Science Objectives Grade 3Human Anatomy
__________1. Recognizes that organs work in groups called systems (Health TEKS 3.4 B)
__________2. Lists the major organs of the digestive system: tongue, stomach, small intestine, and large intestine (TEKS 3.5 A)
__________3. Recognizes that food provides the energy that the body needs for growth and repair and that indigestible parts of food are eliminated. (Health TEKS 3.1 D)
__________4. Names the four areas of the tongue and the taste that each area senses: sweet, sour, bitter, and salty (TEKS 3.5 B)
__________5. Recognizes that the skin senses pressure, temperature and pain (TEKS 3.5 B)
__________6. Describes the two layers of the skin: epidermis and dermis
*FOCUS*
Read or show video of "The Magic Schoolbus Inside the Human Body."*ACTIVITY 1 - Body Systems
List the Body Systems. Endocrine, Nervous, Circulatory, Respiratory, Digestive, Skeletal/MuscularExplain how they all work together like a machine. Try putting the words together to form a sentence.
Have students work individually or in partners to form a saying to help remember all of the systems.
EX: Ernie Never Can Remember Digestive System (Ernie is my son, so it helps me remember)
*ACTIVITY 2 - Body Systems
Die cut 10 schoolbuses for each pair of students. Each schoolbus needs to be labeled with the stops The Magic Schoolbus made in Arnold's body. The buses will be scrambled, and need to be placed in sequential order. Where does it go first? And next? (Remember to use those sequence words in describing the route). These words should go on the buses: lungs, spine, brain, heart, stomach, blood vessel, esophagus, nose, muscle, small intestine*ACTIVITY 3 - Body Systems
After looking at pictures (drawings, or the real deal) have each student use construction paper to cut out a HEART, BRAIN, STOMACH and LUNGS. On the HEART write "Circulatory," on BRAIN write "Nervous," on the STOMACH write "Digestive," and on LUNGS write "Respiratory." On each system the student should be able to list THREE body parts. Of course, some organs might belong to more than one system. Here is a list of body parts to write on the board: stomach, lungs, brain, heart, trachea, capillary, skin, intestine, esophagus , spinal cord, arteries, nose*ACTIVITY 4 - Body Systems
Play THE ORGAN GAME. Each pair of students will need paper and pencil to make "clue cards" and to keep score. The class will brainstorm characteristics of each organ. List them on the board. Each student will copy each characteristic on a card. Divide into partners (and erase info off the board). Student A reads the first clue, and the student B tries to guess the name of the organ. If student B is correct after only one clue, he is awarded 5 points. After 2 clues is awarded 4 points. After 3 clues is awarded 3 points, and so on. Play until all of the organ cards are used. The most points wins. Play again.
*ACTIVITY 5 - Body Systems
Show Region IV 15 min. video Human Machine VC24384 or 15 min. video Systems Working Together VC22569
- "Number Sense and the Body " W.S. p. 42*ACTIVITY 6 -Tongue
Mapping the Tongue. You will need: tongue pattern for each student, four small bowls of water diluted sugar, vinegar, salt, unsweetened grapefruit juice, q-tips, four colors of markers.
Use the q-tips to dab the liquids on different parts of your tongue. When someone tastes one of the basic tastes, use a marker to mark the place on the tongue pattern. Use all four tastes to find out where on the tonge you taste sour, sweet, salty, and bitter, in that order. Map everyone's tongue. Did they all have the same results? *******Do not use the same q-tip for more than one taste and rinse mouth between tasting.*ACTIVITY 7 - Digestive System
Give out a small, healthy snack!
Show Region IV video 30 min. Magic Schoolbus' For Lunch VC36305 or 10 min. How it Uses Food*ACTIVITY 8- Digestive
Draw a MOUTH, ESOPHAGUS, STOMACH , and INTESTINES on ground with chalk. Divide students to stand on each organ (students join hands). Assign one student to be the food. The food will walk into the mouth. The students (with hands still clasped) in this area will STOMP around the food. The food will then be twirled down the esophagus. The students representing the stomach will surround the food and walk in a circle. When the teacher says, "READY," the food will go to the intestines. The intestines will unclasp hands and let the food exit the body.
*****This was a favorite activity: each group of students got to play each role in the digestive system. I was brave enough to be the food! They loved pushing me through the system!*ACTIVITY 9 - Digestive
Get a 22 ft. piece of rope or string to demonstrate the length of the small intestines. Draw a 10 cm square. Coil the rope up in the square (string must lay flat on the square).*ACTIVITY 10- Digestive
Digestive System Word Scramble - With a computer program that makes crosswords and scrambles.
*ACTIVITY 11 - Skeletal/Muscular
Give each student a clothespin. Set time for 20 seconds. Count how many times they can squeeze it right handed first, then left handed.*ACTIVITY 12 - Skeletal/Muscular
Make a popsicle stick man to symbolize the bones. Wrap the sticks with yarn/rubberbands to signify the muscles, and attach cloth to show the skin.*ACTIVITY 13 - Skin
Make sure that the students play real hard at recess. When you come back in teach that the skin is the largest organ of the body. The outer skin is the epidermis, and the "true skin" is the dermis. The epidermis is continuously being renewed. The dermis contains all of the blood vessels nerve, and muscles, even some glands. The "sweat" gland sends perspiration up through the epidermis to the surface to maintain proper body temperature. Skin senses PRESSURE, TEMPERATURE and PAIN.*Activity 14 - Skin
Have each student trace his own hand on white construction paper. Make sure that the fingers are spread out as wide as possible. Trace hand again on regular white copy paper. Cut the white hand out. It will usually be smaller than the manilla hand. Using a stamp pad, let them put their corresponding fingerprints on each finger of the white hand. Glue the white onto the manilla hand. You should still be able to see the outline of the manilla had behind the white. Compare with other students. Label the white layer as the epidermis (the skin you can see). Label the manilla as the dermis (the skin you can't see).*ACTIVITY 15 - Nervous
(Receives and sends signals)
The class will form a circle. Students cup hands (mailbox). The teacher will drop a message into one student's hands. The student then passes the message to the person on the right and so on. This is a nerve pathway. The teacher will then tap a student on the head to stop the message. This will represent the brain interpreting the message and telling how to respond. The message will give a command such as "touch your nose" or " stand on your right leg."*ACTIVITY 16 - Nervous
Measure your reaction time! You need a ruler. Put your hand at the end of a table. Hold out your thumb and fingers so that there is a distance about 3 inches between them. A classmate should hold a ruler between your finger and thumb so that the 1-inch mark is lined up with your thumb. Without warning, your classmate will let go of the ruler and you will try to catch it between your thumb and fingers. Record how far up the ruler you caught it. A lower number indicates a faster reaction time.*ACTIVITY 17 - Endocrine
This system keeps the other systems balanced. It is made up of glands that release chemical substances called hormones.
- Relate glands to a thermostat (regulates temperature) or a smoke alarm (alerts us)
- Show Popeye video - - -When Popeye is in danger he eats spinach and his muscles strenghthen.
-Some hormones make us sleep, hungry, grow, sweat, control the function of our organs, "fight or flight" and determine if we have more male or female characteristics.*ACTIVITY 18 - Respiratory
Check how many breaths per 30 secs. (Ask, "How many in a minute?") Now have students jog in place. Now count how many breaths per 30 secs. Compare.
- Show Region IV video Circulatory and Respiratory System VC26559
- Discuss why breathing was faster after jogging*ACTIVITY 19 - Circulatory
Sequence the following: 1. The pulmonary artery takes blood to the lungs. 2. Blood goes through the aorta to the rest of the body. 3. Blood goes through the vena cavae to the right atrium. 4. The pulmonary vein takes blood from the lungs to the left atrium.
- Do Circulatory crossword puzzle
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