The Good and The Beautiful The Human Body, Part 1 [1]

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THE HUMAN BODY Part 1

Created by Mindi Eldredge

Table of Contents Unit Information

ii

Supplies Needed

iii

Optional Read-Aloud Story Books

v

Vocabulary Cards

vii

Lesson 1 - Our Bodies

1

Lesson 2 - The Skeletal System

6

Lesson 3 - The Muscular System

12

Lesson 4 - The Respiratory System

19

Lesson 5 - The Circulatory System

27

Lesson 6 - The Nervous System

34

Lesson 7 - The Digestive System

42

Lesson 8 - The Urinary System

47

Lesson 9 - The Immune System

52

Lesson 10 - The Integumentary System

63

i © Jenny Phillips

THE HUMAN BODY Part 1

Created by Mindi Eldredge

Unit Information Science Journal All The Good & the Beau ful science units include ac vi es for a science journal. For each child, prepare a 1”–2” 3-ring binder to func on as his or her science journal. Have wide-ruled paper and blank white paper on hand for science journal ac vi es. All completed journal ac vi es are to be kept in the binder. You may also consider having the children create a cover for their science journals, which they insert under the clear cover of the binder.

Science Wall All The Good & the Beau ful science units include vocabulary words to be placed on your science wall, which is a wall in your learning area on which you can a ach the vocabulary words and other images. Print and cut out the vocabulary cards at the beginning of the unit. The course will indicate when to place them on the wall.

Lesson Mini Books

cut them in half along the do ed lines, and then stack the pages together and staple twice along the le side.

Lesson Prepara on All The Good & the Beau ful science units include easy-to-follow prepara on instruc ons at the beginning of each lesson.

Experiments Many of The Good & the Beau ful science lessons involve hands-on experiments and teacher demonstra ons. Always supervise the children as they par cipate in the experiments to ensure that they are following all necessary safety procedures.

Teaching Older Children? This unit study is designed for Grades K–6. If you are also teaching older children (Grades 7–8), look for the magnifying glass symbol at the end of all the lessons in this unit. There you will find ideas for guiding older children through more in-depth research and study.

Many of the lessons included in this unit incorporate science mini books. The mini books are included with the lesson and require very li le assembly. To make your mini books, simply print the pages single-sided,

© 2 0 1 7 Je n n y P h i l l i p s | w w w. Je n n y ph i l l i p s . c o m No part of this PDF document may be copied or reproduced for those outside your family or school group.

THE HUMAN BODY Part 1

Created by Mindi Eldredge

Supplies Needed Lesson 1 - Our Bodies •

a car or truck to inspect and observe

•

crayons, markers, or colored pencils

•

small gi box and wrapping paper or gi bag for each child

Lesson 2 - The Skeletal System •

playdough (one 3 oz container per child)

•

four crayons per child

•

one piece of yarn (one to two feet in length) per child

•

15 hex nuts, wheel-shaped pasta, or small spools per child

• •

15 gummy Life Savers or pieces of felt (cut in a circle about the size of a gummy Life Saver) per child

•

a pair of scissors

•

playdough or poster moun ng pu y (enough to plug the mouth of the plas c bo le)

•

crayons, markers, or colored pencils

Lesson 5 - The Circulatory System •

one empty paper towel roll

•

small clear jar (op onal)

•

1/2 cup Red Hots cinnamon candy (op onal)

•

one spoon (op onal)

•

1/4 cup white mini marshmallows (op onal)

•

two tablespoons oats, any kind (op onal)

•

1/2 cup vegetable oil (op onal)

•

four 16-inch pieces of red yarn and two 16-inch pieces of blue yarn for each child (narrow ribbon or embroidery thread would also work)

•

crayons, markers, or colored pencils

•

single hole-punch

crayons, markers, or colored pencils

Lesson 3 - The Muscular System •

11 s cky notes or labels per child (any kind/size)

•

one balloon (any size)

•

crayons, markers, or colored pencils

Lesson 6 - The Nervous System •

one blindfold per child

Lesson 4 - The Respiratory System

•

at least four items for children to iden fy using their senses (see “The Five Senses Ac vity” for details)

•

one large, sturdy plas c bo le

•

•

two straws

six different colors of playdough per child (1.5–3 oz playdough per color)

•

two small balloons

•

crayons, markers, or colored pencils

•

one large balloon

•

six toothpicks per child (op onal)

•

a sharp knife

•

tape (op onal)

•

four rubber bands

•

one piece of white paper (op onal)

iii © Jenny Phillips

Supplies Needed

Science - Elementary

Lesson 7 - The Diges ve System •

one sandwich-size zip-lock bag

•

two rubber bands

•

one pair of nylon pantyhose, any size and color

•

a funnel (or a plas c water bo le with the bo om half cut off)

•

one cup dry, crunchy cereal

•

one fork

•

one small bowl

•

a small spray bo le with water

•

a few paper towels

•

crayons, markers, or colored pencils

•

one large, uninflated balloon (regular birthday size (11"-12")

Lesson 8 - The Urinary System •

one plas c bo le (16.9 oz size)

•

scissors

•

a large handful of co on balls

•

a cup or mug

•

one cup of water

•

an empty bowl

•

one tablespoon black pepper

•

crayons, markers, or colored pencils

Lesson 9 - The Immune System •

one game piece per child (game piece ideas: Ski les, M&M’s, pebbles, marked beans, another game’s pieces, etc.)

•

crayons, markers, or colored pencils

Lesson 10 - The Integumentary System •

school glue or glue s ck

•

a blank piece of paper for each child

•

scratch paper

•

a sharpened No. 2 pencil for each child

•

transparent adhesive tape

•

crayons, markers, or colored pencils

•

a magnifying glass (op onal)

iv © Jenny Phillips

THE HUMAN BODY Part 1

Created by Mindi Eldredge

Optional Read-Aloud Story Books Many of the lessons include a list of op onal read-aloud story books that may be read to the children at any point during the lesson. The lessons include all of the informa on necessary for the children to learn and understand the unit concepts. The op onal read-aloud books are suggested as addi onal informa on to complement the unit if you choose. The books listed can typically be purchased online or found at your local library. * = Mindi’s top picks F=Fic on, NF=Nonfic on, B=Biography K–6=indicates interest level of the book from preschool through sixth grade

Lesson 1 - Our Bodies •

Your Body by Stephanie Turnbull [NF, K–2]

•

Inside Your Outside! by Tish Rabe [NF, K–3]

Lesson 2 - The Skeletal System •

Your Bones by Cyril Bassington [NF, K–2]

•

A Book About Your Skeleton by Ruth Belov Gross [NF, K–4]

•

Your Skeleton System Works! by Flora Bre [NF, 1–5]

•

Bones by Seymour Simon [NF, 3–6]

•

Your Body Ba les a Broken Bone* by Vicki Cobb [NF, 2–6]

Lesson 3 - The Muscular System •

The Muscles by Anne Fitzpatrick [NF, 2–5]

•

Muscles: Our Muscular System* by Seymour Simon [NF, 3–6]

•

Understanding Our Muscles* by Lucy Beevor [NF, 2–6]

Lesson 4 - The Respiratory System •

How Do Your Lungs Work? by Don L. Curry [NF, K–2]

•

The Respiratory System by Kay Manolis [NF, K–3]

•

The Respiratory System* by Chris ne Taylor-Butler [NF, 2–6]

•

Lungs: Your Respiratory System by Seymour Simon [NF, 2–6]

•

Your Respiratory System Works! by Flora Bre [NF, 1–5] v © Jenny Phillips

Read-Aloud Story Books

Science - Elementary

Lesson 5 - The Circulatory System •

Hear Your Heart by Paul Showers [NF, K–2]

•

Your Heart by Cyril Bassington [NF, K–3]

•

The Heart: Our Circulatory System by Seymour Simon [NF, 2–6]

•

The Circulatory System by Chris ne Taylor-Butler [NF, 2–6]

Lesson 6 - The Nervous System • •

Your Brain by Cyril Bassington [NF, K–2] How Does Your Brain Work? by Don L. Curry [NF, K–3]

•

My Five Senses by Aliki [NF, K–1]

•

Through Grandpa’s Eyes* by Patricia MacLachlan [F, K–4]

•

Why I Sneeze, Shiver, Hiccup, and Yawn* by Melvin Berger [NF, K–4]

•

How Does the Ear Hear?: And Other Ques ons About The Five Senses* by Melissa Stewart [NF, 1–6]

•

The Brain: Our Nervous System by Seymour Simon [NF, 3–6]

Lesson 7 - The Diges ve System •

What Happens to a Hamburger?* by Paul Showers [NF, K–5]

•

Your Stomach by George Fi leworth [NF, K–2]

•

Guts: Our Diges ve System by Seymour Simon [NF, 3–6]

Lesson 8 - The Urinary System •

None

Lesson 9 - The Immune System •

Germs Make Me Sick!* by Melvin Berger [NF, K–4]

Lesson 10 - The Integumentary System •

Your Skin and Mine* by Paul Showers [NF, K–3]

vi © Jenny Phillips

Instructions: Cut out the vocabulary cards on these pages and place them on your science wall as you discuss the vocabulary words. Each day of this unit, and at various times throughout the year, review the vocabulary words. Note: Point out to the children that the vocabulary terms listed in this unit may have broader definitions, but for the purposes of this unit, the definitions will relate directly to the human body.

Vocabulary - The Human Body

Cells extremely small units that together form the organs and tissue of the human body

vii © Jenny Phillips

Organ a part of a living body that has a specific function necessary to the life or activity of the body

System parts of a body that work together to allow the body to live and function correctly

Bones the strong, hard objects that give structure, protection, and support inside a physical body and form a skeleton

Cartilage flexible, connective tissue found in various parts of the body It often acts as a cushion between two meeting bones and is also found at the end of the nose and outer ears.

viii © Jenny Phillips

Joint the place where separate bones meet and connect

Ligament strong and bendable tissue that attaches connecting bones

Muscle a fibrous, stretchy tissue that gives us the power and ability to move around and makes many of the organs work

Voluntary Muscle a muscle that contracts under the control of the individual

ix © Jenny Phillips

Involuntary Muscle a muscle that contracts naturally without any thought from the individual

Contracting Muscle a muscle that becomes shorter in length as the fibers of the muscle stack on top of each other

Relaxing Muscle a muscle that becomes longer in length as the fibers of the muscle spread out

Tendon a connective tissue that attaches muscle to bone

x © Jenny Phillips

Trachea a tube running down the throat that allows air to flow in and out of the lungs

Bronchioles very small airways found throughout the lungs

Alveoli very small air sacs grouped together at the end of the bronchioles

Diaphragm Lungs two large organs within the chest that help bring in oxygen and distribute it to the body

a muscle located directly below the lungs responsible for causing the lungs to expand and contract

Heart the organ responsible for pumping and circulating blood through the body xi © Jenny Phillips

Brain the organ located inside the skull that is responsible for memory, thoughts, actions, the senses, and managing and implementing processes throughout the body

Spinal Cord the cord of nerves running from the brain down the back through which electrical impulse messages are sent from the brain to the nerves throughout the body

Nerves special strands of tissue that transmit electrical messages out to the body

The Five Senses the special nerves by which the body can touch, taste, see, hear, and smell xii © Jenny Phillips

Digestion the process of breaking down food into very small particles that can be absorbed and used by the body

Saliva, Acids, and Enzymes digestive juices produced within the body to help break down food into smaller, easier to digest particles

Villi extremely small, finger-like knobs found all along the inner lining of the small intestine that capture nutrients from the broken-down food and pass the nutrients into the blood stream

Nutrient a substance that provides the body with the needed nourishment essential for growth, strength, and energy

xiii © Jenny Phillips

Esophagus

Stomach

a narrow tube from the mouth to the stomach through which food travels

a bag-like organ where food begins to be broken down before being sent on for further digestion

Liver an organ responsible for producing special liquids that help break down food

Pancreas a small organ responsible for making and sending enzymes to break down food in the small intestines

Small Intestine a very long tube below the stomach in which food is broken down into small particles and nutrients from the food are absorbed into the blood stream

Large Intestine a wide tube located after the small intestine where the remaining undigested food is prepared for elimination

xiv © Jenny Phillips

Kidneys

Ureters

two bean shaped organs that filter waste products from our blood and make urine

two tubes that transport urine from the kidneys to the bladder

Bladder

a small tube at the base of the bladder that allows the urine to flow out

Urethra

a holding place for urine until it is released from the body

Pathogen a harmful agent or organism that could cause illness or death if it enters the body Viruses, parasites, and some bacteria are pathogens and are often called germs.

xv © Jenny Phillips

Science - Elementary

Lesson 1

Lesson 1 - Our Bodies Objec ves •

Help children understand that their bodies are unique gi s from God.

•

Define the vocabulary words: organ, system, and cells.

Prepara on †

Print and cut out a scripture card (included with this lesson) for each child. Place each scripture card in a small box and wrap the box in decora ve wrapping paper. Or place the scripture card in a small gi bag.

† Print one copy per child of the “About Me” journal page. Supplies Needed † a car or truck to inspect and observe † crayons, markers, or colored pencils † small gi box and wrapping paper or gi bag for each child

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Read to the children:

Each of us has been given a special gi from God. Give each child a wrapped box as described in the “Prepara on” sec on of this lesson. Have each child open the gi and read the scripture listed on the scripture card inside. A body is a very special gi from God given to each and every one of us. We have all been given bodies, but what makes our bodies even more extraordinary is that God created each and every one of us as a unique individual. No two people are exactly alike. Max Lucado, a Chris an teacher, said, “You aren't an accident. You weren’t mass produced. You aren’t an assembly-line product. You were deliberately planned, specifically gi ed, and lovingly posi oned on this Earth by the Master Cra sman.” (The Applause of Heaven, pg 175)

As God created your body, he put in place special organs and systems that work together to provide you the opportunity to breathe, think, run, play, eat, and so much more! In this unit we are going to learn all about our bodies. We will learn what systems and organs we have in our bodies, what func ons each system and organ has, and how they all work together.

†

Brainstorm

Help the children brainstorm a list of all the different parts of the body they can think of. Have them work together to create one list. Note: This unit will not cover any of the reproducve organs; however, children may bring them up in discussions such as this one. Take into considera on each child and his or her level of maturity. It may be important to first talk to the children about respect for the human body and that, while it is okay to talk about all parts of the body, some parts of the body require extra respect and reverence when referring to them.

1 © Jenny Phillips

Science - Elementary

†

Lesson 1

at all or would not be able to func on properly.

Ac vity

Take the children outside to look at a car or truck, and ask them the following ques ons. •

What parts of the vehicle do you see, and what is the func on of each part? [Tires allow the vehicle to roll over the road. Doors allow passengers to get in and out of the vehicle. The steering wheel allows the driver to change direc ons. The seats give the passengers a place to sit comfortably. The headlights light the way when it is dark. The windshield wipers clear off the windshield and improve visibility in a storm, etc.]

Open the hood of the car or truck and show the children the engine. Con nue on with the ques ons and discussion. •

•

• •

•

•

†

This is the engine. Do you know the names of any of the parts of the engine? What does the engine do? Pause for responses. The engine has many parts that all work together to run the vehicle. One part of the engine is the ba ery. The ba ery provides the car with the electricity needed to turn on the engine. There is also the transmission, which changes the gears in the engine so that energy is sent to the wheels, causing them to move. The air filter keeps dirt from entering the engine. The alternator keeps the ba ery charged as the vehicle is running. There are many more parts that work together to run the vehicle. What would happen if parts of the vehicle were missing? [It would not run properly or may not work at all.] What if the res were missing? [The engine could run, but the vehicle could not move anywhere.] What if the engine was missing? [The vehicle would not turn on, and it would not be able to func on.] What if the headlights were missing? [The vehicle might s ll run properly; however, we would not be able to see well enough to drive it at night.] What if the ba ery was missing? [We would not be able to turn on the vehicle.]

Read to the children:

Each part of the vehicle serves an important purpose, and each part works together with the other parts. Without all the parts, the vehicle would either not run

Your body is far more amazing and complex than a vehicle and is a divine crea on. However, like a vehicle, you have many parts that need to work together in order for your body to func on correctly. Some of those parts are on the outside, but most of those parts are on the inside. Just as vehicles would not work without many of their main parts, without many of your organs, your body would not be alive or be able to func on correctly. God carefully, and with amazing detail, created your body. Each part, process, and func on was created for important reasons.

†

Science Wall

Place the vocabulary words ORGAN, SYSTEM, and CELLS on your science wall. Read and discuss each word and defini on. Give the heart and the brain as examples of organs with which children are already familiar and the skeletal system as an example of a system. Explain that they will be learning more about these in future lessons.

Organ

System

Cells †

Science Journal

Tell the children that throughout this unit they will work on a science journal page for each system of the body. However, today they will be thinking more about the unique quali es of their own bodies. Give each child a copy of the “About Me” journal page. Have the children decorate the blank human outline to look like themselves. Then have them list on the “About Me” page specific characteris cs about themselves. Their notes may include things such as their birth date, blood type, gender, height, weight, eye color, hair color, shoe size, the number of baby and adult teeth they have, if they are right- or le handed, and unique characteris cs they may have, such as freckles, dimples, or a birthmark.

2 © Jenny Phillips

Lesson 1

Science - Elementary

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) research and write a five paragraph paper describing the hierarchical order of the human body. This should include a descrip on of the three main levels of organiza on within the body (cells, ssues, and organs) and the rela onship between them.

3 © Jenny Phillips

Science - Elementary

Lesson 1

MY NAME:

“For we are his workmanship, created in Christ Jesus unto good works, which God hath before ordained that we should walk in them.” -Ephesians 2:10, KJV

Objec ve •

??

ABOUT ME: Prepara †

on

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

4 © Jenny Phillips

Scripture Card

“And God said, Let us make man in our image, after our likeness . . . So God created man in his own image, in the image of God created he him; male and female created he them.” - Genesis 1:26–27, KJV Types of Joints (For use in Lesson 2. Placed here to conserve paper.)

Science - Elementary

Lesson 2

Lesson 2 - The Skeletal System Objec ves •

Help the children understand what the skeletal system is, the main parts of the skeletal system, and why we need a skeletal system.

•

Define the vocabulary words: bones, joints, ligaments, and car lage.

Prepara on † Cut out the "Types of Joints" sec on included in the last lesson. † Cut out the labels shown at the bo om of “The Skeletal System Chart” page. †

Print out a “Skeletal System” journal page for each child.

Supplies Needed † playdough (one 3 oz container per child) † four crayons per child † one piece of yarn (one to two feet in length) per child † 15 hex nuts, wheel-shaped pasta, or small spools per child † 15 gummy Life Savers or pieces of felt (cut in a circle about the same size as a Life Saver) per child † crayons, markers, or colored pencils

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Read to the children

Feel along your arms. Do you feel something hard inside? Pause for responses. What about inside your legs? Feel your knees and legs. Do they feel firm or floppy? Pause for responses. What are the hard pieces that you feel? Pause for responses. Yes, the hard pieces inside your body are bones. We are each born with about 300 bones. As we grow older, some of those bones fuse together so that by the me we are adults, we have 206 bones in our bodies. Together, all of those bones make what we call the skeletal system, otherwise known as a skeleton. Why do you think we have a skeleton? Pause for responses. The skeletal system has four main purposes. First, the skeletal system protects organs

that are inside your body, such as the heart and the brain. Second, the skeletal system gives your body shape and support. Third, your bones help you to be able to move around. Fourth, bones help make your blood. Show the children the unlabeled “The Skeletal System Chart” page included with this lesson. Here is a picture showing what your skeleton look like. Do you see the individual bones? Point out separate bones within the skeleton.

†

Science Wall Place the vocabulary card Bones on the science wall.

Bones †

Ac vity

Give each child a container of playdough. Have each child form a simple shape of the human body (two 6 © Jenny Phillips

Science - Elementary

Lesson 2 this reason, it is very important that the spinal cord is protected. Locate the spine on the chart.

legs, the back and torso, two arms, and a head on top). Have the children try to stand the bodies up. Ask them if they will stay standing up.

•

The ulna is one of the two bones located in the lower part of each arm. The ulna is on the same side of the arm as the li le finger. Find and label an ulna.

•

The patella is the bone also known as the knee cap. Which bone do you think is the patella?

•

The humerus bone is located in the top of each arm. It runs from the shoulder to the elbow and forms joints with the other bones at each end. Locate a humerus on the chart.

•

The rib cage is made up of 24 individual rib bones. The rib bones form together to protect the heart and the lungs. Find the rib cage on the chart.

•

Show the children the blank “The Skeletal System Chart” page and the small cut-out labels (included at the bo om of the same page). Tell the children that you will be reading descrip ons of each of the parts of the skeletal system. As the children listen, have them work together to paste the labels on the correct part of the picture.

The bia is one of the bones located in the lower sec on of each leg. The bia, also called the shin bone, runs along the front of the leg. Find a bia on the chart.

•

The femur is the longest and the strongest bone in your en re body. It is the bone located in the upper half of each leg. It is also called the thigh bone. Find a femur on the chart.

Read to the children:

•

The radius is one of the bones located in the lower half of each arm. It runs along the same side of the arm as the thumb. Find a radius on the chart.

Now have them do the same ac vity, but have them each use crayons as the founda on for the body shapes, with the playdough wrapped around the outside of the crayons. Now have them stand the bodies up. Ask them if the figures stand up straight a lot more easily. Explain that the playdough represents the so parts of your body, and the crayons represent your bones. Without your bones, you would not be able to stand upright. A er comple ng this ac vity, have the children clean up and put away the playdough.

†

•

Label the Skeleton

The pelvis is made up of a group of bones that protect the lower stomach area. It also connects to the upper thigh bones. Which part of “The Skeletal System” do you think the pelvis is?

•

The fibula is the smaller of the two bones located in the lower half of each of your legs. The fibula bone runs along the outside of your leg. Find a fibula on the chart.

•

The skull is a bone structure formed from 22 individual bones. The main purpose of the skull is to protect the brain. The skull also includes the mandible, which is the scien fic name for the jaw bone. Find the skull and label it.

•

The spine is made of a group of 33 small bones called vertebrae. The spine helps to hold the body upright and to connect many of the bones of the body together. The spine also performs the important job of protec ng the spinal cord. The spinal cord is made up of special ssue that delivers messages from the brain to the rest of the body. For

Answer Key:

7 © Jenny Phillips

Science - Elementary †

Lesson 2 †

Science Wall Place “The Skeletal System Chart" that you just completed on the science wall.

†

Read to the children:

Place your hand around your wrist. Move your free hand around and around and feel the movement of the bones inside the wrist. Your arm bones meet your hand bones at the wrist. The place where separate bones meet and connect is called a joint. Joints allow us to bend, turn, and move around. Can you think of any other joints in your body? [hips, ankles, knuckles, jaw, shoulders, elbows, and knees] At the joints, bones are held together by ligaments. Ligaments are strong and bendable ssue that a ach to each of the connec ng bones. Within the joints of bones is a flexible, connec ve ssue called car lage. Car lage acts like a cushion between joints, keeping the bones from rubbing and grinding against each other. You also have car lage in other places in your body, such as your ears and nose. Have the children feel and bend the tops of their ears and the ends of their noses. Tell them that what they feel moving around under the skin is car lage.

†

Science Wall Place the vocabulary cards JOINT, LIGAMENT, and CARTILAGE on the science wall.

Joint

Ligament

Car lage †

Discussion

Show the children the “Types of Joints” card found at the end of Lesson 1. Explain to the children that there are different types of joints in the body, and the image shows examples of these joints. Discuss the different types shown and have them feel the joints in the specific areas of their bodies as you discuss each one. Also, point out to the children that, although not shown on the card, there are also fixed joints, ones that don’t move. The joints connec ng the various bones of the skull are all fixed joints.

Model of the Spine

Read to the children: Today you will be crea ng a model of your spine. First we need to learn a li le more about the spine. Reach back and feel your spine. The spine is made up of individual bones called vertebrae. These bones connect with each other and form a column. Through the middle of each vertebra runs the spinal cord. The spinal cord is a bundle of special ssue called nerves. Nerves send messages from the brain to the body. The spine serves a very important purpose in protec ng the spinal cord. Another very important purpose of the spine is to help hold your body upright. Without your spine you would not be able to sit up or stand up and walk around. In addi on to the individual vertebrae and the spinal cord, the spine also includes discs made of car lage. These discs lay between each of the 33 bones that make up the spine. They are like ligaments, keeping the vertebrae together, and they also act as a cushion so that the bones of the vertebrae don’t grind together as we move around. Have the children create a model of the backbone by comple ng the following steps: 1. Depending on what you have available, help the children choose an item from the following list to represent the spinal cord, the vertebrae, and the discs. Each child may create his or her own model, or the children can create one together, depending on the amount of supplies you have on hand. Each model will require one strand of “spinal cord,” at least fi een “vertebrae,” and at least fi een “discs.” •

Spinal Cord: yarn (one to two feet in length)

•

Vertebrae: hex nuts, wheel-shaped pasta, or small spools

•

Discs: pieces of felt or gummy Life Savers

2. Once the supplies have been chosen, have the children e a knot at one end of the yarn around a vertebra piece (hex nut, etc.) so that so that the pieces do not fall off. 3. Have the children lace the vertebrae and disc pieces, alterna ng each one. 4. When the pieces are all laced on, e a knot around the top vertebra piece to keep the pieces on.

8 © Jenny Phillips

Science - Elementary

Lesson 2

5. Have the children hold the model up straight and then move it around, bending it in different direc ons. 6. Explain what each part of the model represents and how your spine allows you to move around and bend over, all while keeping your spinal cords safe.

†

Science Journal

Give each child a copy of the “Skeletal System” journal page. Have the children fill in the “Notes” sec on with things they learned in this lesson about the skeletal system. Have them then place the completed pages in their science journals.

†

Older Children - Lesson Extension Have the older children (Grades 7–8) research and answer the following two ques ons:

1. What is the difference between the axial skeleton and the appendicular skeleton? 2. What are the three types of ssues found in the skeletal system? Explain the func ons of each. Note: This lesson includes a photo by OpenStax College - Anatomy & Physiology, Connexions Web site. http://cnx.org/content/ col11496/1.6/, Jun 19, 2013., CC BY 3.0, https://commons. wikimedia.org/w/index.php?curid=30131668. The text on the image was modified to be written in simpler terms.

9 © Jenny Phillips

fibula

rib cage

pelvis

spine

radius

ulna

tibia

skull

10 © Jenny Phillips

humerus

patella

femur

The Skeletal System Chart

Science - Elementary

SKELETAL SYSTEM Lesson ?? - ??

NOTES: Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

11 © Jenny Phillips

Lesson 1

Science - Elementary

Lesson 3

Lesson 3 - The Muscular System Objec ves •

Help the children understand what the muscular system is and the purpose it serves.

•

Define the vocabulary words: muscle, tendon, voluntary muscle, involuntary muscle, contrac ng muscle, and relaxing muscle.

Prepara on †

Print out a copy of the “Muscular System” journal page for each child.

†

Print out a copy of “Our Hardworking Muscular System” for each child who is able to read it.

Supplies Needed † 11 s cky notes or labels per child (any kind/size) † crayons, markers, or colored pencils

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

CONTRACTING MUSCLE, and RELAXING MUSCLE on your science wall. Read and discuss each word and defini on.

Read to the children:

Form a fist with your le hand. Place your right hand around the upper half of your le arm. Now bring your fist towards your shoulder. What do you feel? Pause for responses. Now open your hands and place them on your face. Smile really big. Now frown. Now pucker your lips. Now act surprised. What do you feel? Pause for responses. What you just felt move around in your arm and in your face are muscles. What is a muscle? Pause for responses. A muscle is made up of a special type of ssue that a aches to your bones and gives you the ability and power you need to move. Today, we will be learning all about the muscles in your body that together make up the muscular system.

†

† one balloon (any size)

†

Muscle

Tendon

Voluntary Muscle

Involuntary Muscle

Contrac ng Muscle

Relaxing Muscle

Shared Reading

Give each child who can read well a copy of “Our Hardworking Muscular System.” Depending on the age and reading abili es of the children, either have them follow along as you read the material, have them each take turns reading a paragraph, or, for very young ones, read the informa on to yourself and then paraphrase it in a way they will understand.

†

Ques ons and Discussion

Ask the children the following ques ons and discuss their answers together.

Science Wall Place the vocabulary words MUSCLE, TENDON, VOLUNTARY MUSCLE, INVOLUNTARY MUSCLE,

1. What are the two main purposes of muscles? [for movement and to help organs func on]

12 © Jenny Phillips

Science - Elementary

Lesson 3

2. What is the difference between a voluntary muscle and an involuntary muscle? [Voluntary muscles we knowingly control. Involuntary muscles func on without us having to think about it.] Can you think of any other involuntary muscles that weren’t men oned? [muscles in your bladder hold your urine in un l you are ready to go to the bathroom, etc.] 3. What are the three types of muscles? Give an example of each. [cardiac: the heart, skeletal: the biceps, smooth: muscles in the intes nes]

†

Balloon Model

†

Label the Muscles

Have the children each write on eleven labels the following muscles: bicep, triceps, trapezius, hamstring, calves, quadriceps, abdominals, pectoral, deltoid, gluteus maximus, and obliques. Tell the children that they will be labeling the loca on of these muscles on their bodies. Have them first label all of the muscles that they know. Then have them choose a muscle name they do not know. Give them hints as to the loca on un l they figure it out. (See the image below.) Have them feel the muscle in their body in each loca on.

Help the children to understand what happens when muscles contract and relax. 1. Blow up a balloon slightly so that it is no larger than your fist. Tie the balloon. 2. Tell the children that the balloon represents a muscle. 3. Pull the ends of the balloon out away from each other so that the balloon is stretched out thin. Explain to the children that this represents when your muscles are relaxed and they lay out flat. 4. Bring the ends of the balloon back to where they originally were so that the balloon is a rounded bubble again. Explain to the children that this represents when your muscles contract. Tell the children that when muscles contract, the fibers bundle up on top of each other, and that is why your arm muscles bulge slightly outward when flexed. 5. Have the children contract and relax their biceps muscle (the muscle on the inside of the upper arm). Relate what happens to what they saw with the balloon. 6. Now have the children feel their triceps (the muscle on the outside of the upper arm). Tell the children that the triceps is the opposing muscle to the biceps. Explain that every muscle has an opposing muscle that does the opposite of what the other muscle does. So when the bicep contracts, the triceps relaxes. When the triceps contracts, the biceps relaxes. 13 © Jenny Phillips

Lesson 3

Science - Elementary

†

Science Journal

Give each child a copy of the “Muscular System” journal page. Have the children fill in the “Notes” sec on with the things they learned in this lesson. They can also color the picture of the muscular system. Place the completed pages in their science journals.

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) research and explain what “muscle fa gue” is. Have them write their explana on along with several factors that cause muscle fa gue.

14 © Jenny Phillips

Lesson 3

Our Hardworking Muscular System If we were to peel back our skin, underneath we would find a fibrous, stretchy tissue covering almost all of our internal organs and bones. What is this fibrous tissue? This tissue is called muscle. Our bodies are made up of about 650 muscles, and all of these muscles together are called the muscular system. What is the purpose of the muscular system? • First, working with our skeletal system, muscles allow us to move. When we stand up, we are using muscles; when we throw a ball, we are using muscles; when we smile, we are using muscles; and even when we blink, we are using muscles. • The second purpose of the muscular system is to help internal organs function. For example, the diaphragm is a muscle that helps lungs inhale and exhale air. Without this important muscle, we would not be able to breathe. The intestines also rely on muscle to function properly. Muscles The Diaphragm surrounding the intestines move food along its course through the body, taking the nutrients to the areas where they are needed.

15 © Jenny Phillips

Lesson 3

How do muscles work? Muscles are attached to bones with tendons. Muscles contract or relax, pulling and moving the bones of the body with them. This is what happens when you flex your biceps muscle. As you bring your fist and lower arm upwards towards your shoulder, the biceps muscle contracts. When you lower your fist back down, the biceps muscle relaxes. At the same time, your triceps muscle, located on the back of the upper arm, does the opposite. It relaxes when the fist is brought to the shoulder and contracts when the arm is brought back to a straight position. Some muscles are voluntary muscles, some are involuntary muscles, and some are both. • Voluntary muscles contract and relax under your control. When you want to pick up something, your brain tells the muscles to move in a way that will allow you to pick it up. • Involuntary muscles work a little differently. The brain sends signals to tell the involuntary muscles to move without you even having to think about it. Your brain is constantly sending signals to involuntary muscles. They contract and relax whether you are asleep or awake. Your heart is an involuntary muscle. It continues to pump blood around your body without you giving it any thought. • A few muscles, like the muscles in your eyelids, are involuntary muscles but can also function as voluntary muscles. You involuntarily blink all the time, but you can also make your eyes blink if you want them to.

16 © Jenny Phillips

Lesson 3

There are three types of muscles in your body: skeletal muscles, smooth muscles, and cardiac muscles. 1. The skeletal muscles are the muscles that attach to your skeletal systems and allow you to move around. Skeletal muscles are all voluntary muscles. 2. The smooth muscles are involuntary muscles found in some organs, helping them function. For example, muscles in your throat help move food down to your stomach when you swallow. And when food moves into your stomach and intestines, smooth muscles move the food along. The muscles within your eyes that help your eyes to focus are also smooth muscles. 3. The cardiac muscles form the heart. These muscles are all involuntary.

17 © Jenny Phillips

Science - Elementary

MUSCULAR SYSTEM Lesson ?? - ?? NOTES:

Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

18 © Jenny Phillips

Lesson 1

Science - Elementary

Lesson 4

Lesson 4 - The Respiratory System Objec ves •

Help the children understand what the respiratory system is, its purpose, and how it func ons.

•

Define the vocabulary words: lungs, trachea, bronchioles, alveoli, and diaphragm.

Prepara on †

Print out a “Respiratory System” journal page for each child.

†

Assemble the Breathe In, Breathe Out mini book included with this lesson.

Supplies Needed † one large, sturdy plas c bo le † two straws † two small balloons † one large balloon † a sharp knife † four rubber bands † a pair of scissors † crayons, markers, or colored pencils † playdough or poster moun ng pu y (enough to plug the mouth of the plas c bo le)

†

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Read to the children:

Oxygen is a very important gas found in the air all around us. Oxygen is so important that we would not be able to live without it. In fact, every single part of our bodies requires a con nuous supply of oxygen. So, how does oxygen reach every single area deep within our bodies? The respiratory system is responsible for collec ng oxygen from the air and distribu ng it to the bloodstream. It is also responsible for collec ng and ge ng rid of carbon dioxide. Today we will discover how the respiratory system accomplishes these important tasks.

†

Mini Book Read the Breathe In, Breathe Out mini book included with this lesson.

Science Wall

Place the vocabulary words LUNGS, TRACHEA, BRONCHIOLES, ALVEOLI, and DIAPHRAGM on your science wall. Read and discuss each word and defini on. Lungs

Trachea

Bronchioles

Alveoli

Diaphragm

†

Build a Model

Help the children, as a group, build a model of the respiratory system by following these steps: 1. Remove the lid of a large plas c bo le (a sturdyplas c bo le will work best for this ac vity). 2. With a knife, cut off the bo om of the bo le. 3. Fasten two straws together at the top and at the middle with rubber bands. Make sure the rubber bands are not so ght they block the flow of air

19 © Jenny Phillips

Science - Elementary

Lesson 4

seals the bo om of the bo le so that no air can get through.

through the straws. 4. At the empty end of the bundle of straws (the end that does not have any rubber bands) place two balloons (one balloon on the end of each straw). Place a rubber band around each balloon where it a aches to the straw to hold it in place. 5. Place the straws through the mouth of the bo le with the two balloons hanging in the middle of the bo le. 6. Using poster moun ng pu y or playdough, suspend the straws in the mouth of the bo le. Make sure that no air can move through the mouth of the bo le except through the straws.

9. Have the children watch as you gently pull the knot in the large balloon down. Then move the knot back up. Ask them what happens. [The small balloons inside the bo le will slightly inflate when the large balloon is pulled down. When the large balloon is brought back up, the small balloons deflate.] 10. Ask the children what each part of the model represents. Point out to the children that there are not two tracheae in the body that take the air to the lungs, but because straws do not split into two tubes, we have to demonstrate it this way. [the straw=trachea; the balloons=lungs; the large balloon on the bo om of the bo le= diaphragm]

†

Science Journal

Give each child a copy of the “Respiratory System” journal page. Have the children fill in the “Notes” box with things they learned in this lesson about the respiratory system. Have them color the picture of the respiratory system. You may have older children (Grades 4–6) label the lungs, the diaphragm, and the nasal cavity. Place the completed pages in their science journals.

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) research and define the term “diffusion.” Then have them explain where and how oxygen diffusion takes place in the body in rela on to breathing.

7. Tie a knot at the open end of a large uninflated balloon. Cut off the opposite end of the balloon. 8. Carefully stretch the large balloon around the opening at the end of the bo le. This part is pre y tricky and will likely require extra fingers to hold the balloon in place as it is stretched around the bo le. Make sure that the balloon

20 © Jenny Phillips

Breathe In, Breathe Out All day long you breathe air in and out. Air enters in through your nose and mouth, fills your lungs, and then comes back out through your nose and mouth. Is it really such a simple process? And what is the purpose of breathing? Why is breathing required for you to live? Breathing is a li le more complex than it appears, and it affects every single part of your body. Let’s take a closer look at why breathing is so important and how it works! 2

Breathing requires you to use several different organs. Working together, these organs make up what is called the respiratory system. God created this amazing system so that your body can naturally help you obtain what you need to live. The respiratory system has several func ons. The first and main func on is to bring oxygen to all areas of your body. Oxygen is con nuously delivered to every single part of your body, from the ps of your toes to the tops of your heads. Without this con nual supply of oxygen, you would die. 3

The second func on of the respiratory system is to rid the body of a gas you do not need called carbon dioxide. The air that you breathe in contains a combina on of gases, including both oxygen and a small amount of carbon dioxide. Addi onally, as your body uses the oxygen from the air, your body creates more carbon dioxide. It can be very dangerous if you have too much carbon dioxide in your body. Fortunately, your respiratory system is designed to remove the carbon dioxide from your body.

4

Let’s follow the air as it travels in and out of your body. Right below your lungs is a muscle called the diaphragm. The diaphragm is the main power piece of the respiratory system. When you inhale (breathe in), your diaphragm pulls downward, allowing the lungs to expand. As the lungs expand, air is drawn in through your nose to fill the lungs. When you exhale (breathe out), your diaphragm pushes upward against the lungs, causing the air to leave and go out through your nose. Addi onally, muscles surrounding your ribs help your rib cage to expand and contract as you breathe. 5

When air is drawn into your nose, it first enters an area called the nasal cavity. In your nasal cavity, very small hairs help collect any dust or unwanted par cles that come in with the air. From there, the air travels through your larynx. The larynx, also called the voice box, is a tube in your throat with small folds of ssue called vocal chords. When vocal chords vibrate, they make sounds. This allows you to speak.

The Nasal Cavity

Trachea Larynx

Main Bronchi

Lobar Bronchi

Lungs

As air con nues on its path, it reaches your trachea. The trachea is a tube lined with ring-shaped pieces of car lage. Feel the front of your neck. Do you feel the lumps of the ring-shaped car lage? These pieces of car lage help keep the trachea open so that air can flow freely through it. 6

The Human Lung

When the air reaches the base of your trachea, it splits into two tubes called the bronchi. Through your bronchi, the air can move into either your right or le lung. Inside your lungs, the bronchi branch outward like the branches of a tree. As the bronchi branch out, they become smaller and smaller in size un l they are extremely small airways called bronchioles. At the end of each bronchiole is a bundle of small air sacs called alveoli. Each alveolus is wrapped in ny blood vessels called capillaries. 7

Your alveoli and capillaries are where the amazing transfer of oxygen and carbon dioxide happen. Oxygen passes through the walls of the alveoli into your capillaries and enters your blood stream. At the same me, the carbon dioxide that was collected from your body is transferred from your capillaries into your alveoli. Then, as you breathe out, the carbon dioxide moves out of your lungs and out of your body. Meanwhile, the oxygen that moved in through your capillaries now begins to travel through your bloodstream, taking the oxygen to all parts of your body. The oxygen then helps to provide the energy your body needs to func on. 8

The respiratory system also serves a couple of other important purposes. Through the respiratory system, you are able to speak and make sounds. This helps you to communicate with others. You can also smell things through special cells in your nose called olfactory cells. 9

All Things Bright and Beau ful All things bright and beau ful, All creatures great and small, All things wise and wonderful, The Lord God made them all. Our lungs to breathe, Our noses to smell, Our voices with which to call, All things wise and wonderful, The Lord God made them all. -by Cecil Frances Alexander, adapted by Mindi Eldredge God has provided us with all things to fully live and enjoy our lives here on earth! 10

Science - Elementary

Lesson 1

RESPIRATORY SYSTEM Lesson ?? - ?? NOTES:

Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

26 © Jenny Phillips

Science - Elementary

Lesson 5

Lesson 5 - The Circulatory System Objec ves •

Help the children understand what the circulatory system is, the organs involved, and the purpose of the circulatory system.

•

Define the vocabulary words: heart, blood, blood vessel, artery, vein, and capillary.

Prepara on †

Cut out the “Circulatory System” cards included with the lesson.

† Print a “Chambers of the Heart” picture for each child. Punch holes in the areas shown in the instruc ons (on the next page). † Print a “Circulatory System” journal page for each child. Supplies Needed † one empty paper towel roll † small pint jar (op onal) † 1/2 cup Red Hots cinnamon candy (op onal) † one spoon (op onal) † 1/4 cup white mini marshmallows (op onal) † single hole-punch † two tablespoons oats, any kind (op onal) † 1/2 cup vegetable oil (op onal) † four 16-inch pieces of red yarn and two 16-inch pieces of blue yarn for each child (narrow ribbon or embroidery thread would also work) † crayons, markers, or colored pencils

†

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Ac vity #1

1. Instruct the children that they must be very quiet for this ac vity to work. 2. Place the end of an empty paper towel roll over the upper le side of your chest. 3. Have a child place their ear on the other end of the paper towel roll. 4. Have them listen. Ask them what they hear. [They should be able to hear a light thumping sound.] 5. Allow each child to listen. The children may also take turns listening to each others’ hearts.

Ac vity #2

1. Have the children place their middle and index fingers together at the top of their throats, just to the side (either side). 2. Ask the children what they feel. [They should feel a light thumping inside their throats.]

†

Read to the children:

What did you hear when you listened through the paper towel roll? Pause for responses. What did you feel when you placed your fingers on your throat? Pause for responses. What you heard and felt was the heart bea ng and pumping blood through the body. The heart is a vital part of your body, and in order for you to live, blood must be con nually pumped throughout your body. Why do you think that the heart pumping and the blood circula ng is

27 © Jenny Phillips

Science - Elementary

Lesson 5

so important? Pause for responses. Today we are going to learn about how your blood travels through the body, why it does, and what your blood is made of. We will also learn about the circulatory system, which includes the process and the organs involved in pumping blood throughout your body. So let’s get started and begin our discovery of the circulatory system!

†

strands and two blue strands of yarn (or ribbon or embroidery thread). To punch the circles in the center of the paper, gently fold the paper at the center of the circle and punch half the circle.

Circulatory System Card #1

Have a child read aloud card number one, “Your Blood.”

†

Blood Model (Op onal)

Help the children create a model of blood. Explain to the children that this model represents what blood might look like if it were blown up in size. 1. Place in a glass pint jar • 1/2 cup Red Hots cinnamon candy • 1/4 cup white mini marshmallows • two tablespoons oats • 1/2 cup vegetable oil 2. S r everything together. 3. Ask the children what they think each item in the model represents. [Red Hots = red blood cells; mini marshmallows = white blood cells; oats = platelets; vegetable oil = plasma]

†

Circulatory System Card #2

Have a child read aloud card number two, “Blood’s Job.”

†

Circulatory System Card #3

Circulatory System Card #4

Have a child read aloud card number four, “Three Types of Blood Vessels.”

†

Ac vity

Tell the children that the heart is a muscle located slightly to the le side of the chest and that it is divided into four chambers that blood flows through. Give each child the cut out and hole-punched “Chambers of the Heart” paper and the four red

1. Oxygen-depleted blood enters the heart through two veins: the superior vena cava (1a) and the inferior vena cava (1b). Oxygen-depleted means there is not very much oxygen le in the blood. 2. From there, the oxygen-depleted blood flows from the superior vena cava (1a) and the inferior vena cava (1b) into the right atrium of the heart (2a and 2b). You’ll no ce that the right atrium is on the le side of the picture. The body parts are named based on the model’s perspec ve rather than the viewer’s.

Have a child read aloud card number three, “The Circulatory System.”

†

Have the children listen closely as you read the next sec on. As you read each part, have the children thread the yarn through the correct areas of the heart (see numbered image on the following page). Have the children use the blue thread when you refer to the oxygen-depleted blood and the red thread when you refer to oxygen-rich blood.

3. Leaving the right atrium, the oxygen-depleted blood then travels through a valve to the right ventricle. Have the children thread both pieces of yarn in through 3a and out 3b. This is just to keep the yarn in place. 4. The oxygen-depleted blood is pumped out of the

28 © Jenny Phillips

Science - Elementary

1a

Lesson 5

10b

10a

7. The oxygen-rich blood first flows into the le atrium (7).

10c

8. The oxygen-rich blood is then pumped through a valve to the le ventricle. Have the children thread all four pieces of yarn in through 8a and out 8b. This is to hold the yarn in place.

5b

5a

6c

6a 2a

7

6b

6d

2b 4 9 8b 8a 3a 3b

9. From there the oxygen-rich blood is pumped through another valve to the aor c arch (9). 10. The oxygen-rich blood is then pumped out of the heart through the aor c artery and out to the organs of the body. Have the child thread one red piece of yarn through 10a, one through 10b, and one through 10c. The fourth piece of yarn can be ed to the other pieces of red yarn on the back side of the paper.

†

Science Wall Place the four “Circulatory System Cards” and the HEART vocabulary card on the science wall.

1b right ventricle through another valve (4).

Heart

5. From there the oxygen-depleted blood travels out through the pulmonary artery to the lungs to receive oxygen (5a and 5b). 6. Through the pulmonary veins, the blood, now rich in oxygen, enters the heart. Have the children thread four different strands of red yarn in through 6a, 6b, 6c, and 6d.

†

Science Journal

Give each child a copy of “The Circulatory System” journal page. Have the children fill in the “Notes” sec on with things they learned in this lesson about the respiratory system. Have them color the picture of the circulatory system, and then have them color the enlarged picture of the heart with the correct areas in either red or blue. Place the completed pages in their science journals.

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) review and memorize the names and loca ons of the four chambers of the heart: le atrium, right atrium, le ventricle, and right ventricle. Note: This lesson includes a photo by BruceBlaus. Blausen. com staff (2014). “Medical gallery of Blausen Medical 2014”. WikiJournal of Medicine 1 (2). DOI:10.15347/wjm/2014.010. ISSN 2002–4436. - Own work, CC BY 3.0, h ps://commons.wikimedia. org/w/index.php?curid=29452228.

29 © Jenny Phillips

Circulatory System Cards 1. Your Blood If we were to place a drop of blood under a scanning electron microscope, we would be able to see the very tiny cells that make up blood. Blood is made up of red blood cells, white blood cells, and platelets. These cells are

white blood cell

platelet red blood cell suspended in a fluid called plasma. Our blood appears red because there are many more red blood cells than white blood cells and platelets.

2. Blood’s Job Each type of cell in our blood has a specific job. Red blood cells transport oxygen from the lungs to each area of the body and transport carbon dioxide from the cells to our lungs for removal from our bodies. White blood cells destroy germs and other particles that should not be in the blood stream. Platelets help the blood to clot and scab over when we bleed.

Circulatory System Cards 3. The Circulatory System Blood travels throughout the body, moving through the heart and out to all the organs. Outside of the heart, the blood travels through tubes called blood vessels. The heart and blood vessels make up the circulatory system. Through the circulatory system, the blood is able to travel through the body and deliver the oxygen that organs need. The blood then collects the oxygen’s waste product, carbon dioxide, and moves it through the circulatory system, delivering it back to the lungs where it leaves our bodies when we exhale. Nutrients from our food are also delivered to the body through the circulatory system. Thanks to the circulatory system, even the cells in the very tips of your toes and at the tops of your heads are reached.

4. Three Types of Blood Vessels There are three types of blood vessels in the body: arteries, veins, and capillaries. 1. Artery: Arteries are ma jor blood vessels that carry blood rich with oxygen away from the heart and out to the body. 2. Vein: Veins are blood vessels that carry blood that is lacking in oxygen back to the heart. 3. Capillary: Capillaries are thin blood vessels that branch out through the body, connecting arteries and veins together. It is here that nutrients are provided and the transfer of oxygen and carbon dioxide takes place.

Lesson 5

Chambers of the Heart

1a

10b 10a

10c

5b 5a

6c

6a 2a

6d

7

6b

2b

4 9

8b

3a

3b

1b

32 © Jenny Phillips

8a

Science - Elementary

Lesson 1

THE CIRCULATORY SYSTEM Lesson ?? - ?? NOTES: Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

HEART

33 © Jenny Phillips

Science - Elementary

Lesson 6

Lesson 6 - The Nervous System Objec ves •

Help the children understand what the nervous system is, iden fy the organs that are included in the nervous system, and discover the purpose of the nervous system.

•

Define the vocabulary words: brain, spinal cord, nerves, and the five senses.

Prepara on † Print out a “Nervous System” journal page for each child. Supplies Needed † one blindfold per child † crayons, markers, or colored pencils † at least four items for children to iden fy using their senses (see “The Five Senses Ac vity” for details) † six different colors of playdough per child (1.5–3 oz playdough per color) † six toothpicks per child (op onal) † tape (op onal) † one piece of white paper (op onal)

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Read to the children:

Have you ever stopped and wondered what makes your body yawn when you get red, or how your legs know that you want to walk, jump, skip, or run? How does your heart know to beat or your diaphragm know to make you breathe? Pause for responses. Our bodies have a special delivery system that sends messages from the brain to every part of the body, telling it what to do. This same system sends messages about heat, pain, and more from our bodies to our brains. This delivery system and the organs that form it are called the nervous system.

†

“Welcome to Deliverville” Ac vity

Place the “Welcome to Deliverville” map on the table in front of the children. Tell the children to listen to the short story you will read and to trace

with their fingers the path that the mailman takes through the city. (For a group of children, have them each take a turn.) Read to the children: It was a busy Monday morning in Deliverville, and the mayor, Mrs. Brain, had a lot of messages to send out to the people of her city. Mr. Impulse, the mailman, and his message crew started their mail trucks at the Post Office, ready to head out for their deliveries. The first mail truck delivery was a message for the Great Lung Shopping Mall. In a flash Mr. Impulse was off traveling down Spinal Cord Drive. Making a quick le turn onto Nerve Road, he then took a right onto Nerve Way. And before he knew it, he was delivering the message to the Great Lung Shopping Mall. Meanwhile, Speedy, another member of the messenger crew, drove down Spinal Cord Drive and turned onto Nerve Drive. She took a quick le onto Nerve Lane and dropped off a message at the Le Leg family home. From there she headed the opposite direc on up Nerve Lane, delivering a le er to The Le

34 © Jenny Phillips

Science - Elementary

Lesson 6

Hand family. Heading back the way she came, Speedy started up Spinal Cord Drive. As she approached the Larynx Office Building, she no ced Neuron Ned sending a message with Mr. Response. “Tell the mayor, Mrs. Brain, that someone brought their pet, Germ, to the office building this morning, and now everyone there is red, sore, and swollen all over.” Mr. Response nodded his head, then sped off to tell Mrs. Brain. The day con nued on in much the same way with Mrs. Brain sending and receiving messages, Mr. Impulse and his crew scurrying around the city delivering messages to the areas where they needed to go, and Mr. Response sending messages from loca ons around town back to Mrs. Brain. So, how do you think this fun li le story is like the message delivery system in our bodies? Pause for responses. Let’s read some more about the nervous system to help us understand.

[touch, taste, sight, hearing, and smell] For children in Grades 4–6 you may want to point out that other senses are present in your body and are responsible for recognizing informa on such as pain, temperature, balance, and more.

†

Place blindfolds over the eyes of the children. Tell them that they will be using parts of their nervous system, besides their eyes, to iden fy different objects. Choose some items from the four categories listed below to have the children try to iden fy. (The items listed are just sugges ons. You may use your crea vity in picking familiar items.) Depending on the sense listed, have them touch, taste, smell, or listen to the object in order to iden fy what it is. • •

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Shared Reading •

Read together “The Body’s Message Delivery System.” Then ask the children the following ques ons:

•

1. In the story, “Welcome to Deliverville,” messages were sent by Mr. Impulse and his crew traveling in mail trucks along the city roads. In your body messages are sent from your brain out to different parts of your body. What paths do those messages travel along? [the spinal cord and the nerves] 2. What kinds of messages are sent from the brain to the body? [messages telling organs how to func on, how to walk, talk, eat, run and play, etc.] 3. In the story, Neuron Ned had Mr. Response send messages back to Mrs. Brain. Does that happen in your body? Can messages be sent from other parts of the body back to the brain? Give some examples. [yes, physical feelings and sensa ons such as pain, heat, cold, sharp, rough, salty, sour, sweet, loud, so , etc.] For children in Grades 4–6, explain that the messages sent from your body parts back to the brain travel along different pathways than the messages sent out from the brain. 4. The five tradi onal senses are important parts of your nervous system. What are the five senses?

The Five Senses Ac vity

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smell: a flower, a fruit, a cookie, a familiar perfume, shampoo, soap taste: any small piece of food, salt, sugar, a familiar spice touch: a familiar stuffed animal, a special blanket, playdough, a rock sound: a bell, a phone ring, a door opening and closing, a very short snippet of a favorite song

Read to the children:

Perhaps one of the most fascina ng parts of the body is the brain. Doctors and scien sts know a lot about the brain, but there is s ll far more to learn and discover. The func ons and capabili es of the human brain are beyond our wildest imagina ons. In fact, scien st James D. Watson referred to the brain as “the most complex thing we have yet discovered in our universe.” When we study the brain, we catch a small glimpse of the great majesty and the tremendous intricacies of God’s crea ons. Our brains make it possible for us to speak, think, feel emo ons, remember, and so on. As we study, our brains grow in their capabili es, and as we put forth the effort to learn, God opens the capabili es and capaci es of our minds, allowing us to use our brains to an even greater extent. We read in the Bible, “Then opened he [Jesus] their understanding, that they might understand the scriptures.” (Luke 24:45, KJV)

35 © Jenny Phillips

Science - Elementary

†

Lesson 6

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Shared Reading

Science Wall

Read and discuss “The Human Brain” page with the children.

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Place the vocabulary words BRAIN, SPINAL CORD, NERVES, and THE FIVE SENSES on your science wall. Read and discuss each word and defini on.

Build a Model

Using six different colors of playdough, have the children construct a model showing the following areas of the brain: the frontal lobe, the temporal lobe, the parietal lobe, the occipital lobe, the cerebellum, and the brain stem. Have children Grades 2–6 label each part of their brain model, using labels taped to toothpicks.

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Brain

Spinal Cord

Nerves

The Five Senses

Science Journal

Give each child a copy of “The Nervous System” journal page. Have the children fill in the “Notes” sec on with things they learned in this lesson about the nervous system. Have them color the picture of the nervous system, including the enlarged picture of the brain. You may have older children (Grades 4–6) label the brain, the spinal cord, and the nerves. Place the completed pages in their science journals.

†

Older Children - Lesson Extension Have the older children (Grades 7–8) research and write explana ons that answer the following two ques ons:

1. What is the difference between the central nervous system and the peripheral nervous system? 2. What is the difference between sensory nerves and motor nerves?

36 © Jenny Phillips

The Right Leg Family

37 © Jenny Phillips

Nerve Drive

The Diaphragm Cultural Center

Nerve Way

The Heart Family

Spinal Cord Drive

Post Office

Cranium Tower Town Hall

Ear Drum Apartments

Nerve Road

The Kidney Family

Great Lung Shopping Mall

The Stomach Family

Nerve Lane Larynx Office Building

The Pancreas Family

The Hip Hotel

Welcome to Deliverville

The Elbow Family

Cerebellum Way

The Liver Family

The Le Hand Family

The Le Leg Family

The Shoulder Family

Lesson 6

Lesson 6

The Body’s Message Delivery System We have been blessed with an amazing, rapid delivery system within our bodies. The nervous system is the way our brain sends messages to every part of the body. Some of those messages are things that we think about, like how to tie our shoes, remembering the lyrics to our favorite songs, or smelling perfume and being reminded of our grandmother. Our brains send messages to move our bodies. Our brains send other messages automatically, without us even having to think The Nervous System about them. These kinds of messages tell our hearts to beat, our eyes to focus, our diaphragms to contract and draw air into our lungs, our muscles to move food along our digestive tracts, and more. The nervous system is made up of three main parts: the brain, the spinal cord, and the nerves. The brain sends messages to the body through the spinal cord and then out to different areas of the body through the nerves. These messages move as electrical impulses through the nerve fibers, sending messages throughout our bodies at speeds of up to 268 miles per hour! Reflexes, such as shivering, sneezing, blinking, yawning, or jumping when we are startled are all controlled through the nervous system. Reflexes are automatic responses from our bodies to protect themselves.

38 © Jenny Phillips

Lesson 6

Messages also travel along the nerves and spinal cord back to the brain, alerting our brains about our surroundings. Our sense organs, the eyes, ears, nose, skin, and tongue, are also part of the nervous system. Through these organs we take in information and send it in messages back to the brain. We often refer to these as our five senses: touch, taste, sight, hearing, and smell.

The Five Senses

If we touch something hot, a reflex originating in the spinal cord will contract our muscles and immediately pull the hand away from the heat. Almost instantly after, the brain gets the message, and we consciously react by saying, “Ouch!” When we rub the soft fur of a kitten, a message is sent back to our brain, traveling along the nerves and spinal cord. Our brain recognizes the feel of soft fur. The nerves in our eyes are constantly sending messages to our brains of the images we see. Our brain then makes sense of the images. Messages are also sent from inside of our bodies to our brain. If we feel sick to our stomach, nerves within our stomach alert our brain, and we are aware of the unpleasant feeling in our stomach. All of these messages are sent almost instantaneously and can all happen at the same time. Our nervous system is a powerful tool that is essential to our making sense of the world around us and even to our survival!

39 © Jenny Phillips

Lesson 6

The Human Brain The brain is made up of three main sections with specific functions. front

1. The cerebrum: the senses, thoughts, and movement of the body 2. The cerebellum: posture, balance, and coordination

3. The brain stem: breathing, swallowing, sleeping, heart rate, blood pressure, and regulating the flow of messages sent out to the body. The cerebrum is divided into four lobes with each lobe having the following functions: 1. The occipital lobe: vision 2. The parietal lobe: understanding where the body is in relation to other things, academic abilities

front

3. The frontal lobe: problem solving, emotions, personality, memory, planned movements 4. The temporal lobe: speech, memory, hearing, reasoning, behavior Looking down at the brain from up above, we see that the cerebrum is split into two halves, or hemispheres. • The left hemisphere controls the right side of the body. • The right hemisphere controls the left side of the body.

40 © Jenny Phillips

Science - Elementary

Lesson 1

THE NERVOUS SYSTEM Lesson ?? - ?? NOTES:

Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

BRA I N

41 © Jenny Phillips

Science - Elementary

Lesson 7

Lesson 7 - The Digestive System Objec ves •

Help the children understand what the diges ve system is, iden fy the specific organs of the diges ve system, and learn the purpose it serves.

•

Define the vocabulary words: diges on, saliva, acids, enzymes, villi, nutrient, esophagus, liver, stomach, pancreas, small intes ne, and large intes ne. Prepara on † Print out a “Diges ve System” journal page for each child. Supplies Needed † one sandwich-size zip-lock bag

† two rubber bands

† one pair of nylon pantyhose, any size or color

†

† a small spray bo le with water

† one small bowl

† crayons, markers, or colored pencils

† a few paper towels

one cup dry, crunchy cereal

† a funnel (or plas c bo le with the bo om cut off) † one fork † large, uninflated balloon

†

Op onal Read-Aloud

Diges on

Saliva, Acids, and Enzymes

Stomach

Esophagus

Small Intes ne

Large Intes ne

Pancreas

Liver

Villi

Nutrient

At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

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Read to the children:

Have you ever wondered what happens to your food a er you eat it? Your parents have likely told you that ea ng your food will help give you energy and help you to grow strong. But, how does that happen? A er we eat our food, it passes through several different organs that together are called the diges ve system. What do you think diges on is? Pause for responses. Diges on is the process of breaking down food into very small par cles that are absorbed by the body.

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†

Simula on prepara on: Have the children help you prepare the following items for the diges on simula on. 1.

Science Wall

Place the vocabulary words DIGESTION; SALIVA, ACIDS, and ENZYMES; STOMACH; ESOPHAGUS; SMALL INTESTINE; LARGE INTESTINE; PANCREAS; LIVER; VILLI; and NUTRIENT on your science wall.

Diges on Simula on

2.

Cut about one-half inch off the top of a large uninflated balloon. Set it aside. Cut off a one-inch piece from the bo om corner of a zip-lock sandwich bag.

42 © Jenny Phillips

Science - Elementary

Lesson 7

With a rubber band, fasten shut the opening where the corner has been removed. 3. Open the top of the zip-lock bag. Place the bag in a funnel so that the corner with the rubber band is res ng down in the hole of the funnel and the opening of the zip-lock bag is facing outward.

3. Help the children put some of the damp cereal inside the large opening of the balloon. This balloon represents your esophagus. When you swallow, the food moves down through your esophagus to your stomach.

4. Cut a one-foot piece from a leg of nylon pantyhose so there is an opening at both ends. Place one end around the bo om of a funnel. Fasten the nylon hose to the funnel with a rubber band.

Simula on: Have the children do the following simula on of the diges on process. Direct children what to do (text in bold) as you read aloud the explana ons. 1. Have the children place one cup of dry, crunchy cereal in a small bowl. Using a fork, have the children crush the cereal into smaller pieces. Let’s pretend that you are ea ng some cereal. The bowl represents your mouth and the fork represents your teeth. Your teeth help break down food into smaller pieces. 2. Have the children spray some water on the cereal un l it is damp. This water represents saliva. As we chew your food, saliva from your mouth mixes with the food, helping to break it down a li le more. Have the children con nue to crush the cereal a few more mes with the fork.

4. However, food doesn’t just fall straight through the esophagus to the stomach; instead, muscles in the esophagus gently move the food down to your stomach. Have the children hold the narrow opening of the balloon over the open zip-lock bag. Have the children gently massage the food down through the narrow opening so that it drops into the bag. Have the children repeat steps three and four un l all of the food is in the bag. 5. As soon as the food arrives in the stomach, the stomach gets to work. Enzymes and stomach acids mix with the food, helping to break it down even more as the muscles in the stomach go to work mixing and churning the food. As the stomach mixes and breaks down the food, it also works to kill bacteria that may be in the food. Have the children spray a li le bit of water (represen ng the enzymes and stomach acids) into the bag with the food. Have the children zip the bag shut, and then have them carefully squeeze the bag, mixing the food and water together.

43 © Jenny Phillips

Science - Elementary

Lesson 7

the small and large intes ne. The intes nes in your body are far longer than this hose. In fact, if you were able to spread out your intes nes, the small intes nes would measure about 20 feet long, and the large intes nes would measure about 5 feet long!

6. At the bo om of the stomach is a small, almost completely closed hole called the pyloric sphincter. Once the food in the stomach is broken down enough, the pyloric sphincter will briefly open up, squir ng some of the food mixture into the small intes nes. This con nues to happen every so o en un l all the food has passed into the small intes nes. Have the children remove the rubber band from the bo om of the bag and squirt bits of the food down through the hole in the funnel so that the food drops into the nylon hose below. Have them con nue to do this un l all the contents of the bag are pushed out. If a lot of liquid starts to leak out of the nylon, they can wrap a paper towel around it. 7. The broken down food now travels through the small intes ne and eventually to the large intes ne. The nylon hose we have here represents

When the food enters the small intes ne, more enzymes are sent from the pancreas and the liver to help con nue to break the food down into the very smallest of par cles. Then, as the small intes ne moves the food along, the ny finger-like villi in the small intes ne pull the nutrients from the food and send it into the blood stream to be spread throughout the body. Next, the remaining undigested food will enter the large intes ne where extra water will be pulled from it back into the body, and then the remaining material will be eliminated from the body as feces (or what we o en refer to as poop). Have the children work the food through the nylon hose un l it comes out the end. Point out to the children that the fluid coming through the nylon onto their hands represents the nutrients being pulled from the food and sent out to the rest of the body. (If the children have a hard me ge ng the food to move through the nylon hose, they may add a li le bit more water through the funnel into the hose. This is a great way to show the children that drinking more fluids can help relieve cons pa on.) 8. Have the children help clean up the items from the simula on.

44 © Jenny Phillips

Science - Elementary

†

Lesson 7

Science Journal

Give each child a copy of “The Diges ve System” journal page. Have the children fill in the “Notes” sec on with things they learned in this lesson about the diges ve system. Have them color the picture of the diges ve system. You may have older children (Grades 4–6) label the esophagus, stomach, liver, pancreas, small intes ne, and large intes ne. Have them then place the completed page in their science journal.

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) research what is broken down in each area of diges on. For example, what is broken down by saliva in the mouth, the stomach enzymes, the pancreas enzymes, the bile from the liver, etc.?

45 © Jenny Phillips

Science - Elementary

Lesson 1

THE DIGESTIVE SYSTEM Lesson ?? - ?? NOTES:

Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

46 © Jenny Phillips

Science - Elementary

Lesson 8

Lesson 8 - The Urinary System Objec ves •

Help the children learn what the urinary system is, iden fy the organs that are part of the urinary system, and understand the purpose of the urinary system in the body.

•

Define the vocabulary words: kidneys, ureters, bladder, and urethra.

Prepara on †

Cut out “The Urinary System Cards.”

† Print out a “Urinary System” journal page for each child. Supplies Needed † one small plas c bo le (16.9 oz size) † a large handful of co on balls † one cup of water † one tablespoon black pepper

†

Read to the children:

In our last lesson we learned what happens to food as it travels through our bodies. At the end of the lesson, we learned that undigested food and other unwanted items are expelled out of the body as solid waste. Today, we are going to learn why we pass urine, which is liquid waste, from our bodies.

† † † †

scissors a cup or mug an empty bowl crayons, markers, or colored pencils

2. Next, have the children stuff the bo le half full with a large handful of co on balls. The co on balls should be pressed in, blocking the opening at the narrow end of the bo le. Set the bo le aside. 3. Have the children fill an empty mug with one cup water. Mix into the water one tablespoon

The system for making and passing urine from our bodies is called the urinary system. Though the urinary system is much smaller in size than other systems in the body, it s ll has an important job to do.

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The Urinary System Card #1

Have one of the children read aloud “The Urinary System Card #1: Cleaning Our Blood.”

†

Kidney Demonstra on

Help the children understand the role that kidneys play by doing the following demonstra on. 1. Have the children cut off the bo om of an empty plas c bo le and remove the cap from the other end.

black pepper. S r un l the water and pepper are mixed well. (Don’t let the pepper se le.) 4. Tell the children that the plas c bo le with the co on balls represents the kidneys. The water

47 © Jenny Phillips

Science - Elementary

Lesson 8

that they can pass it through the filter again or through another filter. Explain that the kidneys do that too—they are made up of many ny structures called nephrons that filter the blood over and over.

†

The Urinary System Card #2

Have one of the children read aloud “The Urinary System Card #2: The Blood Filter.”

† represents blood, and the pepper represents waste products. 5. Have a child hold the plas c bo le over a small, empty bowl so that the narrow opening of the bo le faces down toward the bowl. 6. Pour the liquid into the large opening of the plas c bo le so that the liquid runs through the co on balls.

Read to the children:

Together, the kidneys, ureters, bladder, and urethra make up the urinary system. Let's review the organs and their func ons in the urinary system. Have a child read the last card, "The Urinary System," aloud.

†

Science Wall Place the vocabulary words KIDNEYS, URETERS, BLADDER, URETHRA on your science wall. Read and discuss each word and defini on.

7. Ask the children what they observed. [The pepper collected in the co on balls, while the liquid that came out the bo om was free from the pepper flakes.] 8. Explain to the children that this is the job of the kidneys. Blood runs through the kidneys, and the kidneys filter out the impuri es. Then the blood con nues on its way.

†

Kidneys

Ureters

Bladder

Urethra

Science Journal

Give each child a copy of the “Urinary System” journal page. Have the children fill in the “Notes” sec on of the page with things they learned in this lesson about the urinary system. Have them color the picture of the urinary system. You may have older children (Grades 4–6) label the kidneys, ureters, and the bladder. (Note: The tubes shown in the background behind the ureters are the veins and arteries.) Place the pages in the children's science journals.

†

9. Also point out that the water is s ll not completely clean a er one pass through the filter. Ask the children if they can think of a way to make it cleaner. They’ll probably figure out

Older Children - Lesson Extension

The adrenal glands produce a hormone called aldosterone. Have the older children (Grades 7–8) research what this hormone does and why the adrenal glands, located close to the kidneys, produce that hormone.

48 © Jenny Phillips

The Urinary System Cards

1. Cleaning Our Blood One of the processes continuously going on in the body is the cleaning of the blood. As blood circulates, nutrients within the blood are absorbed into the body, and a waste product called urea collects within the blood. The body needs a way to remove this waste. In the area just below the back of the rib cage, there are two bean-shaped organs called kidneys. Though they are much thinner, the kidneys are roughly the size of a fist. In addition to other responsibilities, the kidneys clean the waste products out of the blood.

2. The Blood Filter The kidneys filter one liter of blood per minute. That’s a lot of blood! How do they do it?

renal artery

Blood enters the kidneys through the renal artery. The artery branches out throughout the kidneys. The branches decrease in size until they are tiny capillaries running all through the kidneys. renal vein These capillaries surround millions of tiny tubes called nephrons. The nephrons form a filtering device that filters out waste from the blood. Once the blood is filtered, it flows out of the kidney through the renal vein and is sent to other parts of the body.

The Urinary System Cards

3. Removing Urine Once the impurities are cleaned from the blood, the kidneys need to rid themselves of the waste. The kidneys combine the urea and other waste products with excess water from the body and make urine. Urine is the yellow liquid that comes out of the body when a person uses the bathroom. The kidneys send the urine through two tubes called ureters. The ureters run downward through the body, carrying the urine to the bladder. When the bladder is filled, the body signals the brain that there is a need to go to the bathroom. When we go to the bathroom, the urine leaves the body through a small tube at the bottom of the bladder called the urethra. This is called urination.

Science - Elementary

THE URINARY SYSTEM Lesson ?? - ??

NOTES: Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

51 © Jenny Phillips

Lesson 1

Science - Elementary

Lesson 9

Lesson 9 - The Immune System Objec ves •

Help the children know what the immune system is, iden fy the organs that make up the immune system, and discover the purpose of the immune system in the body.

•

Define the vocabulary words: pathogen and white blood cell.

Prepara on †

Cut out and assemble the mini book My Li le Army.

† Cut out the “Journey Through the Germs” game cards. † Print an “Immune System” journal page for each child. Supplies Needed † one game piece per child (game piece ideas: Ski les, M&M’s, pebbles, marked beans, another game’s pieces, etc.) † crayons, markers, or colored pencils

†

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Read to the children:

Mini Book Read aloud the mini book My Li le Army included with this lesson.

†

Game

To help the children become more familiar with the terms virus, bacteria, and parasite, and with the specific types of white blood cells, play the “Journey Through the Germs” game included with this lesson.

Did you know that harmful pathogens are constantly trying to make their way into our bodies? A pathogen is any harmful germ that, if it enters the body, could cause illness or disease. Bacteria and viruses are some of the main types of pathogens. Fortunately, God has placed within each of us a defense system called the immune system to fight off these pathogens.

1. Shuffle all of the cards together and place them face down in a pile next to the game board.

†

2. Have the children sit in a circle and place their game pieces at Start.

Science Wall Place the vocabulary word PATHOGEN on your science wall. Read and discuss the word and defini on. Pathogen

Here are the game instruc ons:

3. Choose a child to go first. 4. Have the child pick the top card from the pile. Have the child read the card and follow the direc ons, either moving forward or backward. If a child chooses a “move back” card while s ll on Start, the turn is over and the child does not move at all. The card is then placed in a discard pile.

52 © Jenny Phillips

Science - Elementary

Lesson 9

5. Moving in a clock-wise direc on, have the next child choose the next card from the pile. Have the child follow the direc ons on the card. 6. If a child lands on a space with a green bubble containing either a happy or sad face, have the child move forward or backward the number of spaces listed on that specific space. 7. If a child lands on a space with a star and a flag, that child may draw an addi onal card and follow the direc ons on the card. (This includes the space between 29 and 30 and 40 and 41 marked with a smiley face.) 8. If a child lands on a “Ques on!” space (which has a green bubble with a ques oning face in it), read a ques on from the following ques on list. If the child answers correctly, he or she may move two spaces forward. If the child answers incorrectly, he or she must move backward two spaces.

9. Con nue the game as listed above, giving each child a turn. If all of the cards are used before a child has won, shuffle the cards, turn the pile over, and con nue to play. 10. The winner of the game is the first person to reach the end. 11. If any ques ons remain that have not been answered, have the children answer them now.

†

Science Journal

Give each child a copy of “The Immune System” journal page. Have the children fill in the “Notes” sec on with things they learned in this lesson about the immune system. Have them color the picture of the immune system. Place the completed pages in their science journals.

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) research each of the following organs and write what each organ does to help protect the body from pathogens.

•

Germs include bacteria, parasites, and what else? [viruses]

•

What is the name of the type of blood cells that help protect the body from germs? [white blood cells; also acceptable: basophils, eosinophils, lymphocytes, monocytes, and neutrophils]

•

tonsils

•

adenoids

•

lymph nodes

•

thymus

What can you do to help decrease the spread of germs? [wash your hands a er you use the restroom, clean up messes, stay home when you are sick, cover your mouth when you cough or sneeze, wash your hands a er you blow your nose, cough, or sneeze, etc.]

•

spleen

•

Peyer’s patches

•

bone marrow

•

•

What is a pathogen? [a harmful germ that could cause illness or death if it enters the body]

•

Lymphocytes, monocytes, neutrophils, eosinophils, and basophils are all examples of what? [white blood cells]

•

What do white blood cells do? [help protect the body from germs]

•

What is the purpose of the immune system? [to keep you healthy]

Note: This lesson includes a photo by Blausen.com staff (2014). “Medical gallery of Blausen Medical 2014”. WikiJournal of Medicine 1 (2). DOI:10.15347/wjm/2014.010. ISSN 2002–4436. Own work, CC BY 3.0, h ps://commons.wikimedia.org/w/index. php?curid=28761835. Modified for use with a younger audience.

53 © Jenny Phillips

My Little Army Did you know that you have an army inside of you figh ng ba les on a daily basis? You do! However, this army is a li le bit different than the type of army you might hear about on the news. This army is made up of many different parts of your body. Imagine it as having many different kinds of soldiers within your body, all trying to defend your body from bacteria, viruses, fungi, and other dangerous pathogens. This army inside your body, protec ng and defending you against illness, is called the immune system. The immune system’s job is to keep you healthy. 2

Our bodies are constantly coming in contact with bacteria, viruses, and other pathogens. Pathogens, o en called germs, are so small that they can only be seen under a microscope, and they are all over and around us. Germs can be spread by not washing hands a er using the bathroom. They can also be spread by not covering a cough or sneeze. Once germs end up on doorknobs, handrails, computer keyboards, or anywhere else, they are easily passed on to anyone who touches those surfaces. This is why it is important to always wash your hands before ea ng. 3

Bacteria

Virus Using high-powered microscopes, scien sts have discovered a great many different types of bacteria and viruses. These pathogens can cause many different types of illness and disease. For example, the Varicella-zoster virus causes chickenpox. Streptococcus bacteria causes strep throat. The Coxsackievirus A16 virus causes hand-foot-and-mouth disease.

Bacteria 4

The Skin

So how does your body protect itself from all the pathogens around you? Your first line of defense is the skin. The skin is an excellent barrier between the outside world and your internal organs. In addi on to that, your skin produces specific chemicals that help kill some of the germs you come in contact with.

5

If germs do make it past the skin, they o en don’t make it much farther. Mucous in the nose, mouth, throat, and lungs works to collect, break down, and remove dust and germs from the body. Cilia, hair-like structures found in the nose, trachea, and lungs, also capture dust and germs.

Eyes, Nose, Mouth, Throat, Stomach

Saliva in the mouth and acid in the stomach also work to break down germs. Also, tears in the eyes contain special chemicals that kill most bacteria. 6

The Immune System There are s ll some pathogens that manage to make it even farther into your body. Fortunately, the organs of the immune system are ready to ba le against the germs. The main organs of the immune system are the tonsils, adenoids, lymph nodes, thymus, spleen, Peyer’s patches, and bone marrow. Each of these organs either produces or stores white blood cells. White blood cells are the soldiers prepared to fight off any invading pathogens.

7

There are five main types of white blood cells, each with its own specific job to defend the body. Lymphocytes kill viruses. They also create an bodies that destroy pathogens. Some lymphocytes, called memory cells, have the job of remembering specific pathogens, in case they return to the body again. Monocytes are white blood cells that leave the blood stream, enter affected ssue or organs, then turn into macrophages. Macrophages find, surround, and eat the bad cells.

Neutrophils move in quickly, ea ng and destroying pathogens as soon as they are found. Basophils no fy the body when they sense foreign invaders in the blood, helping the body to prepare for ba le. Eosinophils release toxins to kill pathogens, especially parasites. So the next me you are sick, you can be comforted knowing that you have a whole army inside helping you to get be er! 8

Lesson 9

Journey Through The Germs

58 © Jenny Phillips

“Journey Through the Germs” Game Cards

Move Forward 2

Move Forward 2

Move Forward 2

Basophil “Whistle Blower”

Basophil “Whistle Blower”

Basophil “Whistle Blower”

Move Forward 4

Move Forward 4

Move Forward 4

Eosinophil “Special Ops”

Eosinophil “Special Ops”

Eosinophil “Special Ops”

Move Forward 5

Move Forward 5

Move Forward 5

Lymphocyte “Armed Forces”

Lymphocyte “Armed Forces”

Lymphocyte “Armed Forces”

Move Forward 2

Move Forward 2

Move Forward 2

Monocyte “Clean Up Crew”

Monocyte “Clean Up Crew”

Monocyte “Clean Up Crew”

“Journey Through the Germs” Game Cards

Move Forward 3

Move Forward 3

Move Forward 3

Neutrophil “First Responder”

Neutrophil “First Responder”

Neutrophil “First Responder”

Move Back 3

Move Back 3

Move Back 3

Parasites

Parasites

Parasites

Move Back 2

Move Back 2

Move Back 2

Bacteria

Bacteria

Bacteria

Move Back 1

Move Back 1

Move Back 1

Virus

Virus

Virus

“Journey Through the Germs” Game Cards

Move Back 5

Move Back 5

Move Back 5

Liver Infection

Lung Infection

Stomach Infection

Move Forward 5

Move Forward 5

Move Forward 5

Washed Hands

Cleaned Up Mess

Covered Sneeze

Move Forward 5

Move Forward 5

Move Forward 5

Washed Hands

Cleaned Up Mess

Covered Sneeze

Move Forward 5

Move Forward 5

Move Forward 5

Washed Hands

Cleaned Up Mess

Covered Sneeze

Science - Elementary

THE IMMUNE SYSTEM

Lesson 1

Lesson ?? - ?? NOTES:

Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

L YM P H OC YT E

N E UT R O P H I L

BAS OP H I L M ON OC YT E

E OS I N OP H I L M AC R O P H A G E

WHI T E BLOOD CE L L S

62 © Jenny Phillips

Science - Elementary

Lesson 10

Lesson 10 - The Integumentary System Objec ves •

Help the children learn what the integumentary system is, iden fy the parts of the integumentary system, and determine the role it plays in the body.

Prepara on †

Cut out the “Structure of the Skin Labels” and the “Fingerprints” cards.

† Print an “Integumentary System” journal page for each child. Supplies Needed † school glue or glue s ck † scratch paper † transparent adhesive tape † a magnifying glass (op onal)

†

Op onal Read-Aloud At any point in the lesson, you may wish to read one of the books listed in the read-aloud sec on at the beginning of the unit.

†

Read to the children:

What do you think the largest organ of your body is? Pause for responses. The largest organ of your body is actually your skin! Our skin is important for many different reasons. Here are three of the main reasons you have skin. First, your skin protects everything inside of your body from damage, from heat and cold, from too much sunshine, and from dust and germs. If you did not have skin, you would not be able to live. Second, the skin helps control your temperature. Not only does it act as a barrier, keeping the heat and cold from changing your body temperature too quickly, but it can also help cool you or keep you warm. When you are hot, the skin produces sweat in the sweat glands that comes out onto the surface of your body through ny holes in the skin called pores. In contrast, when

† a blank piece of paper for each child † a sharpened No. 2 pencil for each child † crayons, markers, or colored pencils

it is cold outside, very small muscles within your skin cause your hairs to stand on end, trapping in some of your body heat. This sensa on is some mes referred to as having “goosebumps.” Third, your skin contains many nerve endings, allowing you to touch and feel the world around you. Without your skin, you would not be able to use your sense of touch. The skin is part of the body system called the integumentary [in-teg-yuh-men-tuh-ree] system. The main parts of the integumentary system are the skin, hair, and finger and toenails. Today we are going to learn all about this fascina ng system.

†

Ac vity

Place the “Structure of the Skin” page on the table in front of the children. Spread out on the table, face down, the “Structure of the Skin Labels” except for the three labeled “epidermis, dermis, hypodermis.” Lay those three labels out in front of the children. As you read the following, have the children glue the three labels to the side of the “Structure of the Skin” picture, correctly labeling the three layers of the skin.

63 © Jenny Phillips

Science - Elementary

Lesson 10

sense of touch. They send the informa on they collect through the nerves to the brain.

Read to the children: •

Our skin has three layers. The top layer is called the epidermis. The epidermis is made of tough layers of skin cells. Its primary job is protec ng the inside of the body. The top layer of skin cells in the epidermis is constantly dying and falling off the body. The cells are so small that we are not even aware of them. New cells are constantly being produced at the bo om, pushing the next layer up to replace the lost outer layer of cells. Also, within the epidermis are special cells called melanocytes. These cells protect your body from the sun’s heat and light. They’re also the cells that give you your specific skin color.

•

Sweat Glands: The sweat glands have the important job of helping to cool the body. When your body temperature rises, the sweat glands secrete sweat, which travels up to the outside of the skin through pores. The moisture then evaporates, taking some of the heat with it. Addi onally, the sweat glands help with the elimina on of wastes. Salts and urea are dissolved in the sweat glands and eliminated from the body as it sweats.

•

Oil Glands: Your skin has oil glands which produce an oil called sebum. This oil travels to the outside of the skin through pores and hair follicles (the small passageways where hair comes out of the skin). Sebum helps to moisten, protect, and keep your skin and hair waterproof.

•

The next layer of the skin is called the dermis. The dermis is the largest of the three skin layers. Within the dermis you will find veins, arteries, hair follicles, sweat glands, and nerves.

•

The last and deepest layer of skin is the hypodermis. The hypodermis is a storage area for fat cells. The fat cells are stored to be used as energy and also to act as a cushion, giving extra protec on to the inner parts of the body. The hypodermis also a aches the skin to the bones and muscles beneath.

•

Fat: The bo om layer of the skin is home to fat. This fat is used as cushioning, for storing energy, and for helping to keep the body warm.

•

Next, have a child choose one of the labels and show it to everyone. Have the child find the part shown on the “Structure of the Skin” picture and glue the label on so that it points to the correct area of the picture. Then read the corresponding descrip on for the label chosen.

Arteries and Veins: Blood vessels (arteries and veins) travel through the skin, bringing oxygen to the skin cells and removing excess carbon dioxide from the cells. This sec on will be read once for the artery label and then again for the vein label.

•

Arrector Pili Muscle: This small muscle is what makes your hair stand on end when you are cold. The raised hair then helps trap some of the body’s heat to help keep you warm.

•

Hair Root: Star ng down in the hypodermis layer of the skin, hair begins to grow in the hair root. As it grows, the hair moves up through a small passageway in the skin called a hair follicle and out to the surface of the skin. Hair helps to keep us warm when it is cold out.

Con nue the ac vity, allowing all the children to take turns picking a label, gluing the picture, and listening to the descrip on. Read to the children: •

•

Nerves: Nerves run through the dermis layer of the skin. They send signals to your brain, aler ng you to the condi ons surrounding you. You know if something is hot, warm, cold, so , prickly, hard, painful, and so on because the informa on is sent from your skin through the nerves to the brain. Nerve Endings: Nerve endings are the ending points of nerves. They are responsible for your

One part of the integumentary system not shown on this diagram is fingernails and toe nails. Why do you think we have fingernails and toe nails? Pause for responses. Fingernails and toe nails serve several different purposes. They provide protec on to the fingers and toes; they allow us to more easily grasp, pick up, or manipulate objects; and some scien sts believe they even help heighten the sense of touch in

64 © Jenny Phillips

Science - Elementary

Lesson 10

your finger ps. So, next me you go to peel an orange, be grateful you were blessed with fingernails!

†

4. Have the children place the pieces of tape onto the corresponding fingers of their hand’s outline.

Fingerprints Card

Have one of the children read the “Fingerprints” card to the rest of the children. Examine the images shown at the top of the card, and discuss the difference seen in each fingerprint.

†

Fingerprin ng Ac vity

Have the children record and examine their own fingerprints. 1. Give each child a blank piece of paper. Have the children turn their pages horizontally. With a marker trace the outline of each of their hands on the papers. 2. On a piece of scratch paper, have each child color a small area with a No. 2 pencil un l the area is dark and completely covered.

Con nue un l all of the children have placed each of their fingerprints on the hand outlines. 5. Have the children inspect their fingerprints. If available, have them use a magnifying glass to inspect them even closer. Have the children look for the loop, arch, and whorl pa erns in their fingerprints. Have them label these pa erns on the page. Give the children me to share and compare their fingerprints.

†

3. Help the children make a print of their fingerprint. First, rub their finger p in the colored pencil lead area. Then, have them touch their finger p to the s cky side of a piece of tape.

Science Journal

Give each child a copy of “The Integumentary System” journal page. Have the children fill in the “Notes” sec on with things they learned in this lesson about the integumentary system. Have them color the diagram. Have older children (Grades 4–6) label the epidermis, dermis, and hypodermis layers. Have them also label the hair follicle, the nerves, veins, arteries, sweat gland, oil gland, fat, and arrector pili muscle. Place the completed pages in their science journals.

†

Older Children - Lesson Extension

Have the older children (Grades 7–8) research the Greek roots of “epi” and “hypo” and describe why these roots are used in the words epidermis and hypodermis. Addi onally, have the older children research the heat of vaporiza on. Have them write an explana on as to why evapora on is such a good method of cooling.

65 © Jenny Phillips

Structure of Skin

Lesson 10

66 © Jenny Phillips

Structure of Skin Labels

nerve endings

sweat gland

Lesson 10

oil gland

fat

artery

Epidermis Dermis Hypodermis vein

arrector pili muscle

nerve

hair root

Fingerprints

Arch

Loop

Whorl

One of the physical evidences of God’s individual creation of each of us is our intricate fingerprints. No two people in the whole world have the same set of fingerprints. Fingerprints are the tiny ridges found on the skin of your fingertips. They help us to grip things and to feel different textures better. When we touch things, your fingers leave behind traces of chemicals from your skin. This leaves prints of your fingertips there on the surface. Detectives look for fingerprints when working to solve crimes. If they find fingerprints, they can use them to determine who committed the crime. No one has the same fingerprints. There are three main patterns: the arch, the loop, and the whorl. These are the three kinds of fingerprints that different people have. They are not all three found in one person. The arch pattern shows the ridges rising up and then lowering again on the opposite side of the finger, creating an arch. The loop pattern enters from one side, loops around, and then returns in the same direction it came from. The whorl is a circular pattern around a middle point. 67 © Jenny Phillips

Science - Elementary

Lesson 1

THE INTEGUMENTARY SYSTEM Lesson ?? - ?? Objec ve •

??

Prepara on †

??

† ?? Supplies needed •

†

??

Op onal Read-Aloud

At any point in the lesson, you may wish to read one or more of the children’s books listed in the read-aloud sec on at the beginning of the unit.

†

Read to children:

??

NOTES:

68 © Jenny Phillips