Project GLAD
Newhall Elementary School District
HUMAN BODY
(Level 5)
IDEA PAGES
UNIT THEME – Systems and Interactions: Systems of the Human Body
 Body systems transport material
 Systems work together to maintain the organism
 Nutrition & exercise facilitate maximum efficiency of body systems
FOCUS/MOTIVATION
 Read Aloud – Magic School Bus in the Human Body
 Inquiry charts What do you know about the human body?
 What do you what to know about the human
body
 Songs – “Free to Be…You and Me” by Stephen Lawrence and Bruce
Hart and “When we Grow Up” by Stephen Lawrence and Shelly
Miller
 Cognitive Content Dictionary with signal word
 Shared reading: Big Book
 Field trip to hospital, doctor’s office or gym
 Guest speaker: doctor, dietician, athlete
 Awards
 Observation charts
 Creation of picture card files by the students of images related to
health and exercise
 Video –The Human Machine by Eye Witness
 “What’s in the Sack?” by Shel Silverstein
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III.
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IV.
CLOSURE
Processing all chart
Home-school connection
Evaluate week/ portfolio
Student generated test
Team explorations
a. Create a big book for the human body
b. Human body pictorial input
Evaluation of Compare/Contrast essay
Letter to parents
Tasting various types of raw vegetables
CONCEPTS (Science Standards)
Life Sciences
2. Plants and animals have structures for respiration, digestion, waste
disposal, and transport of materials:
2a. Students know many multicellular organisms have specialized
structures to support the transport of materials.
2b. Students know how blood circulates through the heart chambers,
lungs, and body and how carbon dioxide & oxygen are exchanged in
the lungs and tissues.
2c. Students know the sequential steps of digestion and the roles of teeth
and mouth, esophagus, stomach, small intestine, large intestine, and
colon in the function of the digestive system.
2d. Students know the role of the kidney in removing cellular waste from
blood and converting it into urine, which is stored in the bladder.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting
careful investigations. As a basis for understanding this concept and
addressing the content in the other three strands, students should develop
their own questions and perform investigations. Students will:
6a. Classify objects (e.g., rocks, plants, leaves) in accordance with
appropriate criteria.
6b. Develop a testable question.
6c. Plan and conduct a simple investigation based on a student-developed
question and write instructions others can follow to carry out the
procedure.
6d. Identify the dependent and controlled variables in an investigation.
6e. Identify a single independent variable in a scientific investigation and
explain how this variable can be used to collect information to answer
a question about the results of the experiment.
6f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and
graduated cylinders) and make quantitative observations.
6g. Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on
those data.
6h. Draw conclusions from scientific evidence and indicate whether
further information is needed to support a specific conclusion.
6i. Write a report of an investigation that includes conducting tests,
collecting data or examining evidence, and drawing conclusions.
V.
VOCABULARY
cell
organ
alveoli
villi
salivary glands
liver
stomach
small intestine
blood
veins
kidneys
circulatory system
respiratory system
muscular system
joints
ligaments
receptors
tissue
capillaries
system
nephrons
esophagus
gallbladder
pancreas
large intestine
heart
arteries
excretory system
digestive system
skeletal system
bone marrow
tendons
neuron
nervous system
VI.
ORAL LANGUAGE/READING/WRITING SKILLS
Listening & Speaking
1.0 Listening & Speaking Strategies
Comprehension
1.1 Ask questions that seek information not already discussed.
1.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and
perspectives.
1.3 Make inferences or draw conclusions based on an oral report.
Organization and Delivery of Oral Communication
1.4 Select a focus, organization structure, and point of view for an oral
presentation.
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, &
gestures.
Analysis and Evaluation of Oral and Media Communications
1.7 Identify analyze & critique persuasive techniques; identify logical fallacies used
in oral presentations and media messages.
1.8 Analyze media as sources for information, entertainment, persuasion,
interpretation of events, and transmission of culture.
2.0 Speaking Applications (Genres & Their Characteristics)
2.1 Deliver narrative presentations.
2.2 Deliver informative presentations about an important idea, issue, or event.
2.3 Deliver oral responses to literature.
(Grades 3-5 ELD Standards) Listening & Speaking
Comprehension
B:
Speak with few words/sentences
Answer simple questions with one/two word responses
Retell familiar stories/participate in short conversations/using
gestures.
EI:
Ask/answer questions using phrases/simple sentences
Restate/execute multi step oral directions
I:
Ask/ answer question using support elements
Identify key details from stories/information
EA:
Identify main points/support details from content areas
A:
Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
B:
Uses common social greetings
EI:
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
I:
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive
words/paraphrasing
EA:
Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering
questions/restating & soliciting information
Appropriate speaking based on purpose, audience, subject matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
A:
Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast &
print media
Use standard English grammatical forms/sounds/intonation/pitch
Reading:
1.0 Word Analysis, Fluency & Systematic Vocabulary Development
Word Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and
accuracy and with appropriate spacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms,
antonyms, and idioms to determine the meaning of words &
phrases.
1.3 Use Knowledge of root words to determine the meaning of
unknown words within a passage.
1.4 Know common roots and affixes from Greek & Latin & use this
knowledge to analyze the meaning of complex words.
1.5 Understand & explain the figurative and metaphorical use of
words in context.
2.0 Students read and understand grade-level appropriate material. They draw upon a variety
of comprehension strategies as needed.
Structural Features of Informal Materials
2.1 Identify structural patterns found in informational text.
2.2 Analyze text that is organized in sequential or chronological order.
Comprehension & Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas & concepts presented in texts, identifying
& assessing evidence that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support
them with textual evidence and prior knowledge.
2.5 Distinguish facts, supported inferences, and opinions in text.
2.0 Literary Responses & Analysis:
Structural Features in Literature
3.1 Identify & analyze the characteristics of poetry, drama, fiction, & nonfiction and explain the appropriateness of the literary forms chosen by an
author for a specific purpose.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main problem or conflict of the plot & explain how it is
resolved.
3.3 Contrast the actions, motives, & appearances of characters in a work of
fiction and discuss the importance of the contrasts to the plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and
recognize themes in sample works.
3.5 Describe the function and effect of common literary devices.
Literary Criticism
3.6 Evaluate the meaning of archetypal patterns & symbols that are found in
myth and tradition by using literature from different eras & cultures.
3.7 Evaluate the author’s use of various techniques to influence reader’s
perspective.
(Grades 3-5 ELD Standards) Reading
Word Analysis
Concepts about Print, Phonemic Awareness, Decoding & Word
Recognition
B:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
EI:
Read orally recognizing/producing phonemes not in primary
language
Recognize morphemes in phrases/simple sentences
I:
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
EA:
Use knowledge of morphemes to derive meaning from
literature/texts in content areas
A:
Use root & affixes to derive meaning
Fluency & Systematic Vocabulary Development
Vocabulary & Concept Development
B:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple ques./ans.)
Demonstrate comprehension of simple voc. with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
EI:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or
reading aloud
Read own narrative & expository text aloud with pacing,
intonation, expression
I:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in text
Recognize & correct grammar, usage, word choice in speaking or
reading aloud
Read grade level narrative/expository text aloud with pacing,
intonation, expression
Use content vocabulary in discussions/reading
Recognize common roots affixes
EA:
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing,
intonation, expression
A:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent
reading
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, intonation
Reading Comprehension
B:
Answer fact questions using one/two word response
Connect simple text read aloud to personal experience
Understand & follow one-step direction
Sequence events from stories read aloud using key words /phrases
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter headings
EI:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
I:
Orally respond to comprehension questions about written text
Read text features: title, table of contents, chapter headings,
diagrams, charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in
literature/content text
EA:
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal
Identify function of text features: format/diagrams/charts/
experiences/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
A:
Make inferences/generalizations, draw conclusions from grade
level text resources
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence, cause/effect
Reading Literacy Response & Analysis
Narrative Analysis of Grade-Level Appropriate Text
B:
One/two word oral responses to factual comprehension questions
Word/phrase oral response identifying characters and settings
Distinguish between fiction & non-fiction
Identify fairy tales, folk tales, myth, legend using lists,
charts, tables
EI:
Orally answer factual questions using simple sentences
Orally identify main events in plot
Recite simple poems
Orally describe setting of literature piece
Orally distinguish among poetry, drama, short story
Orally describe character of a selection
I:
Paraphrase response to text using expanded vocabulary
Apply knowledge of language to derive meaning from text
EA:
Describe figurative language (simile, metaphor, personification)
Distinguish literary connotations from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is resolved
Recognize first & third person in literary text
A:
Describe characters of poetry, drama, fiction & non-fiction
Evaluate author’s use of techniques to influence reader
Describe directly stated & implied themes
Compare & contrast motives of characters in work of fiction
Writing
1.0 Writing Strategies
Organization & Focus
1.1 Create multiple-paragraph narrative composition.
1.2 Create multiple-paragraph expository compositions.
1.3 Use organizational features of printed text to locate relevant information.
1.4 Create simple documents by using electronic media & employing
organizational features.
1.5 Use a thesaurus to identify alternative word choices and meanings.
1.6 Edit & revise manuscripts to improve the meaning & focus of writing by
adding, deleting, consolidating, clarifying, and rearranging words & sentences.
2.0 Writing Applications (Genres & Their Characteristics)
2.1 Write narratives
2.2 Write responses to literature.
2.3 Write research reports about important ideas, issues, of events.
2.4 Write persuasive letters or compositions.
Written & Oral English Language Conventions
1.0 Written & Oral English Language Conventions
Sentence Structure
1.1 Identify & correctly use prepositional phrases, appositives, & independent &
dependent clauses; use transitions & conjunctions to connect ideas.
Grammar
1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.
Punctuation
1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation
marks around exact words of a speaker and titles of poems, songs, short stories, &
so forth.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
(Grades 3-5 ELD Standards) Writing Strategies & Applications
Penmanship, Organization & Focus
B:
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical
Forms
EI:
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, charts
Write paragraphs of at least four sentences
Write words/simple sentences in content area
Write friendly letter
Produce independent writing
I:
Narrate sequence of events
Produce independent writing
Use a variety of genres in writing
Create paragraph developing central idea using grammatical form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
EA:
Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Write multi-paragraph narrative & expository compositions
A:
Write short narrative in all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
B:
Begin own name & sentences with capital letter
Use period at end of sentence
EI:
Begin proper nouns & sentences with capital letter
Use period at end of sentence/use some commas
Edit for basic conventions
I:
Produces independent writing
Use standard word order
EA:
Produces independent writing with correct capitals, punctuation,
spelling
Use standard word order
Edit for basic conventions
A:
Use complete sentences & correct order
Use correct parts of speech
Edit for punctuation, capitalization, & spelling
Produce writing with command of standard conventions
VII.
RESOURCES AND MATERIALS – Non-fiction
Reader’s Digest Pathfinders, The Human Body
Melvin and Gilda Berger, Why Don’t Haircuts Hurt?
Kid’s Discover, Bones
Melvin Berger Germs Make Me Sick
Joanne Settel and Nancy Baggett Why Does my Nose Run?
Ovid K. Wong Your Body and How it Works
Darlene R. Stille The Nervous System
Ovid K. Wong Your Body and How it Works
Darlene R. Stille The Nervous System
Ovid K. Wong Your Body and How it Works
Darlene R. Stille The Nervous System
Darlene R. Stille The Digestive System
Darlene R. Stille The Respiratory System
Darlene R. Stille The Circulatory System
Daria Luisi Your Amazing Brain
Carol Ballard The Skeleton and Muscular System
Fran Balkwill Amazing Schemes within your Genes
Diane Swanson Burp!
RESOURCES AND MATERIALS –Fiction
Joanna Cole & Bruce Degen, The Magic School Bus Inside the Human Body
Marlo Thomas & Friends, Free to Be You and Me
RESOURCES AND MATERIALS – Poetry
Marlo Thomas & Friends, Free to Be You and Me
Shel Silverstein, “What’s in the Sack?”
RESOURCES AND MATERIALS – Literature
Bob Barner Dem Bones
Audrey Wood, Quick as a Cricket
Margaret Wise Brown, The Important Book
RESOURCES AND MATERIALS – Music
Marlo Thomas & Friends, Free to Be You and Me
RESOURCES AND MATERIALS – Teacher Resources
Science Framework for California Public Schools
Science Textbook, Harcourt
RESOURCES AND MATERIALS – Multimedia
C.D.: Marlo Thomas & Friends, Free to Be You and Me
Computer C.D.: Joanna Cole & Bruce Degen, The Magic School Bus Inside
the Human Body
School House Rock Science
Project GLAD
Newhall Elementary School District
HUMAN BODY
(Level 5)
UNIT PLANNING PAGES
I.
FOCUS/MOTIVATION
 Signal word with Cognitive Content Dictionary
 Read Aloud – Dem Bones, Magic School Bus –Human Body
 Inquiry charts- What do you know about the human body?
 Picture File cards
 Realia- bones, cow eyeball
 Bulletin board-pictures of the systems of the human body
 Dressing up – doctor, scientist, athlete
 Teacher made Big Book- A Journey through the Human Body
 Field trip –garden, hospital, science museum
 Guest speaker: doctor, nurse, nutritionist, athlete
 Awards
 Observation charts
 Explorer report
 Creation of picture card files by the students
 Video – Eyewitness on Human Body, School House Rock on Science,
Magic School bus on Human Body
 Food-healthy snacks
 Word web- healthy living
II.
INPUT
 Pictorial input – systems of the human body, healthy kid
 Pictorial input – skeletal system
 Pictorial input – digestive system
 Overheads-systems of the body
 Chart/diagrams-systems of the body
 Realia- bones, cow eyeball
 10/2 – in English and primary languages
 Expert Groups- system of the body
 Narrative input: Digestive system
 Science explorations
 Demonstration-dissection of cow eyeball
 Comparisons- skeleton of humans vs. animals
 Mini-lessons for writer’s workshop
 Story mapping
 Graphic organizers from expert group
III.
GUIDED ORAL PRACTICE
 Process grid- Systems of the Human body
 T-graph – social skill- team points
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IV.
Personal interactions
Processing all charts
Sentence Pattern Chart – Body systems
Science explorations –
Cognitive content dictionary
10/2
Expert groups
Heads together sharing
Chants/Songs
Picture file cards to stimulate conversation, higher-level thinking
Poetry frames
READING/WRITING
A.
Total Class
 Model shared reading of songs, poetry and chants
 Modeled compare/contrast writing for two body systems
 Modeled Cognitive Content Dictionary
 Strip Paragraph with picture cards
 Process Grid with human body system
 Group Frame
 Listen and sketch
 Story Map from narrative input
 Sentence Patterning chart
 Found poems from Expository Text
 Coop strip paragraphs
 Strip books
 Process grid
B.
Small Group / Cooperative
 Heterogeneous expert groups
 Flexible reading group
 Ear to ear reading
 Team Tasks
C.
Individual Activities
 Learning logs
 Interactive Journal writing
 Writer’s workshop
 Double entry journal
 Strip book
 Cognitive Content Dictionary
 Found poem
 Expository essay
 Narrative essay
 Poetry
D.
Writers’ Workshop
 Mini lessons Writing process
 Author’s chair
 Conferencing
V.
EXTENDED ACTIVITIES FOR INTEGRATION
 Science Explorations
 Cooking
 Field trips
VI.
CLOSURE
 Processing all chart
 Letter to parents
 Portfolio of systems
 Home School Connection
 Student generated test
Project GLAD
Newhall School District
Human Body
Level 5
SAMPLE DAILY LESSON PLAN
Day 1
Focus/Motivation
 Behavior management: Three Personal Standards/ Set up Award system with
Super Scientist
 Zero noise signal to get attention
 Numbered heads
 Cognitive Content Dictionary: Teacher gives first word and models how to use
the dictionary. Use this word as the signal word throughout the day.
(Collaboration)
 Observation Charts with partners
 Inquiry Chart
Input
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Graphic organizer on Tree of Life
Big Book of Journey Thought the Human Body with 10/2
Pictorial Input of a Skeletal System with personal interactions about health issue
Learning Log (Write 3 new things you learned about the skeletal system/Tell
about a time you or someone else broke a bone)
ELD review of Pictorial
Guided Oral Practice
 “Bones Here, Bones There” Chant with movements
 Team Points (Pick one student to be the point keeper of the day.)
 T-Graph for cooperation
 “What’s in the Sack”/Exploration Report on animal bones
Closure
 Interactive Journals
Day 2
Focus/Motivation
 Cognitive Content Dictionary-vertebrate
Input
 Review pictorial input with word cards
 Pictorial of digestive system
 Narrative input on Digestive system
Guided Oral Practice
 Chant: “I’m a Piece of Food You Eat”
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Team Tasks: Team color key, Exploration Report, pictorial of skeletal system,
pictorial of digestive system, team dictionary, Tree of Life
Expert Group with graphic organizer
Writer’s Workshop
 Mini-lesson on getting started
 Author’s Chair
Closure
 Interactive Journals
 Home/School Connection: fruits
Day 3
Focus/Motivation
 Review and share home/school connection. Give team points.
 Cognitive Content Dictionary
 Review Narrative input with conversation bubbles and word cards
Guided Oral Practice
 Sentence Patterning Chart: organs
*Sentence Building Game
*Trading Game
*Here, There Adaptation
 Team tasks: Sentence Patterning Chart Flip Book, Label digestive system
pictorial, Here, There poem frame
 Expert Group with graphic organizer
Reading /Writing
 Flexible reading Groups: High/GATE- Clunkers and Links with expository text
Writer’s Workshop
 Mini-lesson on Important Book frame
 Writer’s Workshop
 Author’s Chair
Closure
 Interactive Journals
 Home/School connection: Story with food connection
Day 4
Focus/Motivation
 Review and share home/school connection. Give team points.
 Cognitive Content Dictionary
Guided Oral Practice
 Story Map of narrative input

Process Grid
Reading /Writing
 Cooperative Strip paragraph –The human body is a collaboration of systems.
Reading /Writing
 Flexible Reading Groups: Title I- Review strip paragraph, ELD- retell narrative
input
 Team tasks (add): Share information for process grid, revise Cooperative Strip
Paragraph, Important Frame
Writer’s Workshop
 Mini-lesson on Simile (Quick as a Cricket and demo bones flip)
 Writer’s Workshop
 Author’s Chair
Closure
 Interactive Journals
Day 5
Focus/Motivation
 Cognitive Content Dictionary
Guided Oral Practice
 Review Inquiry Chart
 Heart and Blood Chant
 Expository Text for Juicy words
 Found Poem
Reading /Writing
 Ear to Ear reading with poetry book
 Walk the walls
 Personal Cognitive Content Dictionary
 Multiple Intelligence:
Share one team activity
Closure
 Family Feud with Awards
 Write a letter to parents
BIG BOOK TEXT
A Journey through the Human Body
Big Book
By Mrs. Haring
Hi, my name is Homo Sapien! We all come in many shapes, sizes and colors. Join me on
a journey through my body and you will see how much we are all alike.
The skeletal system provides support my frame. My bones also protect my internal
organs. The bones of my body are living organs made up of connective tissue. Bones
meet at joints to allow for smooth movement as I move through my day. But, my skeletal
system cannot work alone…
My skeletal system is attached to my muscular system by tendons. I have three kinds of
muscles – voluntary, smooth, and cardiac muscles. These muscles create movement from
the tiniest twitch to the greatest leap. But, my muscular system cannot work alone…
The muscular system is controlled by the nervous system that sends and receives
messages throughout my body. My brain receives and sends messages to and from
nerves through my spinal cord, so that I can react to my environment. But, the nervous
system cannot work alone…
The nervous system receives oxygen for my brain from the circulatory system. This is a
complex network of veins and arteries that transport blood around the body.
The
heart is the central part of this system as it is a pump that moves the blood. The
circulatory system cannot work alone…
The circulatory system receives oxygen from the respiratory system. Respiration is the
intake of oxygen from the air into my body through two specialized organs called the
lungs. When my lungs are filled with air, oxygen is absorbed into the bloodstream
through tiny sacs called alveoli. Carbon dioxide passes from the blood into the alveoli
and is flushed out of the body when I exhale. But, the respiratory system cannot work
alone…
The respiratory system receives nutrients from the digestive system. This is a tube of
connected organs where specialized activities occur along its length. This begins in the
mouth where my food is chewed and mixed with saliva. The process of digestion
continues after the food is swallowed and enters my stomach. Then my intestines can
absorb digested food. But, the digestive system cannot work alone…
The waste from the digestive system is removed from my body by the excretory system.
The kidneys process cell waste, including carbon dioxide and ammonia. Waste is
removed from my body through urine and feces.
As you can see, no matter the shape, size, or color of skin, we are all the same within!
NARRATIVE INPUT: DIGESTIVE SYSTEM by Denise Sudik
It was just another day in room 22. Recess was over and Ms. Dove had just
begun another lecture in science class. “Physiology”, she said, “is the study
of…” Her voice drifted in and out of my thoughts. The last thing I heard as my
head slowly dropped to my desk was, “The digestive system has two functions…”
When I opened my eyes, I was astonished to find I was no longer sitting at my
desk… I was in some strange place next to a huge blue blob. “Who are you?” I
asked in astonishment. “My name is Den, Den Tine, I’m your gum. …you’ve
been chewing me since recess. “ Den Tine,” I exclaimed. “Where are we?”
“Inside your body,” he replied nonchalantly. “INSIDE MY BODY?” I cried.
“Well, inside your mouth to be more specific…you can’t be too careful in here,
you know.” “What do you mean?” I queried. “Well, if you’re not bitten or crushed
to death by your teeth, you might just drown when… Duck!” yelled Den.
Just then I found myself drenched with some kind of slimy liquid. “What’s going
on?” (add salivary glands) “That’s your salivary glands squirting saliva. Saliva is
mainly water but it also contains slimy mucus and the enzyme amylase.
Amylase is a chemical which begins digestion.”
“What do you mean,” I asked.
Den replied, “Your teeth grab your food then chop, tear & grind it into smaller
pieces. Your strong, muscular tongue crushes & mixes the food while your
salivary glands squirt saliva into your mouth. This makes your food wet and
slimy enough to swallow. LOOK OUT.”
“Now what?” “Hang on! Your tongue is going to push us up against the hard
palate, and backward into your pharynx.” “My pharynx?” “Your pharynx. That’s
what we call your throat in here.” “Oh,” I replied, a little embarrassed.
As my pharynx squeezed us downward, I saw what looked like a door closing.
“What’s that?” I asked Den. “That’s your epiglottis.” “Why is my epiglottis
closing?” “Your epiglottis closes to keep food out of your windpipe…You
wouldn’t want your food to get into your lungs and choke you, now, would you?”
“Of course not!’ I exclaimed.
“Brace yourself for the 5 second ride down your esophagus,” warned Den. “The
contractions that are gonna move us on down are called peristalsis.” “Yahoo,” I
yelled, as we rode the peristalsis waves down, down, down.
We dropped as a big slimy ball called bolus into my stomach. “We’re gonna be
here for about 4 hours,” said Den. “Well, then let’s relax,” I said. No sooner had
I settled in, when mucus, acid and enzymes began to pour out. “Whoa,” I yelled,
“What’s happening?” “The mucus is coating your stomach lining to protect it
from the acid.” “Acid!” I yelled. “Oh course,” said Den. “The acid provides the
right environment for the enzymes.” “Enzymes!” I yelled. “Oh course, how else
do you think your food gets digested?” After about 2 hours of kneading and
crushing by my stomach muscles we were becoming liquidized into a soupy
mixture called chyme. After about 4 hours my stomach muscles began to squirt
the chyme
through the duodenum. “Boy, am I glad to be out of there!” I said. At that
moment, fluids came pouring in from all directions. “What’s happening now?” I
cried.
“That’s just juices from the pancreas and bile from the liver. The juices from the
pancreas contain enzymes. We’re very acidic from all that action in the stomach.
These juices will help make the soupy chyme we’re floating in less acidic.”
“Good,” I said.
“The enzymes from the pancreas will also help digest your food as we continue
our journey through your small intestine.” “So this’ll be a short ride?” “Oh no,
my friend. Your small intestine is 161/2 feet long!”
As we continued our journey through the tunnels of the small intestine, I noticed
an endless series of hills and valleys. Coming out of them seemed to be tiny
fingers tickling us along. “What are these,” I asked Den. “Villi,” he explained,
“They absorb the digested food that’s ready to nourish the rest of your body.”
“Oh,” I said, a little nervously. “And just exactly where is that food going?” I
queried.
“It’s going through the liver.” “Where the bile came from?” I interrupted.
“Exactly,” replied Den, “The liver stores the bile in the gallbladder. The liver will
store some of it and convert the rest, allowing it to travel to where it is needed.
Your liver is very important…it also removes poisons and drugs from the blood.
Your liver works so hard that the heat it generates from doing all this work helps
warm your body!”
“Wow,” I said as we bumped along the walls of the small intestine.
We continued to be mashed, mushed and drenched, all the while being
bombarded with the digestive chemicals known as enzymes. I watched the food
around me getting smaller and smaller until it was tiny enough to slip through the
intestinal wall to be carried away by my blood.
After hours we were squeezed dripping wet into a bigger tunnel. “Don’t fall into
your appendix, that little tube there,” shouted Den grabbing me in the nick of
time! “What does the appendix do,” I asked thankfully. “Nothing,” said Den,
“unless it gets infected. That’s called appendicitis. If that happens, you have to
have it removed.” “Well Den, let’s keep on moving!” “Where are we now?” I
asked exhausted. “We’re in your large intestine with anything that hasn’t
already been digested,” Den replied. “Will this ever end?” I shouted. “From
beginning to end, your journey will take about 20 hours and you will have
traveled over 20 feet.” We were then squeezed up through the ascending
colon, across the transverse colon and then down the descending colon. As
we traveled, any of the valuable fluids around us were being reabsorbed into my
body. We became dryer and dryer and as we passed through the sigmoid
colon I asked, “What next?” “We’ll be stored in your rectum as feces until we
pass through the anus when you go to the toilet,” Den replied matter of factly.
“Oh no!” I cried in horror. The next thing I knew, everything went black and when
I opened my eyes, to my relief, I was sitting at my desk in room 22 as if nothing
had happened. When Ms. Dove asked, “What are the two functions of the
digestive system?”---I raised my hand and answered confidently, “To break food
into nutrients and then get the nutrients into the blood for the circulatory system
to take to my cells!”
EXPOSITORY TEXT for found poem:
How does a car work? You cannot really tell just by
looking at the outside. You need to get under the hood, look
at the parts of the engine, and see how they fit together.
The same applies to the human body. Looking from the
outside, all you can see is an outer covering of skin. Even
looking into the mouth and down the throat does not tell you
very much. But under this outer layer lies a collection of
different parts that collaborate to produce the complex
organism called the human being.
Think about someone kicking a football. The muscles
pull on the leg bones to produce the kicking movement. In
order to pull, muscles need energy. This is supplied, in the
form of food and oxygen, by the bloodstream. The food is
absorbed into the body through the intestines. The oxygen
is absorbed through the lungs. Waste material produced by
this body activity is removed via the lungs and the urine.
And all of this is controlled by messages sent along the
nervous system and by chemicals called hormones released
into the bloodstream.
Just this one activity illustrates most of the body’s
systems at work. These major systems support the body,
move it, control its activities, transport materials around it,
remove waste from it, supply it with oxygen and food, and
enable it to reproduce itself. Each has its job to do, but all
work together in a coordinated way to produce the intricate
complexity of the living human body.
Body systems work together somewhat like the parts of
a city. The brain and nervous system are the city council
and telecommunication system.
The digestive system
provides food, like the stores and supermarkets. The blood
system acts like a road network. And the body, like the city,
needs its power supplied and its waste disposed.
From The Children’s Atlas of the Human Body by Richard Walker
Date: _____________________
Project GLAD
HUMAN BODY UNIT
Home/School Connection
Interview your parents or any adult. Ask them to tell you a folk tale or legend from your
family’s culture that has to do with nutrition and food.
Parent _______________________ Student ___________________________________
Fecha: _____________________
Proyecto GLAD
Unidad del cuerpo humano
Conexión entre hogar y escuela
Entrevista a tus padres, familiares o parientes. Pídeles que te cuenten una leyenda o
cuento tradicional que sea relacionado a comida o nutición.
Padre _______________________
Alumno _________________________
Date: _____________________
Project GLAD
HUMAN BODY UNIT
Home/School Connection
Interview your parents or any adult. Ask them to tell you their favorite ways to exercise.
Parent _______________________ Student _________________________
Fecha: _____________________
Proyecto GLAD
Unidad del cuerpo humano
Conexión entre hogar y escuela
Entrevista a tus padres, familiares o parientes. «¿Cuál es su ejercicio favorito?»
Padre _______________________
Alumno _________________________
Date: _____________________
Project GLAD
HUMAN BODY UNIT
Home/School Connection
Interview your parents or any adult. How do you feel about smoking in public places?
Why?
Person
For
Against
Why
Mother
Father
Sister
Brother
Grandparent
Friend
You
_______
_______
_______
Parent _______________________ Student _________________________
Fecha: _____________________
Proyecto GLAD
Unidad del cuerpo humano
Conexión entre hogar y escuela
Entrevista a tus padres, familiares, parientes y amigos. «¿Cómo te sientes sobre fumando
en lugares públicos? ¿Porqué?»
persona
de acuerdo
en contra
porqué______________
padre
madre
hermano
hermana
abuelo(a)
amigo(a)
tu
____________
____________
____________
Padre _______________________
Alumno _________________________
Date: _____________________
Project GLAD
HUMAN BODY UNIT
Home/School Connection
Interview your parents or any adult. How many kinds of fruits do you eat?
Parent _______________________ Student _________________________
Fecha: _____________________
Proyecto GLAD
Unidad del cuerpo humano
Conexión entre hogar y escuela
Entrevista a tus padres, familiares o parientes. «¿Qué tipos de frutas come usted?»
Padre _______________________
Alumno _________________________
Date: _____________________
Project GLAD
HUMAN BODY UNIT
Home/School Connection
Keep track of all of the exercise you do this week. Record the information on the log.
Day
Number of Minutes
Type of exercise
Parent _______________________ Student _________________________
Fecha: _____________________
Proyecto GLAD
Unidad del cuerpo humano
Conexión entre hogar y escuela
Anota todo el ejercicio que haces ésta semana. Escriba la información abajo.
día
cuántos minutos
Padre _______________________
tipos de ejercicio
Alumno _________________________
Human Body
Poetry and Chant Booklet
Name __________________
Bones here, bones there,
Bones, bones, everywhere!
Bones protecting organs
Bones storing nutrients
Bones providing support
and bones helping me move.
Bones are living organs
Made of connecting tissue.
Inside is bone marrow
sending blood cells to you.
Two hundred and six bones
making up my skeleton.
Bones connected by tendons
to muscles to make me move.
Bones here, bones there
Bones, bones everywhere!
Bones! Bones! Bones!
By Mrs. Haring
Digestion Cadence
Digestion starts at your teeth
Chewing food to piece
Saliva starts to it break down
Changing salt to sugar I’ve found
Sound off – Saliva
Sound off - Nutrients
Sound off, 1, 2, 3, 4 – Digest!
Down the esophagus it now goes
Into bolus it will flow
On to the Stomach it will go
Making gastric juice like a pro.
Sound off – Proteins
Sound off - Enzymes
Sound off, 1, 2, 3, 4 – Digest!
Growls and burps may embarrass you
but they signal food is on the move.
Your stomach works all the time
Changing food into soup chyme
Sound off – Villi
Sound off – Pancreas
Sound off, 1, 2, 3, 4 – Digest!
Into the small intestine it now flows
absorbing nutrients as it goes.
Villi in the intestine wall
Take the nutrients to them all
Sound off – Minerals
Sound off – Gallbladder
Sound off, 1, 2, 3, 4 – Digest!
The waste passes to final test
Large intestines clean out the rest
Out the body it shall go
Now you here the water flow.
Sound off – Intestine
Sound off - Excretion
Sound off, 1, 2, 3, 4 – Digest!
By Mrs. Haring
Healthy Kid Rap
I am a healthy kid and here to say
I eat nutritious food every day
Sometimes I drink milk
Sometimes I eat toast
But, eating fruit is what I like most.
Apples, bananas, peaches too.
Doing the healthy kid BUGALOO!
Jumping rope and riding bikes
Playing ball and taking hikes.
Keeping muscles strong I run and play
I exercise my body everyday.
Run, kick, throwing too.
Doing the healthy kid BUGALOO!
By Mrs. Haring
The Circulatory system is an amazing thing,
It transports blood in a ring.
The heart is the boss I’ve found
Pumping in and out with a pound
Arteries carry it from the heart
to capillaries far from the start
In the heart – pump, pump, pump!
In the heart – pump, pump, pump!
To every cell the blood must go
Providing energy near and fro
Returning waste through veins
To the heart that is main
In the heart – pump, pump, pump!
In the heart – pump, pump, pump!
By Mrs. Haring
Is this a body system?
Is this a body system?
What is it called?
What is it called?
What are the parts?
What do they do?
What do they do?
Anything else?
Is that all?
Are you through?
Yes Ma’am!
Yes Ma’am!
Skeletal System
Skeletal System
Bones and joints
Protect the organs
Connect to muscles
Hold me up
Store minerals
Yes Ma’am
Is this a body system?
Is this a body system?
What is it called?
What is it called?
What are the parts?
What do they do?
What are the parts?
What do they do?
What are the parts?
What do they do?
Are you through?
Yes Ma’am!
Yes Ma’am!
Muscular system.
Muscular system.
Voluntary muscles
Hold me upright
Smooth muscles
Support the organs
Cardiac muscles
Pump blood
Yes Ma’am!
Is this a body system?
Is this a body system?
What’s the name?
What’s the name?
What does it do?
What are the parts?
What do they do?
What is next?
What is next?
Where does it go?
What is there?
What do they do?
Where does it go?
What does it do?
What is next?
And finally?
Yes Ma’am!
Yes Ma’am!
Respiratory
Respiratory
Transports oxygen
Nose and mouth
Bring in oxygen
Into the trachea
Into the bronchi
Into the lungs
Tiny alveoli
Take in oxygen
Pulmonary arteries
Feeds the cells
Waste goes to the lungs
You exhale.
By Mrs. Haring
Circulatory System
The circulatory system transports oxygen, nutrients, and wastes through the body in
blood. This system is the transportation system for the body. It moves supplies and
wastes though the body.
The main organ of the circulatory system is the heart. The heart is an organ made of
muscle tissue that pumps blood through blood vessels. It is about as big as your fist.
The heart has four chambers or parts. Oxygen rich blood from the lungs, in the
respiratory system, enters one chamber. It moves to the next chamber, from which it is
pumped to the body.
Blood leaves the heart through the blood vessels called arteries. Arteries lead to
capillaries. Capillaries are blood vessels so small that blood cells have to move through
them in single file. There are capillaries throughout the body, so nutrients and oxygen
can reach every cell. Oxygen poor blood is returned to the heart through veins.
The Nervous System
The nervous system is the control center of the body. The major organs are the
brain and spinal cord. This system helps the body talk, write, see, and smell.
Your brain works hard. It is like a computer that answers questions and sends
messages all over the body. Your brain is wrinkled, like a walnut shell. It weighs
between two and three pounds. The human brain is very fragile and soft. It needs to be
protected. The brain is protected by the skull, which is part of the skeletal system.
The brain has many nerves. The nerves are like little telephone lines that send
messages all over the body. Some of these messages go to the body through the spinal
cord. Messages from the brain move quickly throughout the body. They move faster
than I can blink my eyes!
The brain is the boss of the body. It helps the circulatory system by keeping the
heart pumping. It also helps the respiratory system by keeping the lungs breathing. The
brain also controls the muscular system by controlling muscles movements. What an
amazing system!
SYSTEM
ORGANS
FUNCTION
RELATIONSHIP TO
OTHER SYSTEMS
INTERESTING FACTS
AWARDS:
absorption
The passage of a substance from one
part of the body to another through a
thin barrier, such as the passage of
digested food into the bloodstream
through the wall of the small intestine.
antibody
A protein produced by special blood cells to help fight
and destroy germs.
artery
A muscular blood vessels that carries fresh
(oxygenated) blood away from the heart.
atria
The two chambers of the heart that collect blood as it
comes in.
bacteria
One-cell beings. Some bacteria are
germs that make people sick.
blood cells
The two kinds of cells that make up some of your blood.
Red blood cells deliver oxygen to other cells and pick up
carbon dioxide. White blood cells fight off foreign
invaders.
bolus
A lump of chewed food that enters the throat
during a swallow.
capillary
The smallest kind of blood vessel. Capillaries reach
every tissue in the body.
carbon dioxide
A gas that is a normal waste produced by cells when they
use energy. It is transported in the blood stream to the
lungs, then it is breathed out.
cardiac
Anything to do with the heart.
cartilage
A flexible but tough body tissue. It forms part of the
framework of the body and covers the ends of some
bones.
cell
The smallest unit of life that is able to function
independently. The human body is an organized mass
of the cells.
cerebral
Anything to do with the brain.
Chromosomes
Structures containing DNA and proteins that carry
genetic instructions. Humans have 46 chromosomes.
They are stored in a cell’s nucleus.
renal
Anything to do with the kidneys.
Chyme
Soupy lumps of partly digested food that move form the
stomach into the small intestine.
dermis
The inner layer of skin that contains blood vessels,
nerves, sweat glands, and hair roots.
DNA
The molecule that contains genes. It looks like a twisted
ladder. DNA stands for deoxyribonucleic acid.
enamel
The hard outer coating of the teeth.
Endocrine system
A network of glands that produce hormones.
epidermis
The outer layer of skin. It is
made of new skin cells at the
base, and tough, dead skin cells on the
surface.
genes
The blueprints for individuals inherit from their parents.
Genes are carried on chromosomes.
vein
The vessel that usually carries used (deoxygenated)
blood back to the heart.
hormones
The body’s chemical messengers. They help control may
body functions according to the body’s needs.
immune
Able to fight and destroy bacteria, viruses, or other
germs so that they cannot harm the body.
keratin
A protein that toughens skin, nails, and hair.
ligament
A flexible band of tissue that attaches one bone to
another at a joint. Ligaments also attach teeth to the jaw.
nerves
Bundles of long, thin neurons that
connect the brain to the rest of the
body.
neurotransmitter
A chemical that ferries messages across the gap between
neurons.
organ
A collection of tissues that has a specific functions. The
brain, heart, stomach, and kidneys are organs.
Organelle
The parts of a cell. Each has a different job.
Oxygen
A gas that is breathed in and transported to every cell in
the body through the bloodstream. Oxygen helps the
cells release energy from food.
pacemaker
A knob of specialized, electrically
charged muscle that controls the heart’s
rhythm.
plasma
The pale, watery fluid that makes up most of your blood.
It brings nourishment, hormones, and germ-fighting
substances to your cells. It carries away wastes.
saliva
A fluid made by glands in the mouth and throat
to begin the process of digestion.
tendon
A tough rope of tissue that attaches a muscle to a bone.