K-1 BODY SYSTEMS UNIT
1. Students need to create a Science Exploration Journal for this
unit. You can buy regular lined paper notebooks. I bought small
notebooks, about half the size of 8 ½ by 11.
2. Find a blank body template that is small enough for students to
cut out and paste in their journal for each body system. The
student can draw the organs and parts of each system on his/her
own.
3. Be sure to pair the Science Journal with hands-on experiments
and videos from you-tube. There are many amazing videos that
explore the body systems. The Magic School bus also has some
great videos.
4. I am including a Reader’s Theater Play I wrote for my students
as well. Reader’s Theaters are a great way for students to learn a
concept in depth through acting.
5. Our culminating activity for the end of the unit is having a
doctor come in to speak with the class!
Science Exploration
Journal
Name: _____________
Unit: ______________
Body Systems Studied:
1. Skeletal System
2. Circulatory System
3. Respiratory System
4. Digestive System
5. Muscular System
Driving Questions: The Human Body Unit
• What are the main parts of the body?
• What is a body system?
• Why do we have body systems?
• What would happen if one of our systems wasn’t working?
• What does the skeletal system do?
• What does the circulatory system do?
• What does the respiratory system do?
• What does the digestive system do?
• What does the muscular system do?
• How can we keep our body systems working?
• How can we keep our bodies healthy?
Driving Questions: The Human Body Unit
• What are the main parts of the body?
• What is a body system?
• Why do we have body systems?
• What would happen if one of our systems wasn’t working?
• What does the skeletal system do?
• What does the circulatory system do?
• What does the respiratory system do?
• What does the digestive system do?
• What does the muscular system do?
• How can we keep our body systems working?
• How can we keep our bodies healthy?
Human Body Vocabulary
•
•
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•
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Body systems are parts of our body that work together to keep us
alive!
Your Skeletal System includes bones that protect your insides and
joints that help you to move.
Your Muscular System helps you move around.
Your Circulatory System includes your heart and keeps blood moving
through your body.
Your Respiratory System includes your lungs and helps you breath.
Your Digestive System includes your stomach and changes food into
waste that leaves your body.
Your Brain is your mighty control system! Your brain helps you think
and learn!!
Human Body Vocabulary
•
•
•
•
•
•
•
Body systems are parts of our body that work together to keep us
alive!
Your Skeletal System includes bones that protect your insides and
joints that help you to move.
Your Muscular System helps you move around.
Your Circulatory System includes your heart and keeps blood moving
through your body.
Your Respiratory System includes your lungs and helps you breath.
Your Digestive System includes your stomach and changes food into
waste that leaves your body.
Your Brain is your mighty control system! Your brain helps you think
and learn!!
The Skeletal System
1. How many bones were you born with? 300
2. How many bones are in an adult body? 206
3. The most complex part of the skeleton is the skull.
4. Are bones alive?
YES
NO
5. My skeleton protects my insides and helps me move around.
TRUE
FALSE
The Skeletal System
1. How many bones were you born with? 300
2. How many bones are in an adult body? 206
3. The most complex part of the skeleton is the skull.
4. Are bones alive?
YES
NO
5. My skeleton protects my insides and helps me move around.
TRUE
FALSE
Name: ___________
Date: __________________
Circulatory System Quick Check J
1. What is the circulatory system responsible for?
A) Moving blood through my body
B) Protecting my brain
C) Eating food
2. How big is your heart?
A)
B)
3. How much does your heart weigh?
A)
B)
The Attack of the Germs
(Reader’s Theater)
Age: 5-8 years old
Characters:
Germs
Red blood cells
White Blood Cells
Sick Student
Heart
Narrator
Setting: A rainy day in October at school
Narrator: On a rainy day in October, a
student began to feel sick at school.
Sick Student: I am not feeling well.
Germs: Haha! We almost have her!
Narrator: The student tried to listen to the
teacher, but her body felt weak and tired.
Sick Student: My throat hurts. What is
happening?
Germs: She is going down! (smiles)
Narrator: The student began to fall asleep at
her desk.
White Blood Cells: (to the red blood cells) We
have to do something!!
Red Blood Cells: We are busy!! (carrying
oxygen to heart)
White Blood Cells: Heart, what should we do?
Heart: Attack the germs!
White Blood Cells: Attack!
Narrator: The white blood cells attack the
germs.
Sick Student: I feel sick. I need to go home.
White Blood Cells: We got rid of them!
Germs: AHHHHHHHHHHHH (falling to the
ground)
Heart: Nice work! (high-fives the white blood
cells)
Narrator: The sick student went home to get
better. ADIOS germs…..for now.
Students take a bow
My Respiratory System
1. My respiratory system helps me
___________________________!!
2. My _____________________ are part of my respiratory
system.
3. My lungs are in my __________________.
4. My lungs are protected by my __________________.
My Respiratory System
1. My respiratory system helps me
___________________________!!
2. My _____________________ are part of my respiratory
system.
3. My lungs are in my __________________.
4. My lungs are protected by my __________________.
My digestive system helps me _______________
_______________ and digest food.
My food changes to ______________ after it is digested.
My digestive system helps me _______________
_______________ and digest food.
My food changes to ______________ after it is digested.
My digestive system helps me _______________
_______________ and digest food.
My food changes to ______________ after it is digested.
My digestive system helps me _______________
_______________ and digest food.
My food changes to ______________ after it is digested.
My digestive system helps me _______________
_______________ and digest food.
My food changes to ______________ after it is digested.
My muscular system helps me
____________, ____________, __________
I can make my muscles strong by _______________________!
My muscular system helps me
____________, ____________, __________
I can make my muscles strong by _______________________!
My muscular system helps me
____________, ____________, __________
I can make my muscles strong by _______________________!
My muscular system helps me
____________, ____________, __________
I can make my muscles strong by _______________________!
All About Our Bodies (Extra Ideas)
Month Unit
Social and Emotional Development:
During circle time, students will talk about our similarities and differences
as friends, peers and adults. We will discuss how we all have bodies and some
of the body parts we have (noses, eyes, ears, lips/mouths, feet, hands, etc.)
The following questions will be asked to each student (1 or 2 questions per
day that are written on popsicle sticks and pulled out by students).
1. What color hair do you have?
2. How many eyes, ears, noses, lips, feet, do you have?
3. What are some of the things are bodies allow us to do?
4. Discuss similarities/differences
5. Discuss young and old
Older students will help the teacher to write the answers on the white
board and spell the words correctly with capital letters and punctuation.
Physical Development and Health:
• Silly Body Scramble-Write different body parts on index cards.
Separate them into two piles. Students must choose a card from each
pile. If the student chooses “nose” and “knee” they must try to touch
their nose to their knee!
• Hot Potato with Body Parts: Students pass around a potato, ball or
beanbag and when the teacher says “freeze” students must put the
ball on the body part the teacher call out! (See separate activity
sheet)
• Brain Break Activities (see brain break cards)
• Writing Muscle Race (see separate activity sheet)
Language, Literacy and Communication:
Teachers will read a collection of nonfiction and fiction books about people
who look different and books about our amazing bodies aloud to students.
Teachers will guide students through the books, talking about how good
readers look at pictures, look at titles, ask questions and predict what the
pages are going to tell us. Read a book during morning circle time and
afternoon circle time.
Older students will read copies of Reading A to Z books about their bodies
at their reading levels, answer inferential and literal comprehension
questions and complete a short writing creative arts and writing project
about their bodies!
Students will use a KWL charts, graphic organizers and other strategies to
organize their knowledge about our bodies!
Mathematics:
1. Students will graph how many eyes, ears, noses, feet, hands, etc. we
have as a class! We will make a pictograph with this information.
2. Students will diagram and label body parts after tracing a body on
large white paper. Students will measure how large the body is!
3. Students will measure their heights using string and we will compare
and contrast who is the tallest in our classroom and who is the
shortest!
Creative Arts/Music:
1. Silly Collages with magazines. Create your own silly person! Make a
crazy picture.
2. Hand flowers with hand tracing to help with fine motor skills.
3. Draw/Paint a self-portrait.
4. Students listen to various songs that talk about body parts in French
and English
Science and Technology:
1. Students talk about the changes we experience, as we get older in
regards to height, feet size, hair growing, etc.
2. Students watch a short documentary about our bodies!
Social Studies:
Students learn about their communities and family systems!
AMAZING & FABULOUS Free Online Resources:
1. 1-Minute Human Body Energizes K-6
http://publichealth.lacounty.gov/nut/Network/pdfs/1Minute%20Energizers.pdf
2. Healer Within Kindergarten Body System Lessons
http://www.healerwithin.org/IMLS/GrK_body%20system
s.pdf
3. Make Me Genius--Human Body Videos
http://www.makemegenius.com/science-videos
4. Kids Health
http://kidshealth.org/
5. The Magic School Bus Videos (via youtube.com)
6. Images: Credit to Google.com
Thanks for Purchasing! I hope you enjoy J
©April Lorraine Brown 2014