We went through the major body systems, identified and examined the organs, and investigated how they are all interrelated to keep us alive. I taught a lot of the major content and vocabulary through lecture and discussion, and then we explored various aspects of the human body through experiments, games, and YouTube videos that left a few of them feeling rather queasy! Eyeball dissection, anyone??
We started with the skeletal and muscular system to give us a framework for the rest of the body. The students voted on a name for our life-size "mascot" and each time we studied a new system, Steve earned a few new body parts. In the beginning we labeled each part, then removed the labels as we memorized all the names.
![]() |
| Skeleton Steve was a work in progress! |
To wrap it up the digestive system, we enjoyed brownies that tasted much better than they looked! ;)
| Only the best for my students! |
| The circulation game! |
![]() |
| It wasn't nearly as boring as their body language would suggest! |
We also had a lot of fun learning about the brain, the nervous system, and our sense organs. We watched clips from the show Brain Games, made "thinking caps" (pattern here) to learn the areas of the brain, and conducted experiments related to taste, smell, sound, and light.
![]() |
| Middle school means wearing these awesome hats! |
| Wearing thinking caps while watching a BrainPop video on the brain - brainception! |
| Mapping the tongue and looking for a connection between taste and smell |
| Observing and describing the effect of light on the pupil (she had to look deep into my eyes!) |
We also got our hands dirty with some actual specimens, as a student went to the butcher and acquired some "leftover"pig parts. It was pretty neat for them to see with their own eyes the actual body parts they'd been studying - the lungs, liver, and heart for example. They also got to see and feel the difference in texture, structure, etc. of the trachea compared to the esophagus and they got quite a nasty surprise when, after squeezing the esophagus, some undigested food oozed out!
![]() |
| Warning: my science class is not for the faint of heart! |
To wrap up the unit and give the students an opportunity to extend their learning, we created cereal boxes "advertising" a particular body system. I wish I could take credit for this project but the original idea came from TPT - I just modified it a bit to meet my needs.
For the front, they had to come up with a creative cereal name and then draw and label their system.
On the back they had to describe a common disease or illness that affects their system. They did research on causes, symptoms, treatments, and prevention of the condition and then had to summarize the information into a quality paragraph. Language arts connection!
For the other panels, they recreated typical cereal box features such as the ingredients list (naming the organs and their functions) and fun facts about their system - more independent research for them.
Overall, I was quite proud of their final product, and am excited to give them a chance to present their work to the rest of the school in our upcoming school-wide science gallery in April!
It's hard to believe we are now in fourth quarter! Our final areas of study will include zoology and ecology - characteristics of the animal kingdom and the relationships between all living and non-living things.
Thank you for your continued support and prayers over this last quarter!
























