facts	5 sentences (or more) of facts about the organ system	2-3 sentences of facts about the organ system	0-1 facts about the organ system

Skeletal System

WHAT IS THE SKELETAL SYSTEM?

This system makes up the shape and form of our bodies.

The system is made up of our:

• Bones
• Cartilage
• Joints
• Tendons

BONES

At birth, our skeleton is made up of 300 bones. When we become adults, our skeleton is made up of only 206 bones. 

Bones are helpful because:

• They support us
• They help us move
• They protect us

When bones break, they grow back on their own, and heal themselves.

Calcium (as in milk) is good for our bones and makes them strong. 

Bones are held in place by joints.

PURPOSES

The skeletal system has several purposes.  A few of these are to:

• Support our bodies
• Help us move
• Protect our organs
• Produce blood cells

Without the skeletal system we would be nothing but puddles!

JOINTS

Joints are where bones meet. They allow us to move and help us grow. There are many types of joints, some including:

• Ball-and-socket
• Hinged Joint
• Fixed Joint

CARTILAGE

Cartilage is soft tissue that cushions the end of your bones. Cartilage is at the tip of your nose and in your ears.

TENDONS

Tendons are what keep everything together. They attach our muscles to our bones.

-------------------------------------------------------------------

These are the notes on the skeletal system. We will be having a test on this and the muscular system next week! A quick reminder that we have a test on the properties of multiplication tomorrow. See the previous post for the notes on that!

Thank you for visiting!

If you have an ideas, questions, or concerns, please feel free to send an email or leave a friendly comment below!  

Properties of Multiplication

  
This week in math we will be learning about the different properties of multiplication.  The definition for each property was provided in class.  This is the notes taken for this week.

Commutative Property: The factors can be multiplied in any order and the product will stay the same.
EX: 4 x 5 = 20 5 x 4 = 20 So, 4 x 5 = 5 x 4

Associative Property: The way in which three numbers are grouped when they are being multiplied doesn't change the product.
EX: 2 (4 x 5)= 40 4 (5 x 2)= 40 So, 2 (4 x 5)= 4 (5 x 2)

Distributive Property: Multiply a sum by multiplying each added separately and then add the products.

In other words: BREAK IT UP (Break the second factor up into smaller digits.)

EX: 4 x 5 = 20 4 x 2 =8 4 x 3 = 12 8 + 12 = 20


The Commutative Property of Multiplication:

a x b = b x a

Where a and b are any real numbers.

This rule just says that, when you are doing multiplication, it doesn't matter which order the numbers are in. You can multiply a and b OR you can multiply b and a ... and you'll get the same answer.

NOTE: This does not work with division!

Distributive Property of Multiplication:

Associative Property of Multiplication:

The Nervous System

Here are the notes for the Nervous System! Remember we have a test on this and the digestive system on Wednesday the 19th!

------------------------------------------

The Nervous System - The system of nerve cells and fibers that send signals between parts of the body.

Brain

• This is where all information is processed and responses are formed. Basically, the brain gets an email then writes and sends a reply.

The Spinal Column

• This is where the central nerves are located.

Peripheral Nerves

• These are what get the information from the world around us and send them to the brain as nerve impulses. The brain will then send back a response for the nerves to share with the muscles in order to make them move.

Within the nervous system there is the autonomic system. This is various organ systems that function without you having to think about it.

Examples of this are your heart beating and breathing. You don't have to think "breath in" and "breath out" in order for it to happen.

-----------------------------------------

Thank you for visiting! If you have an ideas, questions, or concerns please feel free to send an email or leave a friendly comment below!

Have a wonderful weekend!!

Quick Reminder

Just wanted to post a quick reminder about the Unknown Numbers test that we are having tomorrow. 

We will be starting the Nervous System tomorrow, and the notes will be posted for those as well. There will be a test on the Digestive and Nervous systems on Wednesday the 19th. 

Have a wonderful afternoon and thanks for visiting! If you have any questions, comments, or concerns feel free to send an email or leave a friendly comment below! 

Fact Families

Today we touched on Fact families which will be discussed in more depth next week. Fact families are wonderful for showing how multiplication and division are related. They are simply all of the possible division and multiplication equations that are possible with a specific set of numbers.

For example: The fact family for the numbers 7, 3, and 21 is: 3×7=21   7×3=21   21÷7=3   21÷3=7

We have already gone over changing to the inverse (or opposite) problem many times, so the students know how to go from multiplication to division and vice versa.

The purpose of this is to show how multiplication and division are related which also helps them to identify and solve for unknown numbers.

If you have any comments, questions, or concerns feel free to email me or leave a friendly comment below.

Thanks for visiting!

Digestive System

Digestive System

Today we started our unit on organ systems. We are starting with the digestive system and will be talking about it for a few days. They will have a short test on this and the nervous system next week.  

The digestive system notes are as follows, and only the highlighted portions have/had to be written:
---------------------------------------

Organ System- multiple organs working together to perform a particular task or set of tasks

Digestive System- the organ system that is used to break down food into energy

There are many parts to the digestive system, but we are going to focus on the five main ones.

A. Mouth   B. Esophagus   C. Stomach   D. Large Intestine   E. Small Intestine

Mouth- this is where food is first introduced to the digestive system and saliva (spit) begins to break down the food as it is chewed.

Esophagus- also called the throat; muscles push food down the esophagus to the stomach

Stomach- muscles cause the walls of the stomach to move and further mash up the food while digestive juices break the food down as much as it can

Small Intestine- food travels through this tube that is 20 feet long, and continues to be broken down into smaller and smaller pieces. Then it is stopped and all the nutrients are absorbed and sent into the body

Large Intestine- finally food is moved into the five foot long tube where most remaining water is removed from the food; once it reaches the end of the tube, the food is expelled from the body as waste

The digestive system takes care of all of the food and drinks that we consume, and makes sure that we get all the good nutrients from the food.

These nutrients are what give us the energy to do fun things and keep us healthy, so it is important to take care of our digestive system!

Drinking plenty of water and eating healthy are just a couple of ways that we can help our digestive system do its job!
-----------------------------------
If you have any questions, concerns, ideas, feel free to email me or leave a friendly comment below! 

Thanks for visiting!

Unknown Numbers

Unknown Numbers

Today we went began going over unknown numbers once again and in more detail.

An unknown number is like(21÷n=3) (5 x H=10) (R÷8=2) (9x6=k)

We are teaching them to know whether or not they need to multiply or divide by looking at what numbers they have.

If they have the dividend(the 21 in the example above) or the product (the 10 in the above example), then they have to divide. (21÷3=n) (10÷5=H)

If they have divisor (the 8) and the quotient (the 2), or both factors (the 9 and 6) then they would multiply to find the answer. (8x2=R) (9x6=k)

On my each of my walls I have added two artifacts for them to look out throughout the lesson. These look like the following:

Dividend--->Divisor/Quotient--->Divide

Factor--->Product--->Divide

Divisor--->Quotient--->Multiply

Factor--->Factor-->Multiply

And:




21 ÷    3 =   7
^                  ^            ^
Dividend           Divisor       Quotient

3 x   7 = 21

^            ^          ^

Factor         Factor      Product

If you have any questions, concerns, or ideas, please feel free to email me or leave a friendly comment below! Thank you for viewing!