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2014-2015 PROGRAM SUMMARY
BODY SMARTS (BS)
Topic of Program: Healthy Eating
Target Audience: Students in grades 5-8
Goal: Students will comprehend concepts related to healthy eating and body systems.
Objectives:
1. Identify and know the location and function of the major body organs and systems –
circulatory, skeletal, and digestive (PA Standards 10.1.3.B)
2. Analyze nutritional concepts that impact health – nutrient requirements (PA Standards
10.1.6.C)
3. Describe major chronic diseases and their relationship to what people eat and their
physical activity level. (HE1.8.19)
Pennsylvania Standards:
10.1.6.
A. Describe growth and development changes that occur between childhood and adolescence
and identify factors that can influence these changes.
10.1.6.
B. Identify and describe the structure and function of the major body systems
 Digestive
 Cardiovascular
 Skeletal
10.1.6.
C. Analyze nutritional concepts that impact health
 Caloric content of foods
 Relationship of food intake and physical activity (energy output)
 Nutrient requirements
 Label reading
 Healthful food selection
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
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2014-2015 PROGRAM SUMMARY
10.1.6.
E. Identify health problems that can occur throughout life and describe ways to prevent them
 Diseases
 Preventions
10.4.6.
B. Explain the effects of regular participation in moderate to vigorous physical activities on the
body systems.
10.4.6.
C. Identify and apply ways to monitor and assess the body’s response to moderate to physical
activity
 Heart rate monitoring
 Checking blood pressure
New Jersey Standards:
2.1.4.A.2 The dimensions of wellness are interrelated and impact overall personal well-being.
 Determine the relationship of personal health practices and behaviors on an
individual’s body systems.
2.6.6.A.5 Knowing and applying a variety of effective fitness principles over time enhances
personal fitness level, performance, and health status.
 Relate physical activity, healthy eating, and body composition to personal fitness
and health.
5.3.4.A.3.
5.3.6.A.1.
National Health Education Standards:
1.5.1 Describe the relationship between healthy behaviors and personal health.
1.8.1 Analyze the relationship between healthy behaviors and personal health.
7.5.1 Identify responsible personal health behaviors.
7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal
health.
7.5.3 Demonstrate a variety of behaviors to avoid or reduce health risks.
7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others.
A. NJ Science:
a. 5.3.4.A.3: Describe the interactions of systems involved in carrying out everyday
life activities
b. 5.3.6.A.1: Model the interdependence of the human body’s major systems in
regulating its internal environment
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
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2014-2015 PROGRAM SUMMARY
B. NSE:
a. 4FSPSP1.3: Nutrition is essential to health
Talking Points:
 We’re going to be looking at the body and how food plays an important role in keeping
it healthy.
 We’re going to be looking at body systems. A body system is a group of organs that
work together to perform a certain function. There are 12 different systems in the
body, including
o Integumentary
o Cardiovascular
o Digestive
o Muscular
(Circulatory)
o Excretory
o Skeletal
o Lymphatic
o Reproductive
o Nervous
o Immune
o Endocrine
o Respiratory
 The food we eat has a great effect on these different systems. We will look specifically
at how our food affects 3 of these: digestive, skeletal, and circulatory.
 The digestive system is mostly located in the abdominal region of the body and
functions to break down food into nutrients and absorb those nutrients into the body.
It is made of 5 main organs: mouth, esophagus, stomach, small intestine, and large
intestine, along with other accessory organs including the salivary glands, pancreas,
gallbladder and liver.
 The adult digestive system is about 9m (29.5ft) long. Food starts off in the mouth (5
inches), then goes down the esophagus (10 inches) into the stomach (12 inches). From
there, it travels through the small intestine (20 feet) and the large intestine (5 feet).
 The purpose of the digestive system is to break down the food we eat into the nutrients
that our body needs. It is also responsible for absorbing those nutrients into the
bloodstream so they can travel to all of the cells throughout the body.
 Digestion starts in the mouth where the teeth, tongue, and saliva all play an important
role. The teeth begin mechanical digestion of the food by tearing and grinding it into
smaller pieces (mastication or chewing) to increase the surface area and make it easier
to swallow. The tongue moves food around so the teeth can grind it. Saliva begins the
process of chemical digestion using an enzyme called amylase which breaks down
starches (complex carbohydrates) into simple sugars. This is why bread tastes sweet if
you leave it in your mouth long enough. Saliva also helps lubricate the food to help it
travel through the digestive tract.
 Once the food has been chewed and mixed with saliva, it forms a ball called a bolus.
The bolus travels down a tube called the esophagus, which transports the food to the
next organ. Food doesn’t just fall down the esophagus; it is squeezed down by the
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
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2014-2015 PROGRAM SUMMARY
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muscular walls. The muscles constrict and relax in a wavelike manner called peristalsis
to squeeze the food down the esophagus. That’s why you can eat while hanging upside
down and the food will still reach your stomach
The next organ is the stomach. The stomach serves as a holding tank for food as well as
a grinder to further break down the food. The stomach normally has a capacity around
0.9L but can expand to accommodate up to 4L (about 1 gal). The stomach produces
gastric juice (2-3L per day), which is a combination of hydrochloric acid (HCl) and
digestive enzymes which break down certain molecules like proteins and help destroy
any pathogens which may have gotten into the food. The stomach also has a mucus
lining on the inner wall to prevent the acid from breaking down the stomach itself. It
produces a new coat of mucus approximately every 2 weeks. The food mixes with the
gastric juice and then the muscular walls of the stomach begin to churn the food into a
thick paste called chyme.
o Many people believe the stomach is the center of digestion, but the stomach is
actually involved in very little chemical digestion. Most of that happens in the
small intestine where the chyme is further broken down with enzymes to release
nutrients.
o Stomach rumbling (borborygmi) comes from muscle contractions in the stomach
and small intestine when there is no food present. These contractions are part of
normal digestion, but when there is food present the sound is muffled so we
don’t hear it
After the food passes through the stomach, it travels through the small intestine. Here,
juices from the accessory organs (pancreas and liver) and others from the small
intestine itself further chemically break down the food. The walls of the intestine
squeeze the food along through peristaltic contractions. The small intestine is where
the important nutrients in the food are absorbed into the blood. The intestinal walls are
covered with fingerlike projections called villi which increase the surface area which
allows more nutrients to be absorbed. The surface area of the small intestine is much
larger than it seems (2700 square feet or about the size of a tennis court).
o Many of the enzymes used by the digestive system to break down food are also
used in laundry detergents to remove different types of stains. Amylases break
down carbohydrates, proteases break down proteins, and lipases break down
fats.
Finally, the food travels through the large intestine. It gets its name because it has a
larger diameter than the small intestine. The large intestine is responsible for removing
the water from what remains of the food and getting rid of the leftover waste.
The body needs 6 nutrients every day to stay healthy:
o Fat: Found in animal products (meat, etc.) and many processed foods (cake,
etc.). Also in things like oil, nuts, and avocado.
 Helps insulate and protect the body and assists with brain function
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
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2014-2015 PROGRAM SUMMARY
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o Water: Found in fruits, veggies, and on its own
 Helps keep body hydrated and move nutrients throughout the body
o Vitamins and minerals: Found in fruits and vegetables
 Helps the body grow and prevent certain illnesses
o Carbohydrates: Found in grains, sugar
 Gives the body energy
o Protein: Found in meats, nuts, eggs
 Helps build muscle and provides some energy
If we’re not eating healthy foods that give the body all of the nutrients it needs, it can
lead to serious diseases or disorders such as:
o Anemia: Caused by not enough iron. Iron is essential in the formation of
haemoglobin, a protein in red blood cells that helps carry oxygen throughout the
body. If the body can’t carry enough oxygen to the muscles, you won’t be able
to perform as well at physical activities.
 Iron-rich foods include liver, oysters, meat, broccoli, tofu
o Hair loss, fatigue, headaches: caused by not enough protein
o Osteoporosis: Caused by not enough calcium. Osteoporosis is caused when the
body has to demineralize bone and take calcium out of the bones if you are not
consuming enough in your food. This can lead to bone weakening and increased
risk of fractures, especially in older female populations.
The skeletal system includes all the bones and joints in the body. It provides support,
protection, mineral storage, and creates blood cells. The human adult has 206 bones
while a baby has between 270-300 bones.
Strong bones are essential, and can be built by eating foods rich in calcium and vitamin
D, as well as doing weight-bearing exercises. Vitamin D is required to help the body
absorb calcium.
In order to maintain strong bones, we need to eat at least 3 servings of calcium-rich
foods every day
Weight-bearing exercise also helps build strong bones. Weight-bearing exercise is any
exercise where you’re working your muscles or bones against gravity. When pressure is
put on the bones, it signals the body to increase bone density, making the bones
stronger and more able to withstand the pressure.
It is very important to be eating foods high in calcium and vitamin D at this point in your
life because you build the most bone mass when you’re a teenager. If you don’t build
bone mass, you risk fractures.
The circulatory system is a body system that is responsible for transporting nutrients,
oxygen, and blood throughout our bodies. All of the nutrients from the digestive system
and oxygen from the respiratory system go into the circulatory system to be carried to
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
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2014-2015 PROGRAM SUMMARY
all of the various parts of the body that need them. The circulatory system also carries
waste to the lungs (CO2) and kidneys so it can be removed from the body.
 There are 3 main components of the circulatory system:
o Heart: pumps blood throughout body based on current needs. Pumps faster if
more active or if the body needs more oxygen
o Blood: carries nutrients and oxygen. Cleans out and helps seal wounds.
o Blood vessels: tubes that the blood travels through. They help regulate how
much blood can travel to various parts of the body by constricting or dilating.
Can also help regulate body temperature
 Since the circulatory system pumps blood in a continuous cycle, there is no specific
starting point. If we start on the right side of the heart, deoxygenated blood travels
from the heart to the lungs where it picks up oxygen. This oxygenated blood travels
back to the left side of the heart where it is pumped throughout the rest of the body
where it delivers oxygen and nutrients before returning to the heart.
o Blood without oxygen is often shown as blue, but blood is never actually blue.
Blood with oxygen is bright red; blood without oxygen is a duller maroon color.
 One way we can know the circulatory system is working is by checking our pulse. You
can find your pulse in a lot of different places, like on your wrist, elbow, neck, chest, top
of foot, groin, ankle, or temple. Use your index and middle fingers to find pulse as the
thumb has a light pulse that can interfere.
 Resting heart rate is a representation of the amount of beats required to sustain the
body.
 Maximum heart rate is the maximum rate which your heart can beat per minute. The
easiest way to figure out your maximum heart rate is to subtract your age from 220,
although this doesn’t take into account any differences in heart health or overall fitness.
(Note: this method has been shown to be fairly inaccurate, although it can still
approximate max heart rate. Actual formula for children and adolescents is 208(0.7xage) - http://www.ncbi.nlm.nih.gov/pubmed/21739069)
 Target heart rate is a range that you try to reach when you’re working out so you know
your heart is working hard but not too hard. Target heart rate is approximately 60-80%
of your maximum heart rate
 In order to keep our body and different systems healthy, we should be eating healthy
food that is full of nutrients and less processed as well as getting regular exercise.
Research:
 http://www.ck12.org/biology/Organization-of-the-Human-Body/lesson/Organization-ofthe-Human-Body/r33/
 http://www.biology.buffalo.edu/courses/bio531/lecture7.html
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
www.wellercenter.org
2014-2015 PROGRAM SUMMARY
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Kong, F. and Singh, R.P. (2008), Disintegration of Solid Foods in Human Stomach. Journal
of Food Science, 73: R67–R80. doi: 10.1111/j.1750-3841.2008.00766.x
(http://ucanr.edu/datastoreFiles/608-87.pdf)
Program Activities:
 Digestive system length activity (yarn or tape measure)
 Weight-bearing exercises
 Checking pulse
1401 N. Cedar Crest Blvd., Ste. 100, Allentown, PA 18104 ∙ (610) 841-4494
www.wellercenter.org