Project GLAD



Project GLAD

Newhall 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

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

II. CLOSURE

• Processing all chart

• Home-school connection

• Evaluate week/ portfolio

• Student generated test

• Team explorations

a. Create a big book for the human body

b. Human body pictorial input

• Evaluation of Compare/Contrast essay

• Letter to parents

• Tasting various types of raw vegetables

III. CONCEPTS (Science Standards)

Life Sciences

2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials:

2a. Students know many multicellular organisms have specialized

structures to support the transport of materials.

2b. Students know how blood circulates through the heart chambers,

lungs, and body and how carbon dioxide & oxygen are exchanged in

the lungs and tissues.

2c. Students know the sequential steps of digestion and the roles of teeth

and mouth, esophagus, stomach, small intestine, large intestine, and

colon in the function of the digestive system.

2d. Students know the role of the kidney in removing cellular waste from

blood and converting it into urine, which is stored in the bladder.

Investigation and Experimentation

6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

6a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.

6b. Develop a testable question.

6c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.

6d. Identify the dependent and controlled variables in an investigation.

6e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.

6f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

6g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.

6h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

6i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

IV. VOCABULARY

cell tissue

organ capillaries

alveoli system

villi nephrons

salivary glands esophagus

liver gallbladder

stomach pancreas

small intestine large intestine

blood heart

veins arteries

kidneys excretory system

circulatory system digestive system

respiratory system skeletal system

muscular system bone marrow

joints tendons

ligaments neuron

receptors nervous system

V. ORAL LANGUAGE/READING/WRITING SKILLS

Listening & Speaking

1. Listening & Speaking Strategies

Comprehension

1. Ask questions that seek information not already discussed.

2. Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

3. Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication

4. Select a focus, organization structure, and point of view for an oral presentation.

5. Clarify and support spoken ideas with evidence and examples.

6. Engage the audience with appropriate verbal cues, facial expressions, & gestures.

Analysis and Evaluation of Oral and Media Communications

7. Identify analyze & critique persuasive techniques; identify logical fallacies used in oral presentations and media messages.

8. Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2. Speaking Applications (Genres & Their Characteristics)

1. Deliver narrative presentations.

2. Deliver informative presentations about an important idea, issue, or event.

3. Deliver oral responses to literature.

(Grades 3-5 ELD Standards) Listening & Speaking

Comprehension

B: Speak with few words/sentences

Answer simple questions with one/two word responses

Retell familiar stories/participate in short conversations/using

gestures.

EI: Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directions

I: Ask/ answer question using support elements

Identify key details from stories/information

EA: Identify main points/support details from content areas

A: Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication

B: Uses common social greetings

EI: Identify main points of simple conversations/stories (read aloud)

Communicate basic needs

Recite rhymes/songs/simple stories

I: Speak with standard English grammatical forms/sounds

Participate in social conversations by asking/answering questions

Retell stories/share school activities using vocabulary, descriptive

words/paraphrasing

EA: Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitch

Initiate social conversations by asking & answering

questions/restating & soliciting information

Appropriate speaking based on purpose, audience, subject matter

Ask/answer instructional questions

Use figurative language & idiomatic expressions

A: Question/restate/paraphrase in social conversations

Speak/write based on purpose, audience, & subject matter

Identify main idea, point of view, & fact/fiction in broadcast &

print media

Use standard English grammatical forms/sounds/intonation/pitch

Reading:

1. Word Analysis, Fluency & Systematic Vocabulary Development

Word Recognition

1. Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.

Vocabulary and Concept Development

2. Apply knowledge of word origins, derivations, synonyms,

antonyms, and idioms to determine the meaning of words &

phrases.

3. Use Knowledge of root words to determine the meaning of

unknown words within a passage.

4. Know common roots and affixes from Greek & Latin & use this

knowledge to analyze the meaning of complex words.

5. Understand & explain the figurative and metaphorical use of

words in context.

2.0 Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed.

Structural Features of Informal Materials

1. Identify structural patterns found in informational text.

2. Analyze text that is organized in sequential or chronological order.

Comprehension & Analysis of Grade-Level-Appropriate Text

3. Discern main ideas & concepts presented in texts, identifying

& assessing evidence that supports those ideas.

4. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

5. Distinguish facts, supported inferences, and opinions in text.

2. Literary Responses & Analysis:

Structural Features in Literature

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 Text

2. Identify the main problem or conflict of the plot & explain how it is resolved.

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.

4. Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works.

5. Describe the function and effect of common literary devices.

Literary Criticism

6. Evaluate the meaning of archetypal patterns & symbols that are found in myth and tradition by using literature from different eras & cultures.

7. Evaluate the author’s use of various techniques to influence reader’s perspective.

(Grades 3-5 ELD Standards) Reading

Word Analysis

Concepts about Print, Phonemic Awareness, Decoding & Word

Recognition

B: Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary

language

Recognize morphemes in phrases/simple sentences

I: Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent reading

EA: Use knowledge of morphemes to derive meaning from

literature/texts in content areas

A: Use root & affixes to derive meaning

Fluency & Systematic Vocabulary Development

Vocabulary & Concept Development

B: Read aloud simple words in stories/games

Respond to social & academic interactions (simple ques./ans.)

Demonstrate comprehension of simple voc. with action

Retell simple stories with drawings, words, phrases

Uses phrases/single word to communicate basic needs

EI: Use content vocabulary in discussions/reading

Read simple vocabulary, phrases & sentences independently

Use morphemes, phonics, syntax to decode & comprehend words

Recognize & correct grammar, usage, word choice in speaking or

reading aloud

Read own narrative & expository text aloud with pacing,

intonation, expression

I: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in text

Recognize & correct grammar, usage, word choice in speaking or

reading aloud

Read grade level narrative/expository text aloud with pacing,

intonation, expression

Use content vocabulary in discussions/reading

Recognize common roots affixes

EA: Use morphemes, phonics, syntax to decode/comprehend words

Recognize multiple meaning words in content literature & texts

Use common roots & affixes

Use standard dictionary to find meanings

Recognize analogies & metaphors in content literature & texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions & reading

Read complex narrative & expository texts aloud with pacing,

intonation, expression

A: Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic & social vocabulary to achieve independent

reading

Use idioms, analogies & metaphors in discussion & reading

Use standard dictionary to find meanings

Read narrative & expository text aloud with pacing, intonation

Reading Comprehension

B: Answer fact questions using one/two word response

Connect simple text read aloud to personal experience

Understand & follow one-step direction

Sequence events from stories read aloud using key words /phrases

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple stories

Connect text to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read & identify main ideas to draw inferences

Identify text features: title, table of contents, chapter headings

Identify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written text

Read text features: title, table of contents, chapter headings,

diagrams, charts, glossaries, indexes

Identify main idea to make predictions & support details

Orally describe connections between text & personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion & cause/effect in

literature/content text

EA: Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questions

Describe relationships between text & personal

Identify function of text features: format/diagrams/charts/

experiences/glossary

Draw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in text

Identify organizational patterns in text: sequence, chronology

A: Make inferences/generalizations, draw conclusions from grade

level text resources

Describe main ideas with support detail from text

Identify patterns in text: compare/contrast, sequence, cause/effect

Reading Literacy Response & Analysis

Narrative Analysis of Grade-Level Appropriate Text

B: One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settings

Distinguish between fiction & non-fiction

Identify fairy tales, folk tales, myth, legend using lists,

charts, tables

EI: Orally answer factual questions using simple sentences

Orally identify main events in plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

I: Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first & third person in literary text

A: Describe characters of poetry, drama, fiction & non-fiction

Evaluate author’s use of techniques to influence reader

Describe directly stated & implied themes

Compare & contrast motives of characters in work of fiction

Writing

1. Writing Strategies

Organization & Focus

1. Create multiple-paragraph narrative composition.

2. Create multiple-paragraph expository compositions.

3. Use organizational features of printed text to locate relevant information.

4. Create simple documents by using electronic media & employing organizational features.

5. Use a thesaurus to identify alternative word choices and meanings.

6. Edit & revise manuscripts to improve the meaning & focus of writing by adding, deleting, consolidating, clarifying, and rearranging words & sentences.

2. Writing Applications (Genres & Their Characteristics)

1. Write narratives

2. Write responses to literature.

3. Write research reports about important ideas, issues, of events.

4. Write persuasive letters or compositions.

Written & Oral English Language Conventions

1.0 Written & Oral English Language Conventions

Sentence Structure

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

Grammar

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

Punctuation

3. Use a colon to separate hours and minutes and to introduce a list; use quotation marks around exact words of a speaker and titles of poems, songs, short stories, & so forth.

Capitalization

4. Use correct capitalization.

Spelling

5. Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

(Grades 3-5 ELD Standards) Writing Strategies & Applications

Penmanship, Organization & Focus

B: Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical

Forms

EI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, charts

Write paragraphs of at least four sentences

Write words/simple sentences in content area

Write friendly letter

Produce independent writing

I: Narrate sequence of events

Produce independent writing

Use a variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary & sentences in all content areas

Write a letter with detailed sentences

EA: Write detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary & sentences in all content areas

Write a persuasive letter with relevant evidence

Write multi-paragraph narrative & expository compositions

A: Write short narrative in all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, events

Write multi-paragraph narrative & expository compositions

Independently use all steps of writing process

Writing Conventions

B: Begin own name & sentences with capital letter

Use period at end of sentence

EI: Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

I: Produces independent writing

Use standard word order

EA: Produces independent writing with correct capitals, punctuation,

spelling

Use standard word order

Edit for basic conventions

A: Use complete sentences & correct order

Use correct parts of speech

Edit for punctuation, capitalization, & spelling

Produce writing with command of standard conventions

VI. RESOURCES AND MATERIALS – Non-fiction

Reader’s Digest Pathfinders, The Human Body

Melvin and Gilda Berger, Why Don’t Haircuts Hurt?

Kid’s Discover, Bones

Melvin Berger Germs Make Me Sick

Joanne Settel and Nancy Baggett Why Does my Nose Run?

Ovid K. Wong Your Body and How it Works

Darlene R. Stille The Nervous System

Ovid K. Wong Your Body and How it Works

Darlene R. Stille The Nervous System

Ovid K. Wong Your Body and How it Works

Darlene R. Stille The Nervous System

Darlene R. Stille The Digestive System

Darlene R. Stille The Respiratory System

Darlene R. Stille The Circulatory System

Daria Luisi Your Amazing Brain

Carol Ballard The Skeleton and Muscular System

Fran Balkwill Amazing Schemes within your Genes

Diane Swanson Burp!

RESOURCES AND MATERIALS –Fiction

Joanna Cole & Bruce Degen, The Magic School Bus Inside the Human Body

Marlo Thomas & Friends, Free to Be You and Me

RESOURCES AND MATERIALS – Poetry

Marlo Thomas & Friends, Free to Be You and Me

Shel Silverstein, “What’s in the Sack?”

RESOURCES AND MATERIALS – Literature

Bob Barner Dem Bones

Audrey Wood, Quick as a Cricket

Margaret Wise Brown, The Important Book

RESOURCES AND MATERIALS – Music

Marlo Thomas & Friends, Free to Be You and Me

RESOURCES AND MATERIALS – Teacher Resources

Science Framework for California Public Schools

Science Textbook, Harcourt

RESOURCES AND MATERIALS – Multimedia

C.D.: Marlo Thomas & Friends, Free to Be You and Me

Computer C.D.: Joanna Cole & Bruce Degen, The Magic School Bus Inside

the Human Body

School House Rock Science

Project GLAD

Newhall Elementary School District

HUMAN BODY

(Level 5)

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Signal word with Cognitive Content Dictionary

• Read Aloud – Dem Bones, Magic School Bus –Human Body

• Inquiry charts- What do you know about the human body?

• Picture File cards

• Realia- bones, cow eyeball

• Bulletin board-pictures of the systems of the human body

• Dressing up – doctor, scientist, athlete

• Teacher made Big Book- A Journey through the Human Body

• Field trip –garden, hospital, science museum

• Guest speaker: doctor, nurse, nutritionist, athlete

• Awards

• Observation charts

• Explorer report

• Creation of picture card files by the students

• Video – Eyewitness on Human Body, School House Rock on Science, Magic School bus on Human Body

• Food-healthy snacks

• Word web- healthy living

II. INPUT

• Pictorial input – systems of the human body, healthy kid

• Pictorial input – skeletal system

• Pictorial input – digestive system

• Overheads-systems of the body

• Chart/diagrams-systems of the body

• Realia- bones, cow eyeball

• 10/2 – in English and primary languages

• Expert Groups- system of the body

• Narrative input: Digestive system

• Science explorations

• Demonstration-dissection of cow eyeball

• Comparisons- skeleton of humans vs. animals

• Mini-lessons for writer’s workshop

• Story mapping

• Graphic organizers from expert group

III. GUIDED ORAL PRACTICE

• Process grid- Systems of the Human body

• T-graph – social skill- team points

• 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 GLAD

Newhall School District

Human Body

Level 5

Sample Daily Lesson Plan

Day 1

Focus/Motivation

• Behavior management: Three Personal Standards/ Set up Award system with Super Scientist

• Zero noise signal to get attention

• Numbered heads

• Cognitive Content Dictionary: Teacher gives first word and models how to use the dictionary. Use this word as the signal word throughout the day. (Collaboration)

• Observation Charts with partners

• Inquiry Chart

Input

• 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 TEXT

A Journey through the Human Body

Big Book

By Mrs. Haring

Hi, my name is Homo Sapien! We all come in many shapes, sizes and colors. Join me on a journey through my body and you will see how much we are all alike.

The skeletal system provides support my frame. My bones also protect my internal organs. The bones of my body are living organs made up of connective tissue. Bones meet at joints to allow for smooth movement as I move through my day. But, my skeletal system cannot work alone…

My skeletal system is attached to my muscular system by tendons. I have three kinds of muscles – voluntary, smooth, and cardiac muscles. These muscles create movement from the tiniest twitch to the greatest leap. But, my muscular system cannot work alone…

The muscular system is controlled by the nervous system that sends and receives messages throughout my body. My brain receives and sends messages to and from nerves through my spinal cord, so that I can react to my environment. But, the nervous system cannot work alone…

The nervous system receives oxygen for my brain from the circulatory system. This is a complex network of veins and arteries that transport blood around the body. The heart is the central part of this system as it is a pump that moves the blood. The circulatory system cannot work alone…

The circulatory system receives oxygen from the respiratory system. Respiration is the intake of oxygen from the air into my body through two specialized organs called the lungs. When my lungs are filled with air, oxygen is absorbed into the bloodstream through tiny sacs called alveoli. Carbon dioxide passes from the blood into the alveoli and is flushed out of the body when I exhale. But, the respiratory system cannot work alone…

The respiratory system receives nutrients from the digestive system. This is a tube of connected organs where specialized activities occur along its length. This begins in the mouth where my food is chewed and mixed with saliva. The process of digestion continues after the food is swallowed and enters my stomach. Then my intestines can absorb digested food. But, the digestive system cannot work alone…

The waste from the digestive system is removed from my body by the excretory system. The kidneys process cell waste, including carbon dioxide and ammonia. Waste is removed from my body through urine and feces.

As you can see, no matter the shape, size, or color of skin, we are all the same within!

NARRATIVE INPUT: DIGESTIVE SYSTEM by Denise Sudik

It was just another day in room 22. Recess was over and Ms. Dove had just begun another lecture in science class. “Physiology”, she said, “is the study of…” Her voice drifted in and out of my thoughts. The last thing I heard as my head slowly dropped to my desk was, “The digestive system has two functions…”

When I opened my eyes, I was astonished to find I was no longer sitting at my desk… I was in some strange place next to a huge blue blob. “Who are you?” I asked in astonishment. “My name is Den, Den Tine, I’m your gum. …you’ve been chewing me since recess. “ Den Tine,” I exclaimed. “Where are we?”

“Inside your body,” he replied nonchalantly. “INSIDE MY BODY?” I cried.

“Well, inside your mouth to be more specific…you can’t be too careful in here, you know.” “What do you mean?” I queried. “Well, if you’re not bitten or crushed to death by your teeth, you might just drown when… Duck!” yelled Den.

Just then I found myself drenched with some kind of slimy liquid. “What’s going on?” (add salivary glands) “That’s your salivary glands squirting saliva. Saliva is mainly water but it also contains slimy mucus and the enzyme amylase. Amylase is a chemical which begins digestion.”

“What do you mean,” I asked.

Den replied, “Your teeth grab your food then chop, tear & grind it into smaller pieces. Your strong, muscular tongue crushes & mixes the food while your salivary glands squirt saliva into your mouth. This makes your food wet and slimy enough to swallow. LOOK OUT.”

“Now what?” “Hang on! Your tongue is going to push us up against the hard palate, and backward into your pharynx.” “My pharynx?” “Your pharynx. That’s what we call your throat in here.” “Oh,” I replied, a little embarrassed.

As my pharynx squeezed us downward, I saw what looked like a door closing. “What’s that?” I asked Den. “That’s your epiglottis.” “Why is my epiglottis closing?” “Your epiglottis closes to keep food out of your windpipe…You wouldn’t want your food to get into your lungs and choke you, now, would you?” “Of course not!’ I exclaimed.

“Brace yourself for the 5 second ride down your esophagus,” warned Den. “The contractions that are gonna move us on down are called peristalsis.” “Yahoo,” I yelled, as we rode the peristalsis waves down, down, down.

We dropped as a big slimy ball called bolus into my stomach. “We’re gonna be here for about 4 hours,” said Den. “Well, then let’s relax,” I said. No sooner had I settled in, when mucus, acid and enzymes began to pour out. “Whoa,” I yelled, “What’s happening?” “The mucus is coating your stomach lining to protect it from the acid.” “Acid!” I yelled. “Oh course,” said Den. “The acid provides the right environment for the enzymes.” “Enzymes!” I yelled. “Oh course, how else do you think your food gets digested?” After about 2 hours of kneading and crushing by my stomach muscles we were becoming liquidized into a soupy mixture called chyme. After about 4 hours my stomach muscles began to squirt the chyme

through the duodenum. “Boy, am I glad to be out of there!” I said. At that moment, fluids came pouring in from all directions. “What’s happening now?” I cried.

“That’s just juices from the pancreas and bile from the liver. The juices from the pancreas contain enzymes. We’re very acidic from all that action in the stomach. These juices will help make the soupy chyme we’re floating in less acidic.” “Good,” I said.

“The enzymes from the pancreas will also help digest your food as we continue our journey through your small intestine.” “So this’ll be a short ride?” “Oh no, my friend. Your small intestine is 161/2 feet long!”

As we continued our journey through the tunnels of the small intestine, I noticed an endless series of hills and valleys. Coming out of them seemed to be tiny fingers tickling us along. “What are these,” I asked Den. “Villi,” he explained, “They absorb the digested food that’s ready to nourish the rest of your body.” “Oh,” I said, a little nervously. “And just exactly where is that food going?” I queried.

“It’s going through the liver.” “Where the bile came from?” I interrupted. “Exactly,” replied Den, “The liver stores the bile in the gallbladder. The liver will store some of it and convert the rest, allowing it to travel to where it is needed. Your liver is very important…it also removes poisons and drugs from the blood. Your liver works so hard that the heat it generates from doing all this work helps warm your body!”

“Wow,” I said as we bumped along the walls of the small intestine.

We continued to be mashed, mushed and drenched, all the while being bombarded with the digestive chemicals known as enzymes. I watched the food around me getting smaller and smaller until it was tiny enough to slip through the intestinal wall to be carried away by my blood.

After hours we were squeezed dripping wet into a bigger tunnel. “Don’t fall into your appendix, that little tube there,” shouted Den grabbing me in the nick of time! “What does the appendix do,” I asked thankfully. “Nothing,” said Den, “unless it gets infected. That’s called appendicitis. If that happens, you have to have it removed.” “Well Den, let’s keep on moving!” “Where are we now?” I asked exhausted. “We’re in your large intestine with anything that hasn’t already been digested,” Den replied. “Will this ever end?” I shouted. “From beginning to end, your journey will take about 20 hours and you will have traveled over 20 feet.” We were then squeezed up through the ascending colon, across the transverse colon and then down the descending colon. As we traveled, any of the valuable fluids around us were being reabsorbed into my body. We became dryer and dryer and as we passed through the sigmoid colon I asked, “What next?” “We’ll be stored in your rectum as feces until we pass through the anus when you go to the toilet,” Den replied matter of factly.

“Oh no!” I cried in horror. The next thing I knew, everything went black and when I opened my eyes, to my relief, I was sitting at my desk in room 22 as if nothing had happened. When Ms. Dove asked, “What are the two functions of the digestive system?”---I raised my hand and answered confidently, “To break food into nutrients and then get the nutrients into the blood for the circulatory system to take to my cells!”

EXPOSITORY TEXT for found poem:

How does a car work? You cannot really tell just by looking at the outside. You need to get under the hood, look at the parts of the engine, and see how they fit together.

The same applies to the human body. Looking from the outside, all you can see is an outer covering of skin. Even looking into the mouth and down the throat does not tell you very much. But under this outer layer lies a collection of different parts that collaborate to produce the complex organism called the human being.

Think about someone kicking a football. The muscles pull on the leg bones to produce the kicking movement. In order to pull, muscles need energy. This is supplied, in the form of food and oxygen, by the bloodstream. The food is absorbed into the body through the intestines. The oxygen is absorbed through the lungs. Waste material produced by this body activity is removed via the lungs and the urine. And all of this is controlled by messages sent along the nervous system and by chemicals called hormones released into the bloodstream.

Just this one activity illustrates most of the body’s systems at work. These major systems support the body, move it, control its activities, transport materials around it, remove waste from it, supply it with oxygen and food, and enable it to reproduce itself. Each has its job to do, but all work together in a coordinated way to produce the intricate complexity of the living human body.

Body systems work together somewhat like the parts of a city. The brain and nervous system are the city council and telecommunication system. The digestive system provides food, like the stores and supermarkets. The blood system acts like a road network. And the body, like the city, needs its power supplied and its waste disposed.

From The Children’s Atlas of the Human Body by Richard Walker

Date: _____________________

Project GLAD

HUMAN BODY UNIT

Home/School Connection

Interview your parents or any adult. Ask them to tell you a folk tale or legend from your family’s culture that has to do with nutrition and food.

Parent _______________________ Student ___________________________________

Fecha: _____________________

Proyecto GLAD

Unidad del cuerpo humano

Conexión entre hogar y escuela

Entrevista a tus padres, familiares o parientes. Pídeles que te cuenten una leyenda o cuento tradicional que sea relacionado a comida o nutición.

Padre _______________________ Alumno _________________________

Date: _____________________

Project GLAD

HUMAN BODY UNIT

Home/School Connection

Interview your parents or any adult. Ask them to tell you their favorite ways to exercise.

Parent _______________________ Student _________________________

Fecha: _____________________

Proyecto GLAD

Unidad del cuerpo humano

Conexión entre hogar y escuela

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

Padre _______________________ Alumno _________________________

Date: _____________________

Project GLAD

HUMAN BODY UNIT

Home/School Connection

Interview your parents or any adult. How do you feel about smoking in public places? Why?

Person For Against Why

Mother

Father

Sister

Brother

Grandparent

Friend

You

_______

_______

_______

Parent _______________________ Student _________________________

Fecha: _____________________

Proyecto GLAD

Unidad del cuerpo humano

Conexión entre hogar y escuela

Entrevista a tus padres, familiares, parientes y amigos. «¿Cómo te sientes sobre fumando en lugares públicos? ¿Porqué?»

persona de acuerdo en contra porqué______________

padre

madre

hermano

hermana

abuelo(a)

amigo(a)

tu

____________

____________

____________

Padre _______________________ Alumno _________________________

Date: _____________________

Project GLAD

HUMAN BODY UNIT

Home/School Connection

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

Parent _______________________ Student _________________________

Fecha: _____________________

Proyecto GLAD

Unidad del cuerpo humano

Conexión entre hogar y escuela

Entrevista a tus padres, familiares o parientes. «¿Qué tipos de frutas come usted?»

Padre _______________________ Alumno _________________________

Date: _____________________

Project GLAD

HUMAN BODY UNIT

Home/School Connection

Keep track of all of the exercise you do this week. Record the information on the log.

Day Number of Minutes Type of exercise

Parent _______________________ Student _________________________

Fecha: _____________________

Proyecto GLAD

Unidad del cuerpo humano

Conexión entre hogar y escuela

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

día cuántos minutos tipos de ejercicio

Padre _______________________ Alumno _________________________

Human Body

Poetry and Chant Booklet

Name __________________

Bones here, bones there,

Bones, bones, everywhere!

Bones protecting organs

Bones storing nutrients

Bones providing support

and bones helping me move.

Bones are living organs

Made of connecting tissue.

Inside is bone marrow

sending blood cells to you.

Two hundred and six bones

making up my skeleton.

Bones connected by tendons

to muscles to make me move.

Bones here, bones there

Bones, bones everywhere!

Bones! Bones! Bones!

By Mrs. Haring

Digestion Cadence

Digestion starts at your teeth

Chewing food to piece

Saliva starts to it break down

Changing salt to sugar I’ve found

Sound off – Saliva

Sound off - Nutrients

Sound off, 1, 2, 3, 4 – Digest!

Down the esophagus it now goes

Into bolus it will flow

On to the Stomach it will go

Making gastric juice like a pro.

Sound off – Proteins

Sound off - Enzymes

Sound off, 1, 2, 3, 4 – Digest!

Growls and burps may embarrass you

but they signal food is on the move.

Your stomach works all the time

Changing food into soup chyme

Sound off – Villi

Sound off – Pancreas

Sound off, 1, 2, 3, 4 – Digest!

Into the small intestine it now flows

absorbing nutrients as it goes.

Villi in the intestine wall

Take the nutrients to them all

Sound off – Minerals

Sound off – Gallbladder

Sound off, 1, 2, 3, 4 – Digest!

The waste passes to final test

Large intestines clean out the rest

Out the body it shall go

Now you here the water flow.

Sound off – Intestine

Sound off - Excretion

Sound off, 1, 2, 3, 4 – Digest!

By Mrs. Haring

Healthy Kid Rap

I am a healthy kid and here to say

I eat nutritious food every day

Sometimes I drink milk

Sometimes I eat toast

But, eating fruit is what I like most.

Apples, bananas, peaches too.

Doing the healthy kid BUGALOO!

Jumping rope and riding bikes

Playing ball and taking hikes.

Keeping muscles strong I run and play

I exercise my body everyday.

Run, kick, throwing too.

Doing the healthy kid BUGALOO!

By Mrs. Haring

The Circulatory system is an amazing thing,

It transports blood in a ring.

The heart is the boss I’ve found

Pumping in and out with a pound

Arteries carry it from the heart

to capillaries far from the start

In the heart – pump, pump, pump!

In the heart – pump, pump, pump!

To every cell the blood must go

Providing energy near and fro

Returning waste through veins

To the heart that is main

In the heart – pump, pump, pump!

In the heart – pump, pump, pump!

By Mrs. Haring

Is this a body system? Yes Ma’am!

Is this a body system? Yes Ma’am!

What is it called? Skeletal System

What is it called? Skeletal System

What are the parts? Bones and joints

What do they do? Protect the organs

What do they do? Connect to muscles

Anything else? Hold me up

Is that all? Store minerals

Are 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 muscles

What do they do? Hold me upright

What are the parts? Smooth muscles

What do they do? Support the organs

What are the parts? Cardiac muscles

What do they do? Pump blood

Are 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? Respiratory

What’s the name? Respiratory

What does it do? Transports oxygen

What are the parts? Nose and mouth

What do they do? Bring in oxygen

What is next? Into the trachea

What is next? Into the bronchi

Where does it go? Into the lungs

What is there? Tiny alveoli

What do they do? Take in oxygen

Where does it go? Pulmonary arteries

What does it do? Feeds the cells

What is next? Waste goes to the lungs

And 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 |

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AWARDS:

absorption

The passage of a substance from one part of the body to another through a thin barrier, such as the passage of digested food into the bloodstream through the wall of the small intestine.

antibody

A protein produced by special blood cells to help fight and destroy germs.

artery

A muscular blood vessels that carries fresh (oxygenated) blood away from the heart.

atria [pic]

The two chambers of the heart that collect blood as it comes in.

bacteria

One-cell beings. Some bacteria are germs that make people sick.

blood cells

The two kinds of cells that make up some of your blood. Red blood cells deliver oxygen to other cells and pick up carbon dioxide. White blood cells fight off foreign invaders.

bolus

A lump of chewed food that enters the throat during a swallow.

capillary

The smallest kind of blood vessel. Capillaries reach every tissue in the body.

carbon dioxide

A gas that is a normal waste produced by cells when they use energy. It is transported in the blood stream to the lungs, then it is breathed out.

cardiac

Anything to do with the heart.

cartilage

A flexible but tough body tissue. It forms part of the framework of the body and covers the ends of some bones.

cell

The smallest unit of life that is able to function independently. The human body is an organized mass of the cells.

cerebral

Anything to do with the brain.

Chromosomes

Structures containing DNA and proteins that carry genetic instructions. Humans have 46 chromosomes. They are stored in a cell’s nucleus.

renal

Anything to do with the kidneys.

Chyme

Soupy lumps of partly digested food that move form the stomach into the small intestine.

dermis

The inner layer of skin that contains blood vessels, nerves, sweat glands, and hair roots.

DNA

The molecule that contains genes. It looks like a twisted ladder. DNA stands for deoxyribonucleic acid.

enamel

The hard outer coating of the teeth.

Endocrine system

A network of glands that produce hormones.

epidermis

The outer layer of skin. It is made of new skin cells at the base, and tough, dead skin cells on the surface.

genes

The blueprints for individuals inherit from their parents. Genes are carried on chromosomes.

vein

The vessel that usually carries used (deoxygenated) blood back to the heart.

hormones

The body’s chemical messengers. They help control may body functions according to the body’s needs.

immune

Able to fight and destroy bacteria, viruses, or other germs so that they cannot harm the body.

keratin

A protein that toughens skin, nails, and hair.

ligament

A flexible band of tissue that attaches one bone to another at a joint. Ligaments also attach teeth to the jaw.

nerves

Bundles of long, thin neurons that connect the brain to the rest of the body.

neurotransmitter

A chemical that ferries messages across the gap between neurons.

organ

A collection of tissues that has a specific functions. The brain, heart, stomach, and kidneys are organs.

Organelle

The parts of a cell. Each has a different job.

Oxygen

A gas that is breathed in and transported to every cell in the body through the bloodstream. Oxygen helps the cells release energy from food.

pacemaker

A knob of specialized, electrically charged muscle that controls the heart’s rhythm.

plasma

The pale, watery fluid that makes up most of your blood. It brings nourishment, hormones, and germ-fighting substances to your cells. It carries away wastes.

saliva

A fluid made by glands in the mouth and throat to begin the process of digestion.

tendon

A tough rope of tissue that attaches a muscle to a bone.

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