Healthy Body Systems
Project GLAD
Bryan Reed & Meagan Yockey
Lane County
01/29/07-02/02/07
breed@sps.lane.edu
meagan_yockey@centennial.k12.or.us
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
1
Project GLAD
Springfield Public Schools
Healthy Body Systems
Grade 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) text
including 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, selfcorrecting, summarizing, class and group discussions, generating and
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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 the
subject 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
 Recall major points in the text and make predictions about forthcoming information.
 Distinguish cause-and-effect and fact and opinion.
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
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.
Literature
LISTEN 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.
Writing
Writing 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,
conferencing, revising, editing) in producing compositions and reports.
 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.
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
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)
• Expository
WRITING APPLICATIONS
NARRATIVE WRITING
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•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 WRITING
Write 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 WRITING
Understand 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
Carbon dioxide
Skull
Vein
Circulation
Stomach
Large intestine
Sense organs
Healthy
VI.
Lung
Cells
Bones
Artery
Respiration
Teeth
Nervous system
system
Biologist
Wind pipe
Skeletal system
Joints
Heart
Skeleton
Saliva
Nerves
Oxygen
Vertebra
Circulatory system
Blood vessels
Digestive system
Salivary glands
Spinal cord
Cardiovascular System
Biology
Resources and Materials Non-Fiction
McGraw Hill - Health Book Grade 3
Broekel, Your Skeleton and Health
Heddle, Science and your Body
Janulewics, Yikes, Your body up close
LeMaster, Cells and Tissues
Wonderwise, My Body, Your Body
Murray, A look at your Skeleton
Biesty, Incredible Body
Walker, The Visual Dictionary of Human Anatomy
Stille, the Digestive System
Patent/Munoz, Nutrition
Parker, A look at your body, Digestion
Stille, The Respiratory System
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Stille, The Circulatory System
Parker, A look at your body, Blood
Wiese, Head to Toe Science
Eyewitness Explorers, Human Body
Markle, Outside and Inside your Body
LeMaster, Your Brain and Nervous System
Junior Science, The Human Body
Alllison, Blood and Guts
Stille, The Nervous System
Simon, The Brain
Simon, Eyes and Ears
Resources and Materials – Fiction
Earner, Dem Bones
Ganeri, Funny Bones
Cole, The Magic School Bus Inside the Human Body
Sweeney, Me and My Amazing Body
Patrick, Osmosis Jones; A Blood and Guts Adventure
Resources and Materials: Websites
www.innerbody.com/htm/body.html
www.stcms.si.edu/hbs/hbs_student.htm
www.sciencenetlinks.com/interactives/systems.html
www.kidinfo.com/Health/Human_Body.html
www.cdli.ca/CITE/body.htm
www.medtropolis.com/VBody.asp
www.kidskonnect.com/HumanBody/HumanBody.html
edtech.kennesaw.edu/web/humanbo.html
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Project GLAD
Springfield Public Schools
Healthy Body Systems
Grade 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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IV.
• 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
Reading/Writing
A. Total Class Modeling
1. Coop Strip Paragraph with responding. revising, and editing
2. Readers’ Theatre
3. Story Map - Narrative
4. Chants /Poetry
5. 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.
VI.
Extended Activities for Integration
• Poetry
 Skits
• Songs
.
• Art
• Science Explorations
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 GLAD
Springfield Public School District
HEALTHY BODY SYSTEMS
Grade 3
Sample Daily Lesson Plan
Day1:
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 Language
o ELD Review
o 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 plan
o Write
o 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 Review
o Learning Log
Guided Oral Practice
 Chant - Body Systems Batman
Reading and Writing
o Expert Groups
o Team Tasks
o Writer’s Workshop
 Mini Lesson
 Write
 Author’s Chair
Closure
Process the Inquiry Chart
Interactive Journal
Home 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 Game
o Trading Game
o Flip Chant
Reading/Writing
 Cooperative Strip Paragraph – respond, revise, edit
 Writers Workshop
o Mini Lesson
o Write
o 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 level
o ELD Group Frame – Narrative Retell
o 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 lesson
o Write
o 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 evaluation
o Team Presentations
 Focused reading with individual Cognitive Content Dictionary
 Writer’s workshop
o Mini Lesson
o Write
o Author’s Chair
o Peer Editing
o 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.
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Joints connect bones that you can
move.
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Healthy Body Systems
Healthy Body Systems
Scientist
Notebook
Scientist
Notebook
Healthy Body Systems
Healthy Body Systems
Scientist
Notebook
Scientist
Notebook
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Big Book Text
Page 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
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.
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?
Parts work together in a system; I just thought you’d like to know.
Page 3
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.
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?
Parts work together in a system; I just thought you’d like to know.
Page 4
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.
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?
Parts work together in a system; I just thought you’d like to know.
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Page 5
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.
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?
Parts work together in a system; I just thought you’d like to know.
Page 6
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.
There are many systems in this world. What are some other systems you can think of?
Parts work together in a system; I just thought you’d like to know.
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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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!
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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POETRY BOOKLET
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Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Na Na Na Na Na Na Na Na Body Systems
By 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 cells
Respiratory system!
Heart, and veins, and arteries
Circulatory system!
Teeth, saliva, stomach, intestines
Digestive system!
Skull, vertebrae, 206 bones
Skeletal system!
Voluntary muscles, involuntary muscles
Muscular system
Eyes, ears, nose, tongue skin, nerves, spinal cord
Messages to the brain, messages from the brain
Nervous system!
Na na na na na na na na
Na na na na na na na na
Body systems!
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Healthy Bodies Here/There
By Meagan Yockey
Body systems here, Body systems there
Healthy 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 there
Healthy Bodies Everywhere!
Bodies! Bodies! Bodies!
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
I Feel Good
By 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 self
I find myself in good health
And when I’m in good health
I feel so good about myself
Healthy Body Systems Level 3 OR
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Healthy Choices Sound Off
By: Bryan Reed
I don’t know but I’ve been told
Health is worth much more than gold
You’re body’s kind of like a car
That’s brought you here to where you are
And where you’ll go is kind of up to you
Healthy livin’s what’s to do
Sound off: Choices
Sound off: I make
I make choices for me
I don’t know but some have said
They’re better off cause of books they’ve read
Even though TV and video games rock
Get out of doors and take a walk
Ride a skateboard. Ride a bike .
Get off your bottom. Take a hike.
B. Ball, soccer, swimming too
So much to do that’s good for you
Sound off: Choices
Sound off: I make
I make choices for me
I don’t know but you can bet
Lots get sick from cigarettes
Chips and candy, soda pop
Gonna make your body flop
Milk, lean meat, veggies, fruit
Nuts, grains and beans are good for you
Sound off: Choices
Sound off: I make
I make choices for me
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Sciences of Health Bugaloo
By Bryan Reed
We’re the sciences of health and we’re here to say
Pay attention to your self so that healthy you’ll stay
Psychology, the science of emotion and mind
Talk with people, get hugs, take it easy, be kind
There’s a lot out there that’s hard, and scary, and weird
Think it out, talk it out, and work through what you fear
Psychology, biology, sociology too
Doin’ the sciences of health bugaloo
Biology is the science of life
Careful study’s taught us lots to keep you feelin’ alright
It 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 ‘em
Biology’s behind the medicines that can beat ‘em
Psychology, biology, sociology too
Doin’ the sciences of health bugaloo
Now the human animal is a social kind
Sociology studies the bigger group’s mind
There are forces at play that help us get a long
There are messages we can send that can make it all wrong
Sociology wonders how to make things right
When you get six billion people on a planet real tight
Psychology, biology, sociology too
Doin’ the sciences of health bugaloo
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Yes Ma’am
By Meagan Yockey
Is this the respiratory system?
Is this the reparatory system?
How do you know?
How else do you know?
Yes Ma’am!
Yes Ma’am!
It has lungs.
The lungs inhale oxygen.
Is this the circulatory system?
Is this the circulatory system?
How do you know?
Yes Ma’am!
Yes Ma’am!
Blood goes through the heart, artery and
veins.
They take oxygen and food to the body.
What else can you tell?
What other organs does it use?
Yes Ma’am!
Yes Ma’am!
Food goes through the mouth and
stomach.
The small and large intestine.
Is this the nervous system?
Is this the nervous system?
How do you know?
What does the brain do?
Yes Ma’am!
Yes Ma’am!
Signals are sent to the brain?
It sends messages down the spinal chord.
Is this the skeletal system?
Is this the skeletal system?
How do you know?
What do the bones do?
Yes Ma’am!
Yes Ma’am!
It’s made up of bones.
Give support, shape, and protection.
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!
Muscles lengthen and shorten.
To make us move!
Is this the digestive system?
Is this the digestive system?
How do you know?
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Home/School Connections
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Home/School Connection #1
Conección 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 _____________________________________
Healthy Body Systems Level 3 OR
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Home/School Connection #2
Conección 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 _____________________________________
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Expert Groups
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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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.
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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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.
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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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.
Healthy Body Systems Level 3 OR
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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.
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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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”?
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Ways to keep it healthy
Have 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.
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Nervous System
Function
Can 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!
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Ways to keep it Healthy
Keeping 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!
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Mind Map
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Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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Process Grid
System
Function
Parts
Ways to Keep
It Healthy
Interesting
Facts
Cardiovascular
Skeletal
Muscular
Nervous
Digestive
Healthy Body Systems Level 3 OR
Bryan Reed & Meagan Yockey Project G.L.A.D. (2/07 JB)
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