We are going to learn about two other systems of the human body, the skeletal and muscular systems. 

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Begin this Investigation by reviewing what students have learned about the human body in Investigation One.  Pose the following questions:

• Which body system have you investigated? Students investigated the nervous system.

• What are the three main parts of the nervous system? The three main parts are the brain, nerves, and spinal cord.

• What is the function of the nervous system? The nervous system controls and communicates with the parts of the body.

Organize and Present Tool:

Ask students:  What happens to information you recall at the beginning of an investigation?  Students may indicate that they verbalize and share their answers with the class, or that the teacher writes their answers on the board.  

Explain that another way to organize the information they have recalled is to use a concept map.

Ask students:  What is the main idea, or concept, of this map? Students should indicate that Hillcrest Elementary School is the main idea.

Ask students:  By looking at this concept map, what can you tell me about Hillcrest Elementary School? Student answers may vary.  Students should indicate that Hillcrest Elementary School has three classrooms and each classroom contains different equipment.  Students may also indicate that Hillcrest Elementary School is the largest unit, the three classrooms are a smaller unit, and the equipment is the smallest unit.

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Ask students:  What is the main idea, or concept, of this Core Experience? Student answers may vary.  Students should indicate that the human body is the main idea of this Core Experience.

Think out loud about organizing a concept map for this CELL.  Model by stating that the human body is the overall concept.  Then talk about how and why you might break the large, human body concept into smaller concepts.  Encourage students to suggest ideas such as body parts or systems to be included as smaller concepts.

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Note: This slide is animated. The teacher may wish to practice prior to presenting to the class. 

Guide students in creating a concept map focused on the human body and to help review information from Investigation One. This concept map will be used throughout the rest of the unit. 

Ask students:  What body system did you explore in Investigation One?  How does this system relate to the human body?  How could it be represented on this concept map? Students explored the nervous system.  Students should indicate that the nervous system is one of the smaller parts of the human body.  It would be represented by placing a diagram of the nervous system on the concept map and connecting it to the central picture with a line.

Ask students:  What are the parts of the nervous system?  How could these parts be represented on this concept map? The nervous system consists of the brain, spinal cord, and nerves.  They can be represented by connecting them to the nervous system silhouette with a straight line.

• Divide the class into pairs.  
• Give the student pairs two minutes to think about a word or group of words that describe the function of the nervous system.  

Ask several student pairs to share their answers with the rest of the class.

Student answers may vary.  Sample answers may include controls the body, communicates with the body, sends signals to the body, or tells the body what to do.

Explain to students that they are going to be using this concept map throughout this CELL as a way to organize the information they learn.  As the students learn about the different systems of the body, they will add them to the concept map.

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As a way to prepare students for the lab activity, begin a discussion of the use of models as a way to visualize something that cannot be directly observed.  During this Investigation, students will be using a model to represent parts that are inside of the human body.  They cannot see these parts by just looking at the outside of the body; therefore, they will need to use a model to visualize them.

Ask students:  Have you ever seen or used a model to represent an object? Student answers may vary.  Students may indicate that they have built model airplanes or dinosaurs.  They may have also seen or used the model of the human skeleton or human torso in the lab.

Several examples of real-life objects and corresponding models are presented in the slide. Encourage students to share other examples of models. 

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Note: This slide is animated. The teacher may wish to practice prior to presenting to the class.

Provide an opportunity for students to practice drawing and interpreting models.

Instruct students to locate problem 1 in their Student Data Record.  Encourage students to use the circle, rectangle, and four straight lines at the top of the page to create a model of a human in the space provided.  

There is a photograph of a real human on the left side of the page that can be used for reference.  Allow sufficient time for students to draw their models.

Ask students:  Were you able to create a simple model of a human? Students should indicate that they were able to create a model.

Explain to students that you are going to say four words aloud that they are going to use to label the human model: head, arm, body, and leg. 

• Instruct students to write the words in the center of the Student Data Record in between their model and the photograph on the lines provided.

• Encourage students to draw an arrow from the word to the corresponding body part on the model.  Allow students sufficient time to complete the labeling.

• Instruct students to use the same words to label the photograph.  Encourage students to draw a second arrow from the word to the corresponding body part on the photograph.  Allow students sufficient time to complete the labeling.

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This slide is a continuation of the previous slide.

Ask students:  Where is the brain located on your model?  Can you see the brain on the photograph? Students should indicate that the brain is located inside of the head, therefore, it cannot be seen on the photograph.

Ask students:  How do you know that brain is located in the head? Students should indicate that they observed a model of the nervous system during Investigation One that indicated the location of the brain.

Encourage students to draw a triangle to represent the brain and label it on the model and the photograph using arrows.

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Tell students that they will investigate the skeletal system and the muscular system further in the lab.  Explain that as they conduct their investigations you would like them to think about the following questions:

• What is the function of the skeletal system?

• What is the function of the muscular system?

• How do the skeletal system and muscular system work together?

• Does the nervous system work with the skeletal and muscular systems?

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