Project GLADNewhall Elementary School District

HUMAN BODY(Level 5)

IDEA PAGES

I. 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

II. 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

III. CLOSURE Processing all chart Home-school connection Evaluate week/ portfolio Student generated test Team explorations

a. Create a big book for the human bodyb. Human body pictorial input

Evaluation of Compare/Contrast essay Letter to parents Tasting various types of raw vegetables

IV. CONCEPTS (Science Standards)Life Sciences2. 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. VOCABULARYcell tissueorgan capillariesalveoli systemvilli nephronssalivary glands esophagusliver gallbladderstomach pancreassmall intestine large intestineblood heartveins arterieskidneys excretory systemcirculatory system digestive systemrespiratory system skeletal systemmuscular system bone marrowjoints tendonsligaments neuronreceptors nervous system

VI. ORAL LANGUAGE/READING/WRITING SKILLSListening & Speaking1.0 Listening & Speaking Strategies

Comprehension1.1 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 Communication1.4 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 & SpeakingComprehensionB: Speak with few words/sentences

Answer simple questions with one/two word responsesRetell familiar stories/participate in short conversations/using

gestures.EI: Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directionsI: Ask/ answer question using support elements

Identify key details from stories/informationEA: Identify main points/support details from content areasA: Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriatelyComprehension, Organization & Delivery of Oral CommunicationB: Uses common social greetingsEI: Identify main points of simple conversations/stories (read aloud)

Communicate basic needsRecite rhymes/songs/simple stories

I: Speak with standard English grammatical forms/soundsParticipate in social conversations by asking/answering questionsRetell stories/share school activities using vocabulary, descriptive

words/paraphrasingEA: Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering

questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matterAsk/answer instructional questionsUse figurative language & idiomatic expressions

A: Question/restate/paraphrase in social conversationsSpeak/write based on purpose, audience, & subject matterIdentify main idea, point of view, & fact/fiction in broadcast &

print mediaUse standard English grammatical forms/sounds/intonation/pitch

Reading:1.0 Word Analysis, Fluency & Systematic Vocabulary Development

Word Recognition1.1 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 Materials2.1 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 Text2.3 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, & non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Narrative Analysis of Grade-Level-Appropriate Text3.2 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 Criticism3.6 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 phonemesRecognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentencesI: Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent readingEA: Use knowledge of morphemes to derive meaning from

literature/texts in content areasA: Use root & affixes to derive meaning

Fluency & Systematic Vocabulary Development Vocabulary & Concept Development

B: Read aloud simple words in stories/gamesRespond to social & academic interactions (simple ques./ans.)Demonstrate comprehension of simple voc. with action

Retell simple stories with drawings, words, phrasesUses phrases/single word to communicate basic needs

EI: Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independentlyUse morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in speaking or

reading aloudRead own narrative & expository text aloud with pacing,

intonation, expressionI: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in textRecognize & correct grammar, usage, word choice in speaking or

reading aloudRead grade level narrative/expository text aloud with pacing,

intonation, expressionUse content vocabulary in discussions/readingRecognize common roots affixes

EA: Use morphemes, phonics, syntax to decode/comprehend wordsRecognize multiple meaning words in content literature & textsUse common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & textsUse skills/knowledge to achieve independent readingUse idioms in discussions & readingRead complex narrative & expository texts aloud with pacing,

intonation, expressionA: Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning wordsApply academic & social vocabulary to achieve independent

readingUse idioms, analogies & metaphors in discussion & readingUse standard dictionary to find meaningsRead narrative & expository text aloud with pacing, intonation

Reading ComprehensionB: Answer fact questions using one/two word response

Connect simple text read aloud to personal experienceUnderstand & follow one-step directionSequence events from stories read aloud using key words /phrasesIdentify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple storiesConnect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentencesRead & identify main ideas to draw inferencesIdentify text features: title, table of contents, chapter headingsIdentify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written textRead text features: title, table of contents, chapter headings,

diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support detailsOrally describe connections between text & personal experienceFollow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in

literature/content textEA: Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questionsDescribe relationships between text & personal Identify function of text features: format/diagrams/charts/

experiences/glossaryDraw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in textIdentify organizational patterns in text: sequence, chronology

A: Make inferences/generalizations, draw conclusions from grade level text resources

Describe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence, cause/effect

Reading Literacy Response & AnalysisNarrative Analysis of Grade-Level Appropriate TextB: One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settingsDistinguish between fiction & non-fictionIdentify fairy tales, folk tales, myth, legend using lists,

charts, tablesEI: Orally answer factual questions using simple sentences

Orally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short storyOrally describe character of a selection

I: Paraphrase response to text using expanded vocabularyApply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)Distinguish literary connotations from culture to cultureIdentify motives of charactersDescribe themes stated directlyIdentify speaker/narrator in textIdentify main problem of plot and how it is resolvedRecognize first & third person in literary text

A: Describe characters of poetry, drama, fiction & non-fictionEvaluate author’s use of techniques to influence readerDescribe directly stated & implied themesCompare & contrast motives of characters in work of fiction

Writing1.0 Writing Strategies

Organization & Focus1.1 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 narratives2.2 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 Conventions1.0 Written & Oral English Language Conventions Sentence Structure

1.1 Identify & correctly use prepositional phrases, appositives, & independent & dependent clauses; use transitions & conjunctions to connect ideas.

Grammar1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.Punctuation1.3 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.

Capitalization1.4 Use correct capitalization.Spelling1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

(Grades 3-5 ELD Standards) Writing Strategies & ApplicationsPenmanship, Organization & FocusB: Write alphabet

Label key parts of common objectCreate simple sentences/phrasesWrite brief narratives/stories using few standard grammatical

FormsEI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, chartsWrite paragraphs of at least four sentencesWrite words/simple sentences in content areaWrite friendly letterProduce independent writing

I: Narrate sequence of eventsProduce independent writingUse a variety of genres in writingCreate paragraph developing central idea using grammatical formUse complex vocabulary & sentences in all content areasWrite a letter with detailed sentences

EA: Write detailed summary of storyArrange compositions with organizational patternsIndependently write responses to literatureUse complex vocabulary & sentences in all content areasWrite a persuasive letter with relevant evidenceWrite multi-paragraph narrative & expository compositions

A: Write short narrative in all content areasWrite persuasive compositionWrite narratives that describe setting, character, objects, eventsWrite multi-paragraph narrative & expository compositionsIndependently use all steps of writing process

Writing ConventionsB: Begin own name & sentences with capital letter

Use period at end of sentenceEI: Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commasEdit for basic conventions

I: Produces independent writingUse standard word order

EA: Produces independent writing with correct capitals, punctuation, spelling

Use standard word orderEdit for basic conventions

A: Use complete sentences & correct orderUse correct parts of speechEdit for punctuation, capitalization, & spellingProduce writing with command of standard conventions

VII. RESOURCES AND MATERIALS – Non-fictionReader’s Digest Pathfinders, The Human BodyMelvin and Gilda Berger, Why Don’t Haircuts Hurt?Kid’s Discover, BonesMelvin Berger Germs Make Me SickJoanne Settel and Nancy Baggett Why Does my Nose Run?Ovid K. Wong Your Body and How it Works

Darlene R. Stille The Nervous SystemOvid K. Wong Your Body and How it WorksDarlene R. Stille The Nervous SystemOvid K. Wong Your Body and How it WorksDarlene R. Stille The Nervous SystemDarlene R. Stille The Digestive SystemDarlene R. Stille The Respiratory SystemDarlene R. Stille The Circulatory SystemDaria Luisi Your Amazing BrainCarol Ballard The Skeleton and Muscular SystemFran Balkwill Amazing Schemes within your GenesDiane Swanson Burp!

RESOURCES AND MATERIALS –FictionJoanna Cole & Bruce Degen, The Magic School Bus Inside the Human Body

Marlo Thomas & Friends, Free to Be You and Me

RESOURCES AND MATERIALS – PoetryMarlo Thomas & Friends, Free to Be You and MeShel Silverstein, “What’s in the Sack?”

RESOURCES AND MATERIALS – LiteratureBob Barner Dem BonesAudrey Wood, Quick as a CricketMargaret Wise Brown, The Important Book

RESOURCES AND MATERIALS – MusicMarlo Thomas & Friends, Free to Be You and Me

RESOURCES AND MATERIALS – Teacher ResourcesScience Framework for California Public SchoolsScience Textbook, Harcourt

RESOURCES AND MATERIALS – MultimediaC.D.: Marlo Thomas & Friends, Free to Be You and MeComputer C.D.: Joanna Cole & Bruce Degen, The Magic School Bus Inside

the Human BodySchool House Rock Science

Project GLADNewhall 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 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

IV. 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 GLADNewhall School District

Human BodyLevel 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 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” 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 TEXTA 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 GLADHUMAN 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 GLADUnidad 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 GLADHUMAN 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 GLADUnidad del cuerpo humano

Conexión entre hogar y escuela

Entrevista a tus padres, familiares o parientes. «¿Cuál es su ejercicio favorito?»

Padre _______________________ Alumno _________________________Date: _____________________

Project GLADHUMAN 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

MotherFatherSister BrotherGrandparentFriendYou_____________________

Parent _______________________ Student _________________________Fecha: _____________________

Proyecto GLADUnidad 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______________

padremadrehermanohermanaabuelo(a)amigo(a)tu____________________________________

Padre _______________________ Alumno _________________________

Date: _____________________

Project GLADHUMAN BODY UNIT

Home/School Connection

Interview your parents or any adult. How many kinds of fruits do you eat?

Parent _______________________ Student _________________________

Fecha: _____________________

Proyecto GLADUnidad 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 GLADHUMAN 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 GLADUnidad del cuerpo humano

Conexión entre hogar y escuela

Anota todo el ejercicio que haces ésta semana. Escriba la información abajo.

día cuántos minutos tipos de ejercicio

Padre _______________________ Alumno _________________________

Human Body Poetry and Chant

Booklet

Name __________________

Bones here, bones there,Bones, bones, everywhere!

Bones protecting organsBones storing nutrientsBones providing supportand bones helping me move.

Bones are living organsMade of connecting tissue.Inside is bone marrowsending blood cells to you.

Two hundred and six bonesmaking up my skeleton.Bones connected by tendonsto muscles to make me move.

Bones here, bones thereBones, bones everywhere!Bones! Bones! Bones!

By Mrs. Haring

Digestion CadenceDigestion starts at your teethChewing food to pieceSaliva starts to it break down Changing salt to sugar I’ve found

Sound off – SalivaSound off - NutrientsSound off, 1, 2, 3, 4 – Digest!

Down the esophagus it now goesInto bolus it will flowOn to the Stomach it will goMaking gastric juice like a pro.

Sound off – ProteinsSound off - EnzymesSound off, 1, 2, 3, 4 – Digest!

Growls and burps may embarrass youbut they signal food is on the move.Your stomach works all the timeChanging food into soup chyme

Sound off – VilliSound off – PancreasSound off, 1, 2, 3, 4 – Digest!

Into the small intestine it now flowsabsorbing nutrients as it goes.Villi in the intestine wallTake the nutrients to them all

Sound off – MineralsSound off – GallbladderSound off, 1, 2, 3, 4 – Digest!

The waste passes to final testLarge intestines clean out the restOut the body it shall goNow you here the water flow.

Sound off – IntestineSound off - ExcretionSound off, 1, 2, 3, 4 – Digest!

By Mrs. Haring

Healthy Kid Rap

I am a healthy kid and here to sayI eat nutritious food every daySometimes I drink milkSometimes I eat toastBut, 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 playI 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 foundPumping in and out with a poundArteries carry it from the heartto capillaries far from the start

In the heart – pump, pump, pump!In the heart – pump, pump, pump!

To every cell the blood must goProviding energy near and froReturning waste through veinsTo 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? Yes Ma’am!Is this a body system? Yes Ma’am!What is it called? Skeletal SystemWhat is it called? Skeletal SystemWhat are the parts? Bones and jointsWhat do they do? Protect the organsWhat do they do? Connect to musclesAnything else? Hold me upIs that all? Store mineralsAre you through? Yes Ma’am

Is this a body system? Yes Ma’am!Is this a body system? Yes Ma’am!What is it called? Muscular system.What is it called? Muscular system.What are the parts? Voluntary musclesWhat do they do? Hold me uprightWhat are the parts? Smooth musclesWhat do they do? Support the organsWhat are the parts? Cardiac musclesWhat do they do? Pump bloodAre you through? Yes Ma’am!

Is this a body system? Yes Ma’am!Is this a body system? Yes Ma’am!What’s the name? RespiratoryWhat’s the name? RespiratoryWhat does it do? Transports oxygenWhat are the parts? Nose and mouthWhat do they do? Bring in oxygenWhat is next? Into the tracheaWhat is next? Into the bronchiWhere does it go? Into the lungsWhat is there? Tiny alveoliWhat do they do? Take in oxygenWhere does it go? Pulmonary arteriesWhat does it do? Feeds the cellsWhat is next? Waste goes to the lungsAnd finally? 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:

absorptionThe 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.

antibodyA protein produced by special blood cells to help fight

and destroy germs.

arteryA 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.

bacteriaOne-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.