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Healthy Body SystemsProject GLAD

Bryan Reed & Meagan YockeyLane County01/29/07-02/02/07

[email protected] [email protected]

Healthy Body Systems Level 3 ORBryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)

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mailto:[email protected]

Project GLADSpringfield Public Schools

Healthy Body SystemsGrade 3

Idea Pages

I. Unit Theme: Healthy Body Systems When we make healthy choices, this benefits our skeletal, circulatory,

muscular, respiratory, digestive, and nervous systems. Healthy choices improve our quality of life. People around the world make healthy choices; diverse cultural

understandings of healthy choices

II. Focus and Motivation: Observation charts Inquiry Chart – “What do we know about healthy body systems? What do we

want to know about healthy body systems? Super Scientist Awards / Standards Personal interaction – What are some games you enjoy playing? Read Aloud Big Book Model of a human body Poetry & Songs Field trip to River stone clinic and/or a health club Guest Speaker – Doctor or a health specialist

III. Closure: Where’s My Answer ? Process all charts, especially inquiry chart Team Jeopardy

Team Explorations Personal explorations Teacher and Student generated tests Team Task Presentation Share an individual task Write a letter home telling your family what you learned.

IV. Concepts Learn the functions of the respiratory, circulatory, digestive, nervous,

muscular, and skeletal systems. Learn the main organs of each system Refusal skills Identify healthy choices


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Springfield Public School Health Standards Grade 3• Demonstrate and apply age-appropriate concepts of physical, mental and emotional

health.• Demonstrate how to apply prevention and risk reduction concepts to health-related

problems.• Demonstrate and practice behaviors that contribute to healthy personal and

community environments.• Analyze health information, products and services while considering media,

technological and cultural influences.• Growth and Development -Cells and cell development/reproduction, Muscle and Bone

Function, Brain and Nerve Function (5 senses), Heart and Blood Function, Lung Function,

Digestive System (Body Systems), Changes from infancy to current stage of development.

Oregon Science Standards Grade 3• Recognize characteristics that are similar and recognize difference between organisms.• Describe the basic needs of all living things.

Oregon Social Science Standards Grade • Understand how people's lives are affected by the physical environment.• Identify how people or other living things might be affected by and event, issue, or

problem.• Identify possible options or responses, then make a choice or express an opinion.

Oregon Second Language Standards Grade 3• Comprehend isolated words/signs and everyday expressions• Use memorized words/signs and everyday expressions and identify familiar objects.• Comprehend some common words. Signs and phrases including words/signs similar to

those in the first language.• Expressing needs and likes• Describing people, places, and things• Describing spatial and temporal relations• Describing actions• Retelling/relating past events• Making predictions• Asking Informational Questions• Asking Clarifying Questions• Expressing and Supporting Opinions• Comparing• Contrasting• Summarizing• Persuading• Cause and Effect• Drawing Conclusions• Defining• Explaining• Generalizing• Evaluating• Interpreting


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• Sequencing• Hypothesizing and speculating

Oregon Physical Education Standards Grade 3• Identify changes in his/her body during moderate to vigorous exercise.• Identify and access resources for basic health and safety information..• Demonstrate ways to avoid unsafe situations and practice healthy behaviors.• Identify influences on health related behaviors including methods of persuasion.• Demonstrate positive communication skills.• Use a decision making model to make decision that enhance health and safety.• Advocate for healthy and safe behaviors at home and at school.• Identify that alcohol and tobacco, including cigarettes, cigars, pipes, and

smokeless tobacco are harmful to one's health Oregon Health Education Standards Grade 3

• Recognize the importance of variety and moderation in food selection and consumption.

• Identify safe behaviors when traveling to and from school and the community.• Use decision-making model to plan ahead to avoid dangerous situations and injuries

on the way to and from school.• Explain how helpful and hurtful messages in media can affect and individual's behavior.

Oregon English/Language Arts Standards Grade 3 Reading

Reading Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

DECODING AND WORD RECOGNITION Read regular words with several syllables. Use letter-sound correspondence knowledge and structural analysis to decode words. Know and use more complex word patterns when reading (e.g., -light) to decode unfamiliar words. Read aloud grade-level narrative (story) text and expository (information) text fluently and accurately with appropriate pacing, change in voice, and expression. o Read aloud unpracticed grade-level text at a target rate of 110-120 wcpm (words correct per minute). Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.• LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT

SKILLS TO SUPPORT STANDARDS:Listen to, read, and understand a wide variety of grade-level informational and narrative

(story) textincluding children's magazines and newspapers, dictionaries, other reference materials,

online information, classic and contemporary literature, and poetry. Demonstrate listening comprehension of more complex text through discussions, Draw upon a variety of comprehension strategies as needed —re-reading, self-


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correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

Point to or clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

Read longer selections and books independently.VOCABULARY SKILLS TO SUPPORT STANDARDS:

Understand, learn, and use new vocabulary that is introduced and taught directly through orally read stories and informational text as well as student-read stories and informational text,

Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

Determine the meanings of words using knowledge of antonyms, synonyms, homophones, and homographs.

Use sentence and word context to find the meaning of unknown words. Categorize words by their relationships (e.g., dog/mammal, animal/living things). Infer word meanings from taught roots, prefixes (e.g., un-, re-, pre-, bi-, mis is-), and

suffixes (e.g., -er, -est, -ful). Use a dictionary or glossary to learn the meaning and other features of unknown words. Listen to, read, and understand a wide variety of informational and narrative text across

the subject areas at school and on own, applying comprehension strategies as needed. Increase word knowledge through systematic vocabulary development; determine the

meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

Find, understand, and use specific information in a variety of texts across thesubject areas to perform a task.

READ TO PERFORM A TASK Read written directions, signs, captions, warning labels, and informational

books. Use titles, tables of contents, chapter headings, illustrations, captions,

glossaries, and indexes to locate information in text. Interpret information from diagrams, charts, and graphs. Follow simple multiple-step written instructions (e.g., how to assemble a

product or play a board game). Alphabetize a list of words to the third letter. Use dictionaries, encyclopedias, CD-ROMs, and Internet to locate information.

INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING

Demonstrate comprehension by identifying answers to questions about the text.

Distinguish the main idea and supporting details in informational text. Determine significant information from the text, including problems and

solutions. Summarize major points from informational text.

INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION


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Recall major points in the text and make predictions about forthcoming information. Distinguish cause-and-effect and fact and opinion. Ask how, why, and what-if questions in interpreting informational texts. Ask questions and support answers by connecting prior knowledge with literal

information found in, and inferred from, the text.INFORMATIONAL TEXT: EXAMINE CONTENT AND STRUCTURE

Use knowledge of the author's purpose to comprehend informational text. Take part in creative response to text, such as dramatizations and oral presentations. Listen to text and read text to make connections and respond to a wide variety of

literature of varying complexity. Demonstrate general understanding of grade level literary text. Develop an interpretation of grade-level literary text.

LiteratureLISTEN TO AND READ LITERARY TEXT

Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature —including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods.

Demonstrate listening comprehension of more complex literary text through discussions.„

LITERARY TEXT: DEMONSTRATE GENERAL UNDERSTANDING Identify the speaker or narrator in a selection. Distinguish the order of events or a specific event from a sequence of events. Determine significant events from the story. Summarize major points from literary text.

LITERARY TEXT: DEVELOP AN INTERPRETATION Determine what characters are like by what they say and do and by how the author or

illustrator portrays them. Predict probable future outcomes or actions. Determine and discuss the underlying theme or author's message in literary text. Recognize cause-and-effect relationships in literary text. Demonstrate general understanding of grade level informational text across the subject

areas. Develop an interpretation of grade-level informational text across the subject areas.

Examine content and structure of grade-level informational text across the subject areas. LITERARY TEXT: EXAMINE CONTENT AND STRUCTURE

Compare and contrast versions of the same stories from different cultures. Create different endings to stories and identify the reason and the impact of the endings. Examine content and structure of grade-level literary text.

WritingWriting Pre-write, draft, revise, edit, and publish across the subject areas. PLANNING, EVALUATION, AND REVISION SKILLS TO SUPPORT STANDARDS: Find ideas for writing stories and descriptions through various sources, including

conversations with others, and in books, magazines, textbooks, or on the Internet. Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or

notebook of ideas. With some guidance, use all aspects of the writing process (e.g., prewriting, drafting,


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conferencing, revising, editing) in producing compositions and reports. Use a scoring guide to review, evaluate, and revise writing for meaning and clarity. With assistance, revise writing for others to read improving the focus and progression

of ideas. With guidance, proofread one's own writing, as well as that of others, using, for

example, an editing checklist or list of rules. Present and discuss own writing with other students, and respond helpfully to other

students' compositions. Write appropriately for purpose and audience. Create a single paragraph with a topic sentence, simple supporting facts and details,

and a concluding sentence. Use vivid adjectives and action verbs. Begin to elaborate descriptions and incorporate

figurative wording in own writing. Write correctly complete sentences of statement, command, question, or exclamation.

CONVENTIONS SPELLING . Spell correctly:

•one-syllable words that have blends (play, blend) or a silent letter (walk);•contractions (isn't, aren't, can't);•compounds;•common spelling patterns (qu-, changing win to winning, and changing the ending of a word from -y to -ies to make a plural such as berry/berries);•common homophones (words that sound the same but have different spellings, such as hair/hare). Spell correctly previously studied words and spelling patterns in own writing. Notice when words are not correct, and use a variety of strategies to correct (e.g., word lists, dictionary).

GRAMMAR Use subjects and verbs that are in agreement (we are instead of we is), Correctly use past (he talked), present (he talks), and future (he will talk) verb tenses Correctly use pronouns (it, him, her), adjectives (yellow flower, three brown dogs),

compound nouns (football, snowflakes), and articles (a, an, the). Identify and correctly write singular possessive nouns (dog's tail).

PUNCTUATION Use commas in dates (On June 24, 2003, she'll be nine.), locations (Salem, Oregon)

and addresses (421 Coral Way, Miami, FL), and for items in a series (beans, corn, cucumbers, and squash).

Approximate correct use of quotation marks to show that someone is speaking ("You may go home now," she said.).

CAPITALIZATION Capitalize correctly geographical names, holidays, and special events (We always

celebrate Memorial Day by gathering at the Rose Garden in Portland, Oregon.). HANDWRITING

Write legibly in cursive and manuscript, leaving space between letters in a word, words in a sentence, and between words and the edges of the paper.\

WRITING MODES• Personal Narrative• Fictional Narrative (Imaginative)


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• ExpositoryWRITING APPLICATIONS NARRATIVE WRITING

•Provide a context within which an action takes place.•Include well-chosen details to develop the plot.•With some guidance, provide insight into why the selected incident is memorable.

• EXPOSITORY WRITINGWrite descriptive pieces about people, places, things, or experiences:•Develop a unified main idea.•Use details to support the main idea. Write letters, thank-you notes, and invitations:•With assistance, determine the knowledge and interests of the audience and establish a purpose and context.•Include the date, proper salutation, body, closing, and signature. Write brief reports:•Include observations and information from two or more sources.•Use diagrams, charts, or illustrations that are appropriate to the text. Write brief « responses to literary text:•Include what the text is about.•Include personal response to text supported by reasons.

• RESEARCH REPORT WRITINGUnderstand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia, CD-ROM, and online sources), express ideas appropriate to audience and purpose across the subject areas. Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research

V. Vocabulary Respiratory system Lung Wind pipe OxygenCarbon dioxide Cells Skeletal system VertebraSkull Bones Joints Circulatory systemVein Artery Heart Blood vesselsCirculation Respiration Skeleton Digestive systemStomach Teeth Saliva Salivary glandsLarge intestine Nervous system Nerves Spinal cordSense organs system Cardiovascular System Biology

Healthy Biologist

VI. Resources and Materials Non-FictionMcGraw Hill - Health Book Grade 3Broekel, Your Skeleton and HealthHeddle, Science and your BodyJanulewics, Yikes, Your body up closeLeMaster, Cells and TissuesWonderwise, My Body, Your BodyMurray, A look at your SkeletonBiesty, Incredible BodyWalker, The Visual Dictionary of Human AnatomyStille, the Digestive System


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Patent/Munoz, NutritionParker, A look at your body, DigestionStille, The Respiratory SystemStille, The Circulatory SystemParker, A look at your body, BloodWiese, Head to Toe ScienceEyewitness Explorers, Human BodyMarkle, Outside and Inside your BodyLeMaster, Your Brain and Nervous SystemJunior Science, The Human BodyAlllison, Blood and GutsStille, The Nervous SystemSimon, The BrainSimon, Eyes and Ears

Resources and Materials – FictionEarner, Dem BonesGaneri, Funny Bones Cole, The Magic School Bus Inside the Human BodySweeney, Me and My Amazing BodyPatrick, Osmosis Jones; A Blood and Guts Adventure

Resources and Materials: Websiteswww.inner body .com/htm/ body .html www.stcms.si.edu/hbs/hbs_student.htmwww.sciencenetlinks.com/interactives/ systems .html www.kidinfo.com/Health/ Human _ Body .html www.cdli.ca/CITE/ body .htm www.medtropolis.com/V Body .asp www.kidskonnect.com/ HumanBody / HumanBody .html edtech.kennesaw.edu/web/ human bo.html


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http://www.kidskonnect.com/HumanBody/HumanBody.html

http://www.medtropolis.com/VBody.asp

http://www.cdli.ca/CITE/body.htm

http://www.kidinfo.com/Health/Human_Body.html

http://www.sciencenetlinks.com/interactives/systems.html

http://www.stcms.si.edu/hbs/hbs_student.htm

http://www.innerbody.com/htm/body.html

Project GLADSpringfield Public Schools

Healthy Body SystemsGrade 3

Planning Pages

I. Focus and Motivation Super Scientist Awards Cognitive Content Dictionary with Signal Word Personal Interaction Big Book Observation Charts Inquiry Chart Realia Model of the human body Chants Field trip to a health club Guest Speaker - professional from the health industry Read Aloud Diagram of the human

II. Input• Pictorial Input Chart –Cardiovascular system with healthy choices

10/2 Primary Language ELD Review Learning Log

• Narrative Input Chart – Jose’s Big Day 10/2 Primary Language ELD Review Learning Log

Graphic Organizer – Timeline of Human Health 10/2 Primary Language ELD Review Learning Log

Read Alouds • Expert Groups - Body Systems• Living Wall

III. Guided Oral Practice• Chants• T-Graph for Social Skills, team points • Home/School Connections Focused reading • Process Grid• Poetry/Chants/Songs


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• Exploration Report• Sentence Patterning Chart• Word Trading Game Team skit on refusal skills Personal interaction Process all charts• Team Task Evaluations Found Poetry 10/2 Lecture Negotiating for Meaning Numbered Heads Together

IV. Reading/WritingA. Total Class Modeling

1. Coop Strip Paragraph with responding. revising, and editing2. Readers’ Theatre3. Story Map - Narrative 4. Chants /Poetry5. Found Poetry

B. Small Group Practice (Anything modeled by teacher whole group) Team Tasks Expert groups Flexible Groups

Leveled reading groups ELD Groups

Ear to Ear reading of the poetry book Team Writer’s Workshop SQ3R Readers’ Theatre

C. Individual Individual Tasks Learning Log Letter Home to Parents Reading of Coop Strip Paragraph Journals Listen and Sketch Focused Reading with Personal CCD Home/School Connections DEAR Writing in primary language – narrative, expository, poetry

D. Writer’s Workshop Mini Lesson Write Author’s Chair Conference Publish


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V. Extended Activities for Integration• Poetry Skits• Songs .• Art• Science Explorations

VI. Closure / Evaluation / Assessment • Team Jeopardy• Team Explorations Complete a personal exploration

Write your personal plan to keep your body healthy. Write a personal pledge to not smoke and stay off drugs. Write a poem about the body systems.

Share Team Tasks and Personal Tasks Write a letter home telling your family what you learned. Evaluate week/portfolio Evaluate team work


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Project GLADSpringfield Public School District

HEALTHY BODY SYSTEMSGrade 3

Sample Daily Lesson PlanDay1:

Focus/Motivation 3 Standards/Super Scientist Awards Cognitive Content Dictionary with Signal Word Observation Charts Inquiry Chart Big Book Personal Interaction

o Tell about something you know how to do or a game you like to play. Model of the human body (Mr. Gutzman)

Input Graphic Organizer – Timeline of human health

o 10/2 Primary Languageo ELD Reviewo Learning Log

Read Aloud

Guided Oral Practice T-Graph for Social Skills – Cooperation Picture File Cards – Healthy Choices Exploration Report – Healthy Choices Chant – Here/There

Input Pictorial Input Chart – Cardiovascular System and Healthy Choices

10/2 Primary Language ELD Review Learning Log

Reading/Writing Flexible Group Reading Writer’s Workshop

o Mini Lesson – genres/sketch to plano Writeo Author’s Chair

Closure Process Charts Home/School Connection – Make a list of healthy foods you eat at home.


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Day 2

Focus/Motivation 3 Standards/Super Scientist Awards Process Home/School Connection Cognitive Content Dictionary with Signal Word Review Input chart, Cardiovascular and Healthy Choices AND Timeline with

word cards Review Here/There Chant – highlight, sketch, add picture files Read Aloud Big Book

Input Narrative Input

o 10/2 Lecture -o ELD / Primary Language Reviewo Learning Log

Guided Oral Practice Chant - Body Systems Batman

Reading and Writingo Expert Groupso Team Taskso Writer’s Workshop

Mini Lesson Write Author’s Chair

ClosureProcess the Inquiry ChartInteractive JournalHome School Connection


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Day 3

Focus/Motivation 3 Standards/Super Scientist Awards Cognitive Content Dictionary with Signal Word Process Home/School Connections Read Aloud Review Narrative with word cards and conversation bubbles. Chant – I Feel Good

Guided Oral Practice Mind Map – Cardiovascular System Expert Groups/Team Task Process Grid Revisit Here/There Chant Sentence Patterning Chart

o Reading Gameo Trading Gameo Flip Chant

Reading/Writing Cooperative Strip Paragraph – respond, revise, edit Writers Workshop

o Mini Lessono Writeo Author’s Chair

Closure Home/School Connection – Talk with your parents about systems at home.


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Day 4

Focus/Motivation 3 Standards/Super Scientist Awards Cognitive Content Dictionary with student selected “Stumper” Word Process Home/School Connection Review Charts Story map of Narrative Guest Speaker – doctor

Guided Oral Practice Chants

Reading/Writing Flexible Reading Groups

o Clunkers and Links with SQ3R for at or above grade levelo ELD Group Frame – Narrative Retello Coop Strip Paragraph for emerging readers

Modified Cloze “I’m thinking of a word…” Students read the paragraph to 3 teachers

Found Poetry Strip Book Team Tasks

o Oral team evaluation Ear to Ear reading with Poetry Booklet Writer’s Workshop

o Mini lessono Writeo Author’s Chair

Closure Process Charts Interactive Journal Home/School Connection


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Day 5

Focus and Motivation 3 Standards/ Super Scientist Awards Cognitive Content Dictionary with Signal Word Process Home/School Connection “Magic School Bus” – human body video Review with word cards Chants/Poetry Big Book

Reading and Writing Listen and Sketch Flexible Group reading with Coop strip paragraph Team Tasks

o Written team evaluationo Team Presentations

Focused reading with individual Cognitive Content Dictionary Writer’s workshop

o Mini Lessono Writeo Author’s Chairo Peer Editingo Publishing

Closure Team Jeopardy Process all charts, inquiry chart Skits of Refusal Skills Letter home


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Awards (just add pictures)

Respiration means to breathing. The word in Spanish is “respiración.”

The respiratory system is in charge of breathing, bringing oxygen to your body’s billions of blood cells.

Veins are like highways for blood going back to your heart.

Arteries are like highways for blood going away from your heart.

The digestive system turns food into energy for your body.

Your stomach is a muscular, elastic, pear-shaped bag.

The small intestine is about 6 meters (20 feet) long.

There are 206 bones in the human skeleton. Joints connect bones that you

can move.


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Healthy Body Systems

Scientist Notebook


ScientistNotebook


Scientist Notebook


ScientistNotebook


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Big Book TextPage 1

I thought you‘d like to know that a system is a set of parts, that work together to make a whole. If the parts don’t work together, it isn’t a system.

Parts of a bike work together to make the bike move. The pedals, the chain, the wheels and the handle bar work together. If you had a bike without a chain, would it move?

Parts work together in a system; I just thought you’d like to know.

Page 2


A team has to work together to win the game. All positions on the team are very important. Would a team win the game without a quarterback?


Page 3


Body Systems work together to make your body work. The skeletal, cardiovascular, muscular, nervous, and digestive system all work together. Could you live without your cardiovascular system?


Page 4


Members of a family have to work together to live together. Every person in your family does a job to help your family. Could your family be a family without you?



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A school works together to help students learn. The teachers, principals, secretaries, students, custodians, and parents all work together. Would a school help you learn without the teachers?


Page 6


There are many systems in this world. What are some other systems you can think of?



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Graphic Organizer


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Pictorial Input Chart


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Narrative Input Text

Jose was a third grader who loved soccer. It was the day of a big game, and while he was warming up he kept thinking about what he was learning in school. They were studying body systems, and Jose kept thinking about how his body systems were working to help him move and be strong.

“Alright,” Coach Gonzales called. “Let’s run three laps around the soccer field. Go!”

As Jose ran he felt good. He knew his digestive system had taken the good food he ate for breakfast and turned it into energy.

“When you eat good food, vegetables, fruit, whole grains, lean meat, eggs, nuts, milk, yogurt, and cheese your blood gets energy and you feel good. When you eat a lot of junk food like chips, and candy, and soda pop you fill yourself up with food that doesn’t help you grow and feel strong.”

As Jose finished his third lap he was breathing very quickly. He knew his respiratory system was working hard. His lungs were taking oxygen and giving it to his blood. His teacher had said, “You can’t live for more than 3 or 4 minutes without breathing. Your respiratory system is that important.” Just then Jose saw someone smoking a cigarette and remembered learning about how cigarette smoke puts a yucky tar in the lungs that can cause serious health problems and made it hard for the lungs to do their important job. Respiratory was a big word but

Having just run Jose could also feel that his heart was beating very fast. He put his hand on his chest to feel it. Buh bum, buh bum, buh bum. The heart. Now which body system is that, he wondered. Oh Yeah, he thought, the circulatory system.

“Alright” coach Gonzalez yelled, “Let’s get together to do our stretches. Everybody bend down and touch your toes.” Jose bent down he could feel his muscles stretch. Muscles. Muscular system. Muscles moved the bones in his skeleton. But how do the muscles know what to do? There was a body system in charge of that. What is it?

Jose looked over and saw that his parents and grandparents were there to watch the big game. He heard coach Gonzalez yell, “Alright guys. Circle up.” The soccer team gathered around the coach. He told them. “OK guys. You know what to do. Keep your eyes and ears open. No need to be nervous!” NERVOUS SYSTEM! Thought Jose. That’s it.

As Jose walked onto the soccer field his brain was telling his leg muscles to walk. It sent that message through his nervous system. The whistle blew and the game started. Jose ran. His brain told his muscles to run faster. Someone passed him the ball. Jose saw his chance. BAM. He got a goal.

The body is amazing. With a healthy body, Jose knew that his soccer game would be amazing too. GO Jose!


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POETRY BOOKLET


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Na Na Na Na Na Na Na Na Body SystemsBy Bryan Reed (To the tune of Batman)

Na na na na na na na na Na na na na na na na na Body systems!

Lungs and wind pipe oxygen to the cellsRespiratory system!

Heart, and veins, and arteries Circulatory system!

Teeth, saliva, stomach, intestinesDigestive system!

Skull, vertebrae, 206 bonesSkeletal system!

Voluntary muscles, involuntary musclesMuscular system

Eyes, ears, nose, tongue skin, nerves, spinal cordMessages to the brain, messages from the brainNervous system!

Na na na na na na na na Na na na na na na na na Body systems!


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Healthy Bodies Here/ThereBy Meagan Yockey

Body systems here, Body systems thereHealthy Bodies Everywhere!

Strong bones growing,Warm blood moving,Healthy lungs inhaling, And powerful stomachs digesting.

Muscles in the body.Signals to the brain.Blood through the body.And Bones in our skeletal systems.

Body systems here, Body systems thereHealthy Bodies Everywhere!Bodies! Bodies! Bodies!


I Feel GoodBy Bryan Reed (to the tune of James Brown’s “I Feel Good”)

I feel good (buh duh duh duh duh duh duh)I knew that I would (buh duh duh duh duh duh duh)I eat well (buh duh duh duh duh duh duh)Don’t smoke and my cells can tell (buh duh duh duh duh duh duh)Healthy (bau bau) That’s me (bau)I feel good (Duh duh duh duh duh duh duh)

I feel good (buh duh duh duh duh duh duh)I knew that I would (buh duh duh duh duh duh duh)I watch for cars on the road (buh duh duh duh duh duh duh)So I’m not squashed like a toad (buh duh duh duh duh duh duh)I don’t talk to strange dudes (buh duh duh duh duh duh duh)Like mama told me not to do (buh duh duh duh duh duh duh)Safety for me (bau bau) For me (bau)I feel good (Duh duh duh duh duh duh duh)

When I take care of my selfI find myself in good healthAnd when I’m in good healthI feel so good about myself


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Healthy Choices Sound OffBy: Bryan Reed

I don’t know but I’ve been told Health is worth much more than goldYou’re body’s kind of like a carThat’s brought you here to where you areAnd where you’ll go is kind of up to youHealthy livin’s what’s to do

Sound off: ChoicesSound off: I makeI make choices for me

I don’t know but some have saidThey’re better off cause of books they’ve readEven though TV and video games rockGet out of doors and take a walkRide a skateboard. Ride a bike .Get off your bottom. Take a hike.B. Ball, soccer, swimming tooSo much to do that’s good for you


I don’t know but you can betLots get sick from cigarettes Chips and candy, soda popGonna make your body flopMilk, lean meat, veggies, fruitNuts, grains and beans are good for you



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Sciences of Health BugalooBy Bryan Reed

We’re the sciences of health and we’re here to sayPay attention to your self so that healthy you’ll stayPsychology, the science of emotion and mind Talk with people, get hugs, take it easy, be kindThere’s a lot out there that’s hard, and scary, and weirdThink it out, talk it out, and work through what you fear

Psychology, biology, sociology tooDoin’ the sciences of health bugaloo

Biology is the science of lifeCareful study’s taught us lots to keep you feelin’ alrightIt studies all the parts to take care of the whole Looks at diseases, viruses, bacteria, WHOA!There’s a lot of body systems and a lot that would defeat ‘emBiology’s behind the medicines that can beat ‘em


Now the human animal is a social kindSociology studies the bigger group’s mindThere are forces at play that help us get a longThere are messages we can send that can make it all wrongSociology wonders how to make things rightWhen you get six billion people on a planet real tight



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Yes Ma’amBy Meagan Yockey

Is this the respiratory system?Is this the reparatory system?How do you know?How else do you know?

Is this the circulatory system?Is this the circulatory system?How do you know?

What else can you tell?

Is this the digestive system?Is this the digestive system?How do you know?

What other organs does it use?

Is this the nervous system?Is this the nervous system?How do you know?What does the brain do?

Is this the skeletal system?Is this the skeletal system?How do you know?What do the bones do?

Is this the muscular system?Is this the muscular system? How do you know?Why do they do that?

Yes Ma’am!Yes Ma’am!It has lungs.The lungs inhale oxygen.

Yes Ma’am!Yes Ma’am!Blood goes through the heart, artery and veins.They take oxygen and food to the body.

Yes Ma’am!Yes Ma’am!Food goes through the mouth and stomach.The small and large intestine.

Yes Ma’am!Yes Ma’am!Signals are sent to the brain?It sends messages down the spinal chord.

Yes Ma’am!Yes Ma’am!It’s made up of bones.Give support, shape, and protection.

Yes Ma’am!Yes Ma’am!Muscles lengthen and shorten.To make us move!


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Home/School Connections


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Home/School Connection #1Conección de casa y escuela #1

We are studying healthy body systems. Please make a list of the healthy food you eat at home. Sketch and write.

Estudiamos la salud de las sistemas del cuerpo. Favor de hacer una lista de las comidas saludables que comen en casa. Favor de escribir y hacer un bosquejo.

Student’s Signature / Firma del estudiante ___________________________________

Parent’s Signature/Firma de los padres _____________________________________


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Home/School Connection #2Conección de casa y escuela #2

We’re studying the systems of the body. We say that a system is a group of things that work together to get things done. Please sketch & write about a system that you have at home to get something done. For example, you can sketch & write about who does what to make dinner and clean up the kitchen afterwards.

Estudiamos las sistemas del cuerpo. Decimos que una sistema es un grupo de cosas que trabajan juntos para hacer cosas. Favor de escribir y hacer un bosquejo de una sistema que tienen en casa para hacer cosas. Por ejemplo puedan escribir de quien hace cuales cosas para hacer la cena y limpiar la cocina después.

Student’s Signature / Firma del estudiante ___________________________________

Parent’s Signature/Firma de los padres _____________________________________


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Expert Groups


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The Skeletal System

Function

You would be floppy like a bean bag without your skeleton. There are 206 bones in the skeleton.

They give your body its shape. So when kids get taller their bones are growing. They let you do

work. For example your finger bones work together so you can write. Bones protect what’s inside of

your body. Imagine what could happen to your brain without the skull bones that protect it.

Parts

Your skeleton is made up of 206 bones. But when you were born some of them fused, or joined

together. There are skull bones and jaw bones that shape our head and protect our brain. The jaw

bones shape our mouths and let us do the important work of eating and talking. The ribs shape our

chest and protect our lungs and heart. Your spinal column shapes your back and protects your very

important spinal chord. Joints, like knees and elbows and fingers help your body bend and do work.


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Ways to Keep Healthy

Your bones are actually alive. They need oxygen from the air you breathe and nutrients from the

food you eat. Milk helps your bones because it has a nutrient called calcium that bones need in order

to grow and be healthy. Because your bones are ridged, or don’t bend, they can break. When you

play, be careful. Use a helmet to protect your skull when you ride a bike.


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The Digestive System

Function:

When your teeth tear into a piece of pizza, your digestive system begins its work. That delicious bite

will become energy and nutrition to build your body. Your digestive system breaks down, or digests,

your food. It takes the useful parts of your food, or nutrients, throughout your body. About two days

later the leftovers are sent out as waste.

Parts:

Digestion starts in your mouth when your teeth and saliva break your food into little pieces. When you

swallow your food travels to the stomach where, for about four hours, special juices called bile digest it even more. Food

then goes to intestines which are like long squishy tubes. They are at least 25 feet long, or about as long as six third

graders lined up and laying down head to toe. The intestines dry up the food, sucking out the moisture and nutrients.


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Ways to Keep It Healthy

Some food is good for you: fruits, vegetables, whole grains, milk, cheese, nuts, and lean meats. Then

there’s junk food. Can you think of some examples? If you said Hot Cheetos, or candy, you’d be

right. Junk food is not good for our bodies. When you eat well, you give your digestive system what

it needs to your body healthy.


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Muscular System

Function

Muscles move you! Without muscles you couldn't open your mouth, speak, shake hands, walk, talk,

or move your food through your digestive system. You would not be able to smile, blink, or breathe!

You couldn't move anything inside or outside you. Almost half of what you weigh is muscles.

Muscles work in pairs to pull the parts of your body around. One muscle will pull your finger one

way, and another will pull it back. Wiggle your finger and try to feel your muscles pulling!

Parts

You have over 630 muscles in your body, and you have over 30 muscles in your face! Some muscles

need to be told by your brain what to do. These are called “voluntary” muscles. When you raise

your hand, your brain tells your arm to go up in the air. Other muscles don’t need to be told what to

do, like your heart or the muscles in your eye lids. In fact, your eye lid muscles are some of the

busiest muscles in your body! Your heart beats all the time, your lungs make you breath, and your

eyes blink without you noticing. These are “involuntary” muscles. Can you tell the difference

between “voluntary” and “involuntary”?


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Ways to keep it healthyHave you ever pulled a muscle, or heard of someone pulling a muscle? This is when they tore the muscle, and it hurts to

move it for a while. Muscles will heal if you exercise and stretch. Exercise actually breaks down the muscles so the

body will build it back up stronger. Stretching helps blood get into your muscles so they can build back up faster.


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Nervous System

FunctionCan you see the teacher sitting in front of you? Can you smell what is for lunch when you walk towards the cafeteria?

Does it hurt when you fall down? All of these messages sent to your brain through the nervous system. When you want

to move, hear, think, dream, run, sleep, laugh, sing, walk, or write, you use your nervous system. What else do you do

that uses your nervous system?

Parts

The most important part of the nervous system is the brain. Your brain is connected to your spinal

chord, which is connected to your nerves. When you pick up a cup of hot chocolate, the nerves in

your hand send messages that the cup is hot! These messages use a form of electricity to go up your

arm, through the nerves, to your spinal chord, and up to your brain. Can you imagine how fast those

messages must travel? Send a message from your brain to your toes. Tell them to wiggle. See how

fast it happens!


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Ways to keep it HealthyKeeping your brain safe is a great way to keep your nervous system healthy. Wear a helmet when you ride your bike or

do anything else that might hurt your head. Get lots of sleep so your brain can rest. Drugs also slow down the messages

from your brain to your body parts. So, be sure to stay away from them!


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Mind Map


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Process Grid

System Function Parts Ways to Keep It Healthy

Interesting Facts

Cardiovascular

Skeletal

Muscular

Nervous

Digestive


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