Nervous, Respiratory & Circulatory Systems

This month we are studying our bodies.

We’ve already talked about the Skeletal System.  You can read about it in this post: Skeletal System.

The first thing we did was watch School House Rock’s Telegraph Line.  We watched on YouTube and you can buy it on Amazon too here.  It was very helpful in explaining the brain’s job and how the Nervous System works.

Then we played the telegraph game.  You sit in a circle and hold hands.  Then the start person squeezes the hand of the person to their right and so on.  Count the seconds until the start person feels their hand squeezed.  Since there are only 4 of us, this game only lasted a couple minutes, even though we played it several times.  It was also good that I decided to include Ethan, even though I had to tell him to squeeze my hand.  It was a good example of how sometimes the signals in a person’s body can be slow because of a variety of reasons.  We also talked about how a person can hurt their back and lose the use of their legs because the signal from their brain can’t reach their legs.

Finally I had them draw brains for their person.

On to the Respiratory System!

First we watched this:

You’ll need to fast forward it about 2 minutes to get to the information.

We also watched this one: 

Then we made a lung.  (I got the idea from here)

The lung deflated.

The lung deflated.

The lung inflated.

The lung inflated.

This one is pretty easy to make.  Cut a 2 litter bottle in half.  Insert the balloon as shown.  The directions stated to use a rubber band to make sure the balloon part on the lid of the bottle stays still, but I didn’t have any.  It worked ok without.  Then use a plastic grocery bag for the diaphram.  Cut a large circle in the bag.  Tie a small knot in the middle of the circle; this is your handle.  Making the handle the middle of the “diaphram” tape or use a rubber band to attach the sack to the bottle.  Again, I didn’t have any rubber bands, so I used the tape.

Finally, we used bubble wrap for the lungs on our person.


Hannah's body, thus far.

Hannah’s body with brain & lungs added.

Caleb's body with brain & lungs added.

Caleb’s body with brain & lungs added.


Finally, we studied about the heart.  We learned about the different parts of the blood and what their jobs are.

We watched School House Rock: Do the Circulation.  (I’m learning to love School House Rock!)

2012-12-18 12.55.39

Then we made a blood model.

First we started out with yellow water (Yes, water with yellow food coloring.  Urine is with digestion ;)) which represented plasma.

Next we added salt because our blood contains salt and other chemicals.

Then we added the fruit loops (cause I didn’t have any cheerios) which represent the red blood cells.  It’s the red blood cells that carry oxygen that in in turn makes the blood red.  This is when I added red food coloring.

The ice cream cone marshmallows (I didn’t have any regular small marshmallows) represent the white blood cells.

Finally, we added white puff balls to represent platelets.  According to the author of My Montessori Journey, platelets are purplish and spiky under the microscope.  Next time I’ll use purple ones as the white ones quickly turned red and are kinda hard to see.

2012-12-18 12.56.13

We also played a game of sorts.  One of the kids was the red blood cell and I was the oxygen.  We walked in a circle and at about half way through I let go of their hand to represent how the red blood cells lose oxygen and has to go back to the lungs to get more.  One of the other kids were waiting for them at the “lungs” to start the process over again.  When they pick up their sibling as the “oxygen”, I went back to the lungs, the other “oxygen” left the blood and we started again.

Finally we added our heart to our person.

2012-12-20 12.16.00


I used these blogs for my ideas for our circulatory system:


Next we’re studying the digestive system & nutrition and Hannah & I will talk LOOSELY on the reproductive system.

May God bless your socks off!



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