Download My Body by Jacqueline M. Branham Basic Concepts: Your body is

 My Body
by Jacqueline M. Branham
Basic Concepts:
Your body is made up of cells, tissues, and organs. A cell is the smallest living part of the body.
A cell can only be seen with a microscope. Your entire body is made up of cells. A tissue is a
group of cells that work together to complete a specific task. Examples of tissue are bone tissue,
muscle tissue and nerve tissue. Nerve cells are different from skin cells. They carry messages. An
organ is made up of two or more tissues that work together. The heart (made mostly of muscle
tissue) is an organ that pumps blood through your body. The heart works with the nerve tissue to
pump blood through the body. Your brain, which is made mostly of nerve tissue, receives and
sends messages from and to the rest of the body. A body system is a group of organs that work
together to perform important functions of the body. Each of the systems must work together for
the body to function properly. There are nine systems in your body: respiratory, immune,
circulatory, urinary, endocrine, muscular, digestive, skeletal, and nervous systems. The students
will learn about five of the body systems.
Core Content:
PL-05-1.1.6-Students will describe how an individual’s behavior choices and habits relating to
diet, exercise, rest and other choices affect body systems.
Kentucky Core Academic Standards (Personal Wellness (Health Education)
PL-5-PW-S-DP2-demonstrate an understanding of how to maintain a healthy body by:
PL-4-PW-S-DP2.a: explaining how body systems work together
National Health Education Standards
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
1 Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance
health.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and
community health.
Next Generation Science Standards
ESS2. Earth’s Systems
ESS3. Earth and Human Activity
2 Lesson I
Skeletal System
Learning Targets
I can explain the function of the skeletal system.
Language Target
I can tell a partner the function of the skeletal system.
Materials
Chromebooks
Large sheet of paper for body outline
Pencils
Markers
Copy of Dem Bones song www.songsforteaching.com (Dem Bones Children’s song lyrics and
sound clip)
Book: Bones by Steve Jenkins
Background:
All the bones in your body make up the skeletal system. There are 206 bones in the adult human
body. The skeletal system supports your body’s weight, enables you to move, and protects many
of your internal organs. The skeletal system consists of the skull, clavicle, sternum, humerus, rib
cage, spine, pelvis, ulna, radius, phalanges, femur, patella, fibula, and, tibia. There are four kinds
of bones: long, short, flat and irregular. Long bones like those in your legs, arms and fingers are
narrow with large ends and slightly curved. The long bones support the most weight. Short
bones, found in our wrists and ankles, are thick and wide. These bones allow movement around a
joint. Flat bones such as ribs, skull are plate like and provide protection for delicate body parts.
Irregular bones such as the ones in your spine and ears have different shapes that don’t fit in the
other categories. Joints have several parts. The body also has ligaments (strong band of tissue
that attach bone to bone), cartilage (flexible tissue that covers and protects the ends of some
bones) and tendons (strong cord of tissue that connects muscles to bones). Read the book, Bones.
Discussion:
Introduce the Systems of the Body song. Sing the song with each lesson.
Show students a clock and explain how the pieces work together, then talk about how the organs
in your body work together in groups called systems. What do you think we would look like
without bones? How many bones are in your body? What are the major functions of the skeletal
system?
How do I care for my Skeletal System?
Before you exercise, warm up your body. Move and flex your joints when you exercise. Injuries
could occur if you don’t take care of your joints. Be careful how you move your body. Too
much movement can cause injury and moving it in a way it wasn’t designed can cause injury.
Dairy products have calcium that helps you build strong and healthy bones.
3 Activity: Watch video and complete quiz.
http://kidshealth.org/en/kids/ssmovie.html?WT.ac=en-k-htbw-main-page-i
www.songsforteaching.com (Dem Bones Children’s song lyrics and sound clip)
Word Wall (in English and Spanish)
Skull, clavicle, sternum, humerus, rib cage, spine, pelvis, femur, patella, fibula, tibia, ulna,
radius, and phalanges.
Assessment
Students will work in pairs to draw a body outline. Label the bones. I can tell my partner the
function of the skeletal system. “The skeletal system helps by ________.” Practice the Dem
Bones song. Point to the bones as you sing.
4 Lesson II
Muscular System
Learning Target
I can name the major muscles in the muscular system.
I can explain how muscles work.
Language Target
I can name the major muscles in the muscular system.
I can explain how muscles work.
Materials
Systems of the Body song
Body outline
Pencils
Markers
Index cards
Background
Muscles are everywhere. There are muscles that help us talk, make facial expressions, share
emotions, and help us blink. The muscles that allow you to move are attached to bones. When
one of the muscles contracts (shortens) it pulls on the bones it’s connected to and causes it to
move. Muscles are attached to bone by tendons. Muscles work in pairs. Your muscles can pull
your muscles not push them. One muscle pulls in one direction while another muscle pulls the
opposite way. When you flex your biceps (upper arm), you are contracting the muscle. At the
same time, you are relaxing the muscle on the other side (triceps). The two muscles are working
in pairs. Muscles are masses of muscle tissue. There are over six hundred muscles in your body.
The pectoral and abdominal muscles allow us to stand up straight and sit. The muscles in front of
the thighs are the quadriceps. The muscles in the back of the thighs are called hamstrings. The
deltoids are the muscles that go over the shoulder joint. The muscles that cross the chest are the
pectorals. The abdominal muscles are below the pectorals. There are two types of muscles:
involuntary and involuntary. Skeletal (arms, legs) muscles are voluntary (you control), while
smooth (stomach, eyelids, heart) muscles are involuntary. The involuntary muscles move food
through your digestive system without thinking about it. The heart is an involuntary muscle that
pumps blood through our body. We cannot control it.
Discussion
What are the two types of muscles? Name some muscles that you think are involuntary. “I
think____ is an involuntary muscle because______”.
How do I care for my muscular system?
Stretch your muscles before exercise or physical activity. Cool down when you finish your
physical activity. Eat healthy foods; Drink plenty water. Maintain a well-balanced diet.
5 Activity: Working with a partner, scramble the muscular system cards. Spread them out face
down. On each turn, a player turns up one of each card. If they match, the player keeps the body
part/organ card and turns over the system card. If not, turn over both. The player with the most
cards at the end of the game wins.
Word Wall (in English and Spanish)
Trapezius, deltoid, biceps, abdominals, groin muscles, quadriceps, hamstring, gastrocnemius,
and triceps.
Assessment
Watch video and complete quiz
www. kidshealth.org/en/kids/msmovie.html?WT.ac=en-k-htbw-main-page-g
www.songsforteaching.com/lyricallifesciencelearning/musclesystem.htm
6 Lesson IV
Circulatory System
Learning Target
I can explain the components and functions of the circulatory system.
I can describe the flow of blood to and from the heart.
Language Target
I can tell a partner how the blood flows to and from the heart.
I can write the components of the circulatory system and its functions.
Materials
Body outline from Lesson III
Pencils
Markers
Background
The circulatory system moves oxygen, food and other materials throughout the body. Blood has
been described as liquid tissue. It carries oxygen, food, and other materials to the cells. It also
carries waste away from the cells. Blood vessels are the pathways through which blood flows.
The heart is the muscular organ that pumps blood through the blood vessels. Most of the blood is
made of liquid called plasma. Within the plasma are red blood cells, which carry oxygen, and
white blood cells, which fight disease-causing germs. Blood also contains platelets, cell
fragments that help blood to clot when you are injured. Blood is carried throughout your body by
arteries, veins, and capillaries. Arteries deliver blood with needed materials, such as oxygen and
nutrients, to parts of your body. They carry blood away from the heart. Veins carry blood with
waste or unused materials such as carbon dioxide. They carry blood back to the heart. Capillaries
are microscopic blood vessels that allow needed substances to leak into your body’s tissues.
Your heart has four chambers. The upper chambers are called atria. The lower chambers are
called ventricles. Blood comes from your body into the right atrium. Blood comes from your
lungs into the left atrium. The atria squeeze. Two valves open and the blood moves into the
ventricles. When both ventricles have filled with blood, the valves shut. The ventricles squeeze.
Two different valves then open. The right ventricle sends blood through one valve to the lungs.
The left ventricle sends blood through the other valve to the body. The sound of your heartbeat is
the sound of valves slamming shut.
Discussion
What is the largest muscle in the body? What is the function of the hear? How are blood vessels
and arteries the same? How do arteries and veins differ? What is the role of the capillaries? How
does blood move through your body?
How do I care for my circulatory system?
Reduce and mange stress, eat foods low in fat and rich in fiber, don’t smoke, exercise
7 Activity: Watch video and complete quiz
Video: www.kidshealth.org/en/kids/csmovie.html?WT.ac=en-k-htbw-main-page-c
Check your pulse (your wrist) for ten seconds, then multiply the number by ten to find how many
heart beats per minute. Jog in place for 2 minutes, then recheck your pulse. Explain to a partner
why your heart was beating faster after jogging. Add your circulatory system to the body outline
from Lesson III.
Students will perform a skit: Shttps://www.smm.org/heart/lessons/lesson10.htm
Word Wall (in English and Spanish)
Heart, blood vessels, arteries, veins, capillaries, spleen, right atrium, left atrium, right ventricle
Assessment
Complete How the Body Works: The Heart worksheet with a partner
Make study cards with your partner: write the Word Wall words on the front of the index card
and the definition on the back.
8 Lesson V
Respiratory System
Learning Target
I can identify the major parts of the human respiratory system.
I can explain how oxygen is carried throughout the body
Language Target
I can write the major parts of the human respiratory system.
I can explain how oxygen is carried throughout the body.
Materials
Body outline
Pencils
Markers
Journal
Background
Your heart and lungs are connected by veins and arteries. Your lungs are filled with air tubes, air
sacs, and blood vessels. The air tubes and blood vessels in your lungs divide until they are very
small. At the ends of the tiny air tubes are air sacs called alveoli. The smallest blood vessels,
capillaries, surround the alveoli. The respiratory system allows you to breathe. Air enters the
nasal passages, where it is warmed and dust is filtered out. The air moves down to the trachea.
The trachea is divided into two bronchi. One leads to each lung. In the lungs, these tubes divide
into smaller bronchial tubes. At the end of these tubes are millions of alveoli (tiny air sacs). The
alveoli fill with oxygenated air when you inhale. Oxygen moves across the air sac wall into the
surrounding capillaries, where it is picked up by red blood cells to deliver oxygen to all the cells
in your body. Carbon dioxide passes from the blood into the alveoli. When you exhale, air
containing carbon dioxide is breathed out. Your diaphragm regulates air in and out of your lungs.
It is located between your chest cavity and abdomen. Your diaphragm moves downward, when
you inhale and it moves upward, when you exhale. The replenished blood returns to the heart,
and the process starts again. It takes sixty seconds for blood to circulate through your body.
Discussion
What happens to blood in your lungs? How does your respiratory system work? What organs are
part of your respiratory system?
How do I care for my Respiratory system?
In small groups, students will discuss and make a list of ways to take care of the Respiratory
system. Share the lists in whole group.
In group discussion: “What is Radon?” www.3.epa.gov
9 Activity: Watch video and complete quiz
Video: www.kidshealth.org/en/kids/rsmovie.html?WT.ac=en-k-htbw-main-page-c
Add the respiratory system to your body outline. Check with partner for accuracy.
Word Wall (in English and Spanish)
Nose, mouth, trachea, lungs, alveoli
Assessment
Make a picture book/journal of the respiratory system with a partner. On the first page, draw the
nose and on each subsequent page draw another part of the respiratory system. On the last page,
draw and label the complete respiratory system. Explain to your partner. Was your partner able
to explain how the nervous system works?
10 Lesson VI
Nervous System
Learning Target
I can explain the components and functions of the nervous system.
Language Target
I can verbally explain the parts and functions of the nervous system.
Materials
Body outline from lesson V
Pencils
Markers
Body systems song
Background
The nervous system consists of the brain, spinal cord, and nerves. Neurons carry messages to and
from all parts of the body. Messages travel quickly. The brain is a large mass of nerve tissue that
consists of billions of neurons. The brain is like the command center. At the base of the brain,
nerves continue downward along the spinal cord. Nerves are long bundles of neurons. The spinal
cord then branches out into a network of smaller and smaller nerves. Sensory nerves pick up
stimuli. Sensory nerves are found in the eyes, ears, nose, skin and tongue. Changes in light are
picked up by the eyes. Sound is picked up by your ears. Skin is sensitive to pain temperature, and
pressure. A stimulus (light) affects the sensory neuron in a sense organ (eye). The sensory
neuron carries a message to the brain. The brain sends a message to the motor neuron to the
muscle which carries out the action.
Discussion
What is the control center of the body? What protects the brain? What protects the spinal cord?
How does a stimulus become an action?
How do I care for my Nervous system?
Do not take drugs unless prescribed by a doctor or medical professional. Eat a well-balanced
diet. Learning new skills build new nerve connections. View videos of individuals who have had
parts of their nervous system damaged.
http://www.bing.com/videos/search?q=Spinal+Cord+Accident&Form=VQFRVP. How did they
learn to compensate? What happens when the spinal cord is damaged or severed? What happens
when sensory nerves are damaged? There are devices available that to aid individuals who
cannot speak or talk. Students will work in pairs for this activity:
https://www.teachengineering.org/activities/view/cub_energy2_lesson05_activity1
Complete Seeing Sounds Worksheet after the activities.
http://content.teachengineering.org/content/cub_/activities/cub_energy2/cub_energy2_lesson05_
activity1_worksheet.pdf
11 Activity: Watch video and complete quiz
Video: www.kidshealth.org/en/kids/nsmovie.html?WT.ac=en-k-htbw-main-page-f
Word Wall (in English and Spanish)
Brain, spinal cord, nerves, neuron, cerebrum, cerebellum, medulla, hormone
Assessment
With a partner, create a diagram of the nervous system, which shows how stimulus affects an
action. Explain the process to your partner. Was your partner able to explain how the nervous
system works?
12 Unit Assessment:
List the body systems and their functions or body parts on the cards. I Have…Who Has… game
for unit assessment. The student who has the card that reads “I have the first card- Who has...?”
begins the game and the student whose card has the answer to that question responds then asks
another question. The game continues until the student with the last card has the final answer and
then reads “This is the end of the game”.
I have_____________
I have_________________
I have________________
Who has___________
Who has_______________
Who has______________
13 Lesson VII
Science Fair
Students will work in groups to research one of the body systems, then build a model,
PowerPoint, poster or some form of display to present at the fair. Students will share their
knowledge orally with an audience using academic language/vocabulary. The fair will be
coordinated with the science teacher and classroom teachers. Flyers and invitations will be sent
to family, community partners and staff. Introduce the Body Systems by singing the Bones song
at the beginning of the fair. Students will sing Systems of the Body song while holding pictures
for each part.
14 Word Wall
A
Abdominals
Alveoli
Aorta
Arteries
Autonomic
B
Biceps
Brain
Blood vessels
Body Systems
F
Femur
Fibula
Flat bone
G
Gastrocnemius
Groin
K
L
Left atrium
Left ventricle
Ligament
Long Bone
Lungs
Q
Quadriceps
P
Patella
Pelvis
Peripheral
Phalanges
Pulmonary
artery
U
Ulna
Urinary
V
Veins
C
Capillaries
Cells
Cerebellum
Cerebrum
Circulatory
Clavicle
Contracts
H
Hamstring
Heart
Hormone
Humerus
M
Medulla
Mouth
Muscular
D
Deltoid
Digestive
E
Endocrine
I
Irregular
bone
J
N
Nervous
Nerves
Neuron
Nose
O
Organs
R
Radius
Rib cage
Right atrium
Right ventricle
S
Skull
Spinal cord
Spine
Spleen
Sternum
W
X
T
Tendon
Tibia
Tissue
Trachea
Trapezius
Triceps
Y
Z
15 Body Systems and Functions
Body System
Body Parts
Function
Skeletal
Bones, joints, ligaments
Gives body support and
protects organs
Muscular
Muscles, tendons
Helps your body move
Circulatory
Heart, blood, blood vessels
Transports blood throughout
the body to deliver oxygen
and food to your cells and
remove cells’ wastes
Respiratory
Trachea, bronchi, bronchial
tubes, alveoli
Takes in oxygen from the air
and gets rid of waste gases
Nervous
Brain, spinal cord, nerves,
sense organs
Sends and receives messages
16 English
Abdominals
Alveoli
Aorta
Arteries
Autonomic
Biceps
Brain
Blood vessels
Body System
Capillaries
Cells
Circulatory
Clavicle
Contracts
Deltoid
Digestive
Endocrine
Femur
Fibula
Flat bone
Gastrocnemius
Groin
Hamstring
Heart
Humerus
Irregular bone
Left atrium
Left ventricle
Ligament
Long Bone
Lungs
Mouth
Muscular
Nervous
Nerves
Neuron
Nose
Organs
Patella
Pelvis
Peripheral
Phalanges
Pulmonary Aorta
Spanish
Abdominales
Alvéolos
Aorta
Arterias
Autonómica
Bíceps
Cerebro
Vasos sanguíneos
Sistemas del cuerpo
Tubos capilares
Células
Circulatorio
Clavícula
Contratos
Deltoideo
Digestivo
Sistema endocrino
Fémur
Peroné
Hueso plano
Gastrocnemio
Ingle
Tendón de la corva
Corazón
Húmero
Hueso irregular
Aurícula izquierda
Ventrículo izquierdo
Ligamento
Hueso largo
Pulmones
Boca
Muscular
Nervioso
Nervios
Neurona
Nariz
Órganos
Rótula
Pelvis
Periférico
Falanges
Aorta pulmonary
17 Quadriceps
Radius
Radon
Rib cage
Right atrium
Right ventricle
Skull
Spinal cord
Spine
Spleen
Sternum
Tendon
Tibia
Tissue
Trachea
Trapezius
Triceps
Ulna
Urinary
Veins
Cuádriceps
Radio
El radón
Caja torácica
Aurícula derecha
Ventrículo derecho
Cráneo
De la médula espinal
Columna vertebral
Bazo
Esternón
Tendón de
Tibia
Tejido
Tráquea
Trapecio
Tríceps
Cúbito
Urinario
Venas
18 19 Dem Bones
Dem bones, dem bones, dem
Dem bones, dem bones, dem
Dem bones, dem bones, dem
Now shake dem skeleton
dry bones,
dry bones,
dry bones,
bones!
The toe bone's connected to the foot bone,
The foot bone's connected to the ankle bone,
The ankle bone's connected to the leg bone,
Now shake dem skeleton bones!
The leg bone's connected to the knee bone,
The knee bone's connected to the thigh bone,
The thigh bone's connected to the hip bone,
Now shake dem skeleton bones!
Dem bones, dem bones, dem
Dem bones, dem bones, dem
Dem bones, dem bones, dem
Now shake dem skeleton
dry bones,
dry bones,
dry bones,
bones!
The hip bone's connected to the back bone
The back bone's connected to the neck bone,
The neck bone's connected to the head bone,
Now shake dem skeleton bones!
The finger bone's connected to the hand bone,
The hand bone's connected to the arm bone,
The arm bone's connected to the shoulder bone,
Now shake dem skeleton bones!
Dem bones, dem bones gonna walk around
Dem bones, dem bones, gonna walk around
Dem bones, dem bones, gonna walk around
Now shake dem skeleton bones!
20 SYSTEMS OF THE BODY
(chorus)
NOW ROCK YOUR BODY, BODY SYSTEMS (SYSTEMS)
MOVE YOUR BODY, BODY SYSTEMS (SYSTEMS)
THESE ARE YOUR BODY, BODY SYSTEMS (SYSTEMS)
AND THEY ALL WORK TOGETHERX
ROCK YOUR BODY, BODY SYSTEMS (SYSTEMS)
MOVE YOUR BODY, BODY SYSTEMS (SYSTEMS)
THESE ARE YOUR BODY, BODY SYSTEMS (SYSTEMS)
AND THEY ALL WORK TOGETHER
(verse 1)
THE RESPIRATORY SYSTEM
GOT YOUR LUNGS, BRONCHI, TRACHEA AND NASAL PASSAGES
THE RESPIRATORY SYSTEM
GOT YOUR DIAPHRAGM, BRONCHIAL TUBES AND PHARYNX
THE RESPIRATORY SYSTEM
INTAKES OXYGEN REMOVES CARBON DIOXIDE
THE RESPIRATORY SYSTEM
INTAKES OXYGEN REMOVES CARBON DIOXIDE
THE NERVOUS SYSTEM
GOT YOUR SPINAL CORD, BRAIN, NERVES, SKIN, EYES
THE NERVOUS SYSTEM
GOT YOUR EARS, TONGUE, NOSE, ITS NO SUPRISE
THE NERVOUS SYSTEM
CONTROLS THE BODY AND THE REACTION TO STIMULI
THE NERVOUS SYSTEM
CONTROLS THE BODY AND THE REACTION TO STIMULI
(chorus)
NOW ROCK YOUR BODY, BODY SYSTEMS (SYSTEMS)
MOVE YOUR BODY, BODY SYSTEMS (SYSTEMS)
THESE ARE YOUR BODY, BODY SYSTEMS (SYSTEMS)
AND THEY ALL WORK TOGETHER
NOW ROCK YOUR BODY, BODY SYSTEMS (SYSTEMS)
MOVE YOUR BODY, BODY SYSTEMS (SYSTEMS)
THESE ARE YOUR BODY, BODY SYSTEMS (SYSTEMS)
AND THEY ALL WORK TOGETHER
(verse 2)
THE DIGESTIVE SYSTEM
GOT YOUR STOMACH, LIVER, TEETH, TONGUE AND PANCREAS
THE DIGESTIVE SYSTEM
GOT YOUR INTESTINES AND ESOPHAGUS
THE DIGESTIVE SYSTEM
BREAKS DOWN THE FOOD AND ABSORPTION FOR USE AS ENERGY
21 THE DIGESTIVE SYSTEM
BREAKS DOWN THE FOOD AND ABSORPTION FOR USE AS ENERGY
THE EXCRETORY SYSTEM
GOT YOUR KIDNEYS, BLADDER, URETERS, AND SKIN
THE EXCRETORY SYSTEM ITS FUNCTIONS CONTROL WATER AND SALT
BALANCE THE ENDOCRINE SYSTEM
GOT YOUR GONADS, PITUITARY GLANDS, ADRENAL GLANDS
THE ENDOCRINE SYSTEM THYROID GLAND, PRODUCE HORMONES AND BODY
REGULATIONS
(chorus)2X
NOW ROCK YOUR BODY, BODY SYSTEMS (SYSTEMS)
MOVE YOUR BODY, BODY SYSTEMS (SYSTEMS)
THESE ARE YOUR BODY, BODY SYSTEMS (SYSTEMS)
AND THEY ALL WORK TOGETHER
(verse 3)
THE SKELETAL SYSTEM
YOUR BONES FOR PROTECTION AND MOVEMENT
THE MUSCULAR SYSTEM
YOUR MUSCLES FOR PROTECTION AND MOVEMENT
THE CIRCULATORY SYSTEM GOT YOUR BLOOD, BLOOD VESSELS, HEART AND
LYMPH
THE CIRCULATORY SYSTEM
TRANSPORT CELLS, WATER, SALT AND NUTRIENTS INTEGUMENTARY SYSTEM
IS THE SKIN AND ITS THERE FOR THE BODIES PROTECTION?
INTEGUMENTARY SYSTEM
IS THE SKIN AND ITS THERE FOR THE BODIES PROTECTION?
(CHORUS) 2X
NOW ROCK YOUR BODY, BODY SYSTEMS (SYSTEMS)
MOVE YOUR BODY, BODY SYSTEMS (SYSTEMS)
THESE ARE YOUR BODY, BODY SYSTEMS (SYSTEMS)
AND THEY ALL WORK TOGETHER
22 23 24 25