Hands-On Projects for Teaching the Body Systems

There are so many activities for teaching the body systems, however it seems like many of the activities  are too simple and only really involve students labeling the parts. I've developed several hands-on activities that push students thinking and ensure they are learning the importance of these body systems and how they work together to keep us healthy. 


Adult supervision is recommended for all activities. Parents and teachers should evaluate each activity for the age, ability, and needs of their children. By participating, you assume responsibility for any risks associated with the activity


Body Systems Poster

Time: 60-90 minutes

Materials:

  • Butcher Paper or Larger Poster Paper
  • Crayons or Colored Pencils


Steps:

  1. Students trace their own body on the butcher paper.
  2. They will draw and color the body system of the teacher's choice.
  3. Label the organs they have been taught.


Concepts:

  • Each body system has specific structures (organs) that perform important functions.
  • Models are used to represent and study body structures and functions.


What students will observe:

  • The location of organs within the human body.
  • How organs are organized within a body system.
  • How multiple organs work together to perform a function.


Extension Activities:

While students are thrilled to just draw and label their body system - that usually isn't very rigorous. So here are some questions students can answer to increase the rigor and make connections to real life.

Photo of a poster of a body system with markers

1) What is/are the job(s) of this body system?

2) How does this body system help humans survive?

3) How would a we be impacted if something was wrong with this body system?

4) Do you think it's possible to live without this body system?

5) How long do you think you could live without this body system?

6) What other body systems does this body system work closely with?

7) What animals have the same body systems that function the same way?

8) What animals have the same body system but function in a different way?

9) Rank this body system and its importance in the human body.

10) Compare and contrast this body system with another.


Snack Skin Model

Time: 30 minutes

Materials:

  • Marshmallow Squares (represents the fat)
  • Creamy Peanut Butter (represents the skin)
  • Jelly Beans (represents bacteria)


Steps:

  1. Spread 1-2 Tbs of peanut butter on top of the marshmallow square.
  2. Place 2-3 green jelly beans on top of the peanut butter.


Concepts:

  • The skin is the body's largest organ.
  • The skin acts as a protective barrier between the body and the environment.
  • Skin helps prevent germs from entering the body.


What students observe:

  • The skin covers and protects the layers beneath it.
  • The skin forms a barrier between the outside environment and the inside of the body.


Alternatives:

  • Use blue and yellow jelly beans as well. Blue jelly beans can represent the sweat we give off when our body is hot. Yellow jelly beans can represent the sun's rays that hit our skin when we are outside.
  • Let students use the skin color of their choice by letting them use cookie butter, frosting or hazelnut spread instead (be aware Hazelnut spread is made from nuts)!


Photo of rice crispy treat with peanut butter and jelly beans to represent skin.

Important Note!

If there are peanut allergies in your class or you are not allowed to use peanut butter you can use sunflower seed butter instead. Note:

Sunflower seed butter is thinner than peanut butter so it may not be as thick in the photo. We recommend you put it in the refrigerator for a few hours prior to the activity.


Extension  Questions

  1. Explain how your model represents the skin and how it protects us.
  2. What would happen if our skin was not there?
  3. How accurate do you think this model is compared to real human skin?

Building a Hand to Teach about the Musculoskeletal System

Students will build a human hand to demonstrate their understanding of how the muscular and skeletal systems work together.


Time: 60 minutes

Materials:

  • White Card Stock (1 sheet per student)
  • Smoothie Straws (3 per student) Twine or string
  • Hot Glue
  • Twine


Steps

  1. Students will trace their hand on white card stock.
  2. Cut the straws into various sized pieces.
  3. An adult should hot glue straws onto the hand (2 pieces per finger and 5 total pieces in the hand stemming off from each finger).
  4. String the twine though the straws from the tip of the finger through the wrist. 
  5. Students gently pull on the strings to move each finger. 
Photo of a hand cut from cardtock, straws and twine to represent the muscular and skeletal system.

Concepts

  • The skeletal system provides structure and support.
  • Bones help the body move when muscles pull on them.
  • The muscular system and skeletal system work together.

What students observe

  • The hand moves when the "muscles" pull on the "bones."
  • Bones provide structure and support for the hand.
  • Muscles create movement by pulling, not pushing.
Hand made out of straws paper and twine to show how the musculoskeletal system works together.

A Few Tips for Teachers

  • Cut the straws ahead of time.
  • Ask parents or school staff to help hot glue. 

Extension Questions

  1. What do the straws and string represent?
  2. How is this model similar to a real hand?
  3. How is this model different from a real hand?
  4. How do bones and muscles work together?
  5. If you had to redesign this model, what would you change? Why?

FAQ

What materials did you use?

There's no need to purchase the exact materials listed here. Many comparable items will work just as well! We've included links to products we've had positive experiences with in case they're helpful as you gather supplies.


  • Butcher Paper
  • Crayons or Colored Pencils
  • Crispy Marshmallow Squares
  • Peanut Butter (or other items discussed above)
  • Jelly Beans
  • White cardstock
  • Scissors
  • Hot Glue
  • Twine
  • Smoothie Straws*


What prior knowledge should students have?

For all of these activities students should have learned the concept already. These projects are to demonstrate their understanding of what they have been taught. If you follow the 5E instructional model these activities would come after the "Explore" section. Interested in what the 5E model is: get my free guide here!


3rd Grade Body System Lesson Plans for NC teachers

Looking for ready-to-use lessons on this topic?


These activities are part of our 3rd Grade Body System Lesson Plans, which include detailed lesson plans, projects, assessments, and many other activities to help students understand the skeletal system, muscular system and the skin.

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