Download 2_3Units_files/2nd Grade Digestive Syste

The Digestive
System
1. Introduction and Overview
 Statement of topic or theme: The topic and theme of this unit was digestion
with a nutrition emphasis at the end.
 General Description of the Unit: The unit touched on all the major organs of
the digestive system along with their main function. It related to the
students why digestion and nutrition are important to have healthy bodies.
The food pyramid and the five food groups were also introduced in the unit.
 Content of the Unit: The unit contained 6 days of actual lessons along with
an opening day/activity and closing day/culminating activity; 8 days of class
time in all. The first lesson focused on introduction of us (the teachers) and
of the unit. It was a chance to see what the students know by using a KWL
chart. The next four lessons were all focused around a major organ and part
of the digestive system. The last two lessons involved the presenting and
interaction with the food pyramid and nutrition. The final day was a
culminating activity which was a digestion song.
 Description of students: There were 24 students in the class. Most students
were of Caucasian background. A few Africa Americans were in the class
as well. The students enjoyed having visitors come in and share with them;
which made it seem like they had eagerness. Usually the students were very
willing to participate. However, they were 2nd graders and sometimes too
much talking and not enough listening and staying on task was
demonstrated.
 Time allotted to unit: The time spent on the unit in class was approximately
8- 10 hours, depending on how much of the projects students are allowed to
finish. Planning for the unit took a great deal of time and effort the exact
time, I have not a clue.
2. Rationale
 Value of the unit to students: The unit is of great value to students. The
human body is something that we as humans are commanded to know about
and take care of. We are temples of God, and becoming aware of how
special God made us and how we work is very important. Students need to
know how digestion takes place and what organs are involved in it.
Nutrition is also important; society needs to know how to take good care of
the one and only body we are given.
 Fitting the needs of the student: The unit fits the needs of the students
because it is at an age appropriate level, which should allow for
comprehension. It is something that takes place within each student, so
therefore it is important and even interesting to the individual students. The
unit is full of different learning options: hands on activities, writing
activities, worksheets, handouts, songs, crafts, many different things to reach
to all kinds of students and their learning needs.
 Relation to real world: This unit relates to real world concerns because
everyone has a digestive system. Everyone should have a basic understand
of how we were put together and made to function. It is important to know
this because it shows us how intricate and special we all are. There is no
way we were put together by chance. The unit addresses issues that are
constantly of importance of society: nutrition and maintenance of the body.
 Reflection of philosophy: The unit reflects our philosophy of teaching by
how we conducted the class itself. We tried to create fun and interesting
lessons that would spur the student’s imagination. We also included
literature into the science lesson. We believe the more integration there is in
a unit, the better. Additionally, we believe one way students learn is from
peer interaction. In many of our lessons we had group activities and projects
for groups. We also encouraged student-teacher interaction. That makes a
lesson fun. We believe if we aren’t having fun-the students aren’t. Early
elementary students learn through play and interaction.
3. Broad Goals:
 Our general goals in teaching this unit on the digestive system is to introduce
to the students the main parts of the digestive system and how they function
to carry out the digestive process. We want the students to be familiar with
the terms (bile, liver, enzymes, intestines, etc.) and to have a basic
understanding of how food gets through their bodies. The students will also
have a basic understanding of the five food groups. We want them to be
familiar with nutrition terms such as vitamin A, food groups, etc.
 Relevant goals from the Michigan Curriculum Framework:
o Students will explain characteristics and functions of observable
body parts in a variety of animals. (LO III.2 E1)
o Students will explain how selected systems and processes work
together in animals. (LO III.2 M4)
 Relevant Goals from the Kent County Collaborative Core Curriculum:
o
(4.3) TLW analyze the structure and functions of the human
digestive and excretory systems tracing the flow of food and
elimination of wastes through the body
 Overall Unit Objective:
TLW have a basic understanding of the main body parts of the digestive system:
mouth, esophagus, stomach and intestines; minor functions that these parts have in
the role of digestion, and approximate locations of these organs.
4. Specific Student Objectives:
 TLW be aware of what the unit will present, and he/she will become
familiarized with the instructors and materials.
 TLW discuss and explain the functions of the teeth, tongue, and saliva in the
digestion process.
 TLW model the importance of the teeth, tongue, and saliva in breaking down
food.
 TLW analyze where in the mouth they chew certain kinds of foods.
 TLW be able to define what the esophagus is and its function in the digestive
system.
 TLW be able to locate where the esophagus is in their own body.
 TLW be able to discuss and explain the function of the stomach in the digestion
process.
 TLW be able to describe the liver and explain what it does.
 TLW be able to act out the digestive process from the mouth to the liver.
 The learner will identify the function of the small intestine.
 The learner will identify the function of the large intestine and review the
digestive process.
 TLW demonstrate an understanding of the five food groups by identifying the
foods and servings on the worksheets and orally in class.
 TLW be able to list and describe the steps of the digestive process.
 TLW be able to explain relationships between the organs in the digestive
system, their functions, and the digestive process.
5. Content Analysis:
 Outline of topics to be taught:
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Day 1-Introductary lesson on the digestive system
Day 2-Lesson on the mouth
Day 3-Lesson on the Esophagus
Day4-Lesson on the Liver/stomach
Day 5-Lesson on the Large and Small Intestines/Bladder
Day 6-Lesson on Nutrition-Five food groups
Day 7-Lesson on Nutrition-A Healthy Body
Day 8-Closing lesson-Song about the Digestive System
 Evidence of Integration:
o We read the following books:
 I know Where My hamburger goes.
 I Know Where My Food Goes.
 The Magic School Bus: Digestive System.
 The Hungry Caterpillar.
 Keeping Your Body Alive and Well.
 Slim Goodbody: The Inside Story.
o Math was included in the intestine lesson.
o Social Studies concepts introduced in form of short stories or
personal stories to emphasize topic area and help relate it to class.
 Specify Content from each curriculum area:
 Evidence of application and relevance to students lives:
6. Instructional Strategies and Activities:
 Description of student’s activities: refer to lesson plans.
 Individual Needs: Refer to lesson plans
 List intro, developmental and closing activities: refer to lesson plans.
7. Methods of Evaluation
 Formative and Summative Evaluation methods used: Questioning students
and calling on students. We did discussion groups and daily journals. KWL
chart. Discovery Centers. Diagrams on the board. Also, used worksheets
alone and with groups.
8. Resources, materials, and Bibliography
 Team up at Home. The National PTA.
 Refer to each lesson for resources..
9. Daily Lesson Plans
Day 1
Lesson Plan for Digestive Unit
Introductory Lesson
Grade Level: 2nd-4th grade
Allocated Time: Approximately 1 hour
Materials: White roll paper, scissors, paper, writing utensils, markers, glue, folders, “Magic
School Bus: Human Body” book, and handouts for unit.
Overall Unit Objective: TLW have a basic understanding of the main body parts of the
digestive system: mouth, esophagus, stomach and intestines; minor functions that these parts
have in the role of digestion, and approximate locations of these organs.
Anticipatory Set: As a group we felt that a good anticipatory set would be the introduction of
ourselves to the “new” class. After short introductions of our self we will by introducing the
topic of the unit: digestion/nutrition.
Lesson Objective: TLW be aware of what the unit will present, and he/she will become
familiarized with the instructors and materials.
*We would continue the lesson next by bringing out a large piece of paper and constructing an
K-W-L chart about the digestive system. This will give the instructor a chance to see what kind
of understanding the students have about the body and digestion.
The lesson focus and activity is the Body project. The body project will be an on going activity
through out the unit and possibly longer if the teacher chooses to keep talking about the human
body. The students will use the white roll paper and trace around one another body. Each lesson
the students will color and add something to the cut out of their body, such as: intestines, teeth
etc. For today, (the first lesson) they will just be tracing and cutting out the body.
The students will then take the “Whole body sheet” and color it in and glue it to their folders.
(The folders will be used for the whole unit as a journal and ‘folder’ for the materials collected
throughout the unit.)
**For a closing activity and to refresh the concept of the “the human body” read the story,
“Magic School Bus, The Human Body.” This will also help the students calm down and regroup
as a class.
Plans for Individual Differences: Kinesthetic: body chart.
discussed. Visual: KWL chart.
.
Auditory: Read book and
Day 2
Grade: 2
Subject/Topic: The Mouth—Where Digestion Begins (45-60 minutes)
Rationale/Purpose:
The human body is very complex. It is important for students to understand how the major
parts of their bodies work together as a unit. This understanding can help them to appreciate
their amazing bodies and to understand how to take care of their bodies. The mouth, as part
of the digestive system, plays a key role in this understanding.
Objectives:
 TLW discuss and explain the functions of the teeth, tongue, and saliva in the digestion
process.
 TLW model the importance of the teeth, tongue, and saliva in breaking down food
 TLW analyze where in the mouth they chew certain kinds of foods
Content:
Things to make sure to discuss:
 Your mouth is the first place digestion begins.
 The teeth break/rip/grind the food into smaller pieces.
 The saliva (spit) in the mouth has enzymes that help to break down food. It also helps
make the food moist and mushy so that it can go down the throat easily.
 The tongue pushes the food around the mouth to make sure it gets to the right teeth for
chopping, grinding, and tearing it up.
 The tongue pushes the mushy food towards the back of the throat so that it can be
swallowed.
 Our teeth are very important in helping us digest our food. In fact, we have different
kinds of teeth to help us break down different kinds of foods.
Strategies and Activities:
 Students will experience first-hand the process of digestion and discuss how it works.
The teacher will divide the class into groups and pass out a plate full of banana slices,
carrot sticks, jello squares, and saltine crackers. Everyone will pick up a saltine cracker
and eat it. As the students eat it tell them to think carefully about what they are doing.
Ask them, “What are some of the things you had to do in order to get the cracker to the
point where you could swallow it?” Write the class findings on the board. The teacher
then sums up what they learned about the mouth’s role in digestion.
 For the second part of the lesson, have everyone take an banana slice and bite into it. Ask
them, “What teeth did you use to bite into it?” Have them try the carrot, cracker, and
jello. Ask the students, “Did you use your teeth differently than when you ate the
banana? Where is it the easiest to begin eating, the front teeth or the back teeth? What
would happen if we only used our front, flat teeth to chew something? What can we
conclude from testing all of these different kinds of foods?” Write down the conclusions
on the board like before.
Materials:
 Plates
 Saltine crackers (at least 2 per student)
 Banana slices (at least 1 per student)
 Carrot slices (at least 1 per student)
 Jell-O cubes (at least 1 per student)
 Science journals
Evaluation:
 TLW write a short story in their science journals about a piece of food and it’s beginning
journey through the digestive process. They will be sure to include the key ideas we
discussed as a class. They may draw pictures to illustrate their stories.
Extension Activities:
 Have the students color and cut out a picture of the mouth and place it on cutouts of their
bodies.
Individual Differences:
 Auditory: Talked about how mouth works and had a discussion about it.
 Kinesthetic: I brought in food to experience how the mouth works.
 Visual: Wrote discussion on the board and in their journals.
Critique:
 This lesson worked just as I planned it to. The students were excited because food was
involved. They worked well in small groups of four each. They were given clear
instructions for how to handle the food. I think the discussion also helped them to really
think about what their mouths were doing as they ate the food.
 Day 3
Subject/Topic: Our Muscular Tube-the Esophagus.
Rationale/Purpose:
Students need to know what happens in their own body when they eat food.
The more aware they are of their body functions, the more comfortable they
are with themselves.
Objectives:
The Learner will be able to define what the esophagus is and its function in
the digestive system.
The learner will be able to locate where the esophagus is in their own body.
Content:

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Esophagus is a muscular tube.
10 second rule.
About 25cm in length.
Moves food down to stomach by muscle contractions.
Strategies and Activities:
1. Pass out snack (apples). Allow children to eat their snack and then
immediately count to ten. Explain that it only takes ten seconds for that food
to go through their esophagus or throat and get to their stomach.
2. DiscussionWhat do students already know or think they know. Write on board. Put
three columns on board: What I already know? What I want to know? And
What I learned? (to be filled in after lecture).
3. Give short lecture-give the four defining points about the esophagus. Have
visual aids.
o 1-Restate the ten second rule. Our esophagus muscles must be pretty
strong to get the food down in that short of a time.
o 2-The esophagus is a muscular tube. Show picture of an esophagus.
Have the children feel their muscles in their arms and practice
squeezing and releasing them. Explain that their throat or Esophagus
has muscles just like that. They tighten and loosen to get the food
down your throat. You can feel them do that when you swallow. The
muscles are so strong that we can all still get our food to our stomach
if we were standing on our head. So picture of upside down person.
o 2- Length. Show s piece of rope that is 25 cm long for visual aide.
Explain to the students that the esophagus in their throat is this long.
Have students measure about same distance with their hands and
measure up to throat to get a visual of where their esophagus is
located.
4. Put students into groups and have them write down the correct information
(3 main points) in journals.
o “Ok, class now we are going to get into groups of three. Everyone
stay seated and listen to where I ask you to go. After I’m done telling
everyone where to go, then I’ll stay walk to that place and you can,
but not until then.”
5. Back as full group-raise hand and tell me what sentences to fix on the board
that are incorrect.
o Use signal to listen and give directions: Please walk back to your own
seats now and we will add to our information on the board. (Students
may want to help write on board-only two or three.)
6. Color picture of the esophagus and glue to paper body.
o We learned a lot today about our esophagus. Now I’m going to hand
out your own picture of the esophagus. Everyone is allowed to color
their picture and even put things on it-like muscles-that will help you
remember the facts we learned about it. As you are finished coloring
please raise your hand and I will let you get up to go glue your
esophagus on your own body-which we had traced out two days ago.
Materials:
 Rope
 Worksheet of the esophagus
 Dry erase marker and board
 Snack
 Glue
 Crayons, markers, etc...
 Scissors
Plans for Individual Differences:
 I will use visual aids to encourage the visual learners learning.
 I will use hands on activities of eating and the coloring and cutting out
of the esophagus for the kinesthetic learners.
 I will give a lecture for the auditory learners.
Evaluation:
I will evaluate the students learning by reading their journals.
Lesson Critique: The only things I would change when teaching this lesson is: I
would have pictures for the students to see (they asked about what color the
esophagus is, etc) and I would have more things for them to do when the some
students finished coloring sooner than others.
Day 4
Grade: 2
Subject/Topic: The Stomach and Liver (45-60 minutes)
Rationale/Purpose:
The human body is very complex. It is important for students to understand how the major
parts of their bodies work together as a unit. This understanding can help them to appreciate
their amazing bodies and to understand how to take care of their bodies. The stomach and
liver, as part of the digestive system, play a key role in this understanding.
Objectives:
 TLW be able to discuss and explain the function of the stomach in the digestion process.
 TLW be able to describe the liver and explain what it does.
 TLW be able to act out the digestive process from the mouth to the liver.
Content:
Things to make sure to discuss:
 The stomach is stretchy—it can be as small as the size of a large hotdog; it can grow to
the size of a balloon, holding about 1-2 quarts.
 Digestive juices in the stomach help to break down the food even more.
 The stomach has thick muscles that contract to mash the food until it is almost
completely liquid.
 The stomach takes about 4 hours to do its job.
 The liver has many jobs. It produces bile that helps digest fats. It stores food, saving it
until the body needs it. It filters poisons and wastes from the blood.
Strategies and Activities:
 Put the pictures of the stomach and liver on the board, along with the list of their
functions. Talk about the stomach and liver for a few minutes, just enough to familiarize
students with them.
 We are going to act out the digestive system! Divide the students into groups of 7.
Assign roles to each member of the group: teeth, tongue, saliva, esophagus, stomach,
small intestine and liver. Remind the class what the different parts do in a practice
simulation.

The TEETH crunch and rip the food to break it into tiny pieces. The TONGUE
moves the food around between the different kinds of teeth to make sure it gets well
chewed. The SALIVA (spit) has enzymes in it that help to break the food down. It
also helps make the food mushy so that it can go down the ESOPHAGUS. It takes
___ seconds for food to travel down the esophagus, so we must wait 10 seconds. The
esophagus takes food into the STOMACH. In the stomach the mushy food is
digested even more! The stomach muscles contract to mash the food, and the
digestive juices help break the food down. After about 4 hours the food is pretty
much liquid. Next comes a body part that Miss Kary will talk about tomorrow—the
small intestine. The food goes from the stomach to the SMALL INTESTINE. Bile
that the liver produced is used in the small intestine to digest the fats. From the
small intestine some of the food goes to the LIVER to be stored until the body needs
it.
Now, we are going to do this for real. We will be the digestive system! Hand the
TEETH a plastic bag with 3 rainbow cookies in them. Ask the class what the teeth are
supposed to do. (Crunch and rip) Have the teeth crunch up the cookies, and pass the bag
to the TONGUE. Ask the class what the tongue does. (Moves the food back and forth
between the different teeth.) Have the tongue pass the bag back to the teeth. Do this
several times. Wait, we can’t forget about the SALIVA. What is its job? Have the
saliva student open the bag and pour some water into the bag, and then pass the bag back
to the teeth. Have the teeth pass the bag to the tongue to pass it to the ESOPHAGUS.
The esophagus will hold the bag for 10 seconds before passing it to the STOMACH. The
stomach student will squish the bag and add some acid to the bag. Four hours
later…the food goes from the stomach to the small intestine. Bile that the liver produced
helps break down fats. From the small intestine the food/good nutrients travel into the
blood. Some of the food keeps going through the intestines. Some goes to the LIVER
where it is stored until the body needs it. It’s also good to have Mr./Miss Liver with us
because he/she helps keep the blood clean from wastes and poisons.
 We will then color and cutout the pictures of our stomach and liver and glue them onto
our traced bodies. Those who are finished will write in their journals the body part they
were and what their job is in the body. Those who finish may work on a wordsearch
about the digestive system.
Materials:
 Pictures of stomach and liver along with a list of their functions
 Plastic bag
 Rainbow cookies (food)
 Dixie cups
 Water (saliva)
 Red liquid (digestive juices)
 Green liquid (bile)
 Worksheets of stomach and liver
 Crayons, markers, scissors, glue, etc.
 Science journals
 Word search
Evaluation:
 Many students are excited to share what they have learned, so careful observation while
doing the activity (being the digestive system) should reveal student understanding.
Some students do not like to speak up in such a setting, so I shall also use their entries in
their journals to determine that they are truly learning.
Plans for Individual Differences:
 I am presenting the lesson in several different ways in order to accommodate all the
different types of learners. I am using the science journals and the pictures on the board
for the visual learners. We are acting out the digestive system for the kinesthetic
learners. We are discussing the roles of each of the organs while we act for the auditory
learners.
 Some students get done with work early while some take a long time. To accommodate
the pacing of all the students. I have several things planned for the time we work
independently: coloring and cutting out body parts, writing in the science journals, and
working on the digestion wordsearch.

Some students work best in groups and some work best independently. In order to
engage all of the students, I have provided for some group time (acting the digestive
system) and some independent working time (coloring, journaling, wordsearch).
Critique:
 I think this was a real learning experience for me. I should have provided clearer, more
succinct instructions for how to handle being out of their chairs. Also, I would have used
sturdier bags—freezer bags instead of sandwich bags. I think this plan has good
potential, I just need to work the bugs out.
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Day 5
Subject/Topic: Large and Small Intestines
Rationale/Purpose:
Objectives:
 The learner will identify the function of the small intestine
 The learner will identify the function of the large intestine and review the
digestive process.
Content:
 Length of intestines: small (15-20 ft), Large (5ft).
 The small intestines jobs
o Break down food
o Releases good nutrients into blood stream
 The Large intestines jobs
o Gets the rest of the bits of food
o Takes out water and other liquids for body to use
o Throws away rest of left over food and waste (through anus)
Strategies and Activities:
 Anticipatory Set-Have students, in groups of two, cut out a 20 foot long
piece of string and a 5 foot long piece of string. Don’t tell them why.
Just ask them to each cut out the two pieces of string-using meter sticks.
After they all have to pieces cut, have them sit down with their group
member or in their own seats. Explain the lengths of the strings are how
long their own small and large intestines are in their body.
 Give content and show visuals-pictures from books.
 Give each student a picture of each intestine. They color and glue to
body.
 Read book: “I know where my food goes” by Kate Rowan.
 Closure: summarize content by asking questions and then give answers
(ex. What does the small intestine do in your body? It breaks down your
food and gives the nutrients to your body through the blood stream.). Fill
in any possible new facts they learned on the KWL chart. Intro to
nutrition lesson.
Materials: scissors, picture handouts of small and large intestine (24 of each), string,
book (“I Know Where My Food Goes”), marker, crayons, etc for coloring.
Plans for Individual Differences:
 Strategy of story:
 Strategy of coloring their own picture of the intestines:
 Strategy of cutting out the string:
 Strategy of KWL chart:
Evaluation: I will evaluate the students by a worksheet. ( at end of this lesson)
Lesson Critique: Instead of using sting to measure the intestines, I had the students
line up and make the length of the intestine. It helped them relate much better to the
concept. The sting would also be good. I would also have pictures to pass around of
what they looked like and, if possible, what they do. And another worksheet or
assignment to keep them busy.
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Your Small and Large Intestines
Name:_________________________________
Answer the following questions.
1. Which intestine is the longest?
____________________________
2. Which intestine gets nutrients, from the food, to the
body?_______________________________
3. How long is the large intestine?_____________
4. What does the large intestine do in your
body?_________________________________
5. What would happen if you didn’t have a small intestine?
Would their be any
problems?_______________________________
_______________________________________________
_______________________________________________.
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Day 6
Digestive Unit/ Nutrition
Nutrition Lesson Plan 1,
The Five Food Groups
Grade Level: 2nd
Allocated Time: 1 hour
Rationale: This information is valuable because children should understand why eating
nutritious is important to their body.
Objective: TLW demonstrate an understanding of the five food groups by identifying the foods
and servings on the worksheets and orally in class.
Lesson Focus:
Content:
Intro—Read the food chapter out the book: “Keeping your body alive and well” by Joy
Wilt.
Discovery Center: Next use the discovery center to begin a “What you know” activity to
find out what things the students know about the food groups. This was an interactive
activity which allowed the students to ask questions and give answers as well as get out of
their seats and put the pieces in the correct spots. (see discovery board) During this time we
focused on the 5 food groups, how many servings are in each, and what important thing does
each group do for your body. For instance the milk group provides calcium for strong
bones. An introduction to what vitamins and minerals were was also given. The concept of
vitamins is a hard subject to grasp the subject was introduced to help the students become
aware of and familiar with the terms. The interactive part of the lesson lasted about 20 – 30
minutes.
*Students were given two handouts “What’s a serving,” and “The Food Pyramid”
worksheets. The handouts had a picture of the food pyramid on it and on the other
information regarding what a serving size is for each group.
EVAULATION/Checking For Understanding:
Pass out the hand outs pages #3 & 7 which are “Learning about food groups” p.7 & “What
do you know about food” p.3. Have the students do as much as they can, if time permits go
over as a class. Have students work on handout p. 3 first; give them a few minutes to work
on it individually then go over the answers as a class. Next work on p. 7, allow the students
to work on this hand out with the person next to him/her. Discuss answers as a class.
*Students may also fill out and entry in journal if time permits. Possible journal topics
could be: my favorite foods are they healthy and why or why not, pick a food group and
write about it and draw a picture of some food in it, what important information was learned
about the 5 food groups, etc.
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Strategies and Activities: The students will learn the 5 food groups, the food in each of the groups
and the servings. The interactive activity with the discovery center will greatly contribute to the
students learning. Direct instruction and worksheets will also contribute to student learning.
Materials: Hand- outs p. 3 & 7, The discovery center board—picture enclosed, and a book which
discusses eating healthy and mentions the food groups, an example would be “Keeping Your Body
Alive and Well,” by Joy Wilt.
Plans for individual differences: The activities and structure of the lesson was designed to reach
to the three different learners: auditory, visual and hands on. The different ways students will be
reached are by: class/ teacher discussion and interaction, the activity/discovery center, worksheets,
hand-outs, reading books, writing information down in journal and filling out the worksheets.
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Day 7
Digestive Unit/ Nutrition
Nutrition Lesson Plan 2
Healthy Body: review of 5 food groups, small discussion on exercise, water, and healthy
bodies.
Rationale: Students should learn about the 5 food groups and healthy eating along with why
exercise and water is important to healthy bodies because health is important and as Christians we
are to be stewards of our body, therefore students need to know how to properly care for and
nourish their own bodies.
Grade Level: 2nd
Allocated Time: 1 hour
Objective: TLW apply what he/she has learned about healthy bodies by creating a healthy
caterpillar project, which will display what the learner thinks is healthy and necessary for a well
functioning body.
Content:
Anticipatory Set: Have students stand up and do some jumping jacks, toe-touches, jog in
place etc.
Explanation as to why eating healthy is not the only important part to being healthy.
Exercise is also very important. Eating healthy and getting exercise helps your body
function correctly and take care of its self. If the body is lacking in anything it doesn’t work
as well as it could and can’t carry out all the necessary function.
Talk also about: Water—at least 6, 8oz glasses a day.
Quick review as to what vitamin and minerals are—ask if anyone can share examples—
don’t concentrate on to much.
Review food pyramid with the discovery center.
Next read “The very hungry caterpillar,” by Eric Carle to the class, tell them to pay attention
to what the caterpillar ate and how he felt.
 Have any of you felt sick after not eating healthy or getting exercise?
*Have students work on hungry caterpillar activity. (15-20 minutes) Have students put together a
caterpillar that eats foods that will make him/her the healthiest. Hand out p. 9 “Finding the healthy
foods” activity for those who are fast finishers.
Have students take out journals and write about 2 new things they’ve learned about and why they’re
important to the body.
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Strategies and Activities: Students will talk discuss and review material. “Repetition is the
mother of learning,” Gloria Baker. Stories, work sheets, activities and crafts all focused around the
important points of the lesson that the students need to remember.
Materials: “The Very Hungry Caterpillar,” by Eric Carle, Supplies for the craft: white construction
paper, green construction paper, markers/ colored pencils, stapler, journals, the discovery center,
information on exercise and water.
Plans for individual differences: The lesson has different activities that will hopefully reach out
to the different types of learners. Class discussion; during the discussion the information is in front
of the students, students are encouraged to write the information down. Worksheets are given for
those who comprehend better on their own and by looking at things and doing them individually.
Hand-outs are given for those who like numerous sources. The craft activity is a way to incorporate
fun into the learning environment; it helps keep the attention of most all learners. It is an activity
that can be individualized and made however the student desires. The only structure is that it has to
be a caterpillar and have healthy foods.
Evaluation: The journal entries, worksheets, caterpillars, and the discussions as a class are all
ways to evaluate the students learning.
Critique: I think the lesson went over very well, if I were to do it over I may not talk much about
vitamins or minerals. I would probably jus introduce them and why they are important and leave it
at that. I would also spend more than two days trying to squeeze in a nutrition unit because
nutrition is very important to our “unhealthy” society.
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Day 8
Grade: 2
Subject/Topic: Digestive System and Nutrition: Culminating Activity 60 minutes
Rationale/Purpose:
The human body is very complex. It is important for students to understand how the major parts
of their bodies work together as a unit. This understanding can help them to appreciate their
amazing bodies and to understand how to take care of their bodies. The lesson helps the
students to see how the digestive system works as a whole to use the food they eat to kee their
bodies energized and healthy.
Objectives:
 TLW be able to list and describe the steps of the digestive process.
 TLW be able to explain relationships between the organs in the digestive system, their
functions, and the digestive process.
Content:
Review of the previous 6 lessons on digestion and nutrition
Strategies and Activities:
 Concept Map: Using the following words as suggestions to help you get started, show the
connections between them. While the teacher writes on the board, the students write on
their own piece of paper.
Liver
Stomach
Large Intestine
Small Intestine
Esophagus
Tongue
Teeth
Mouth
Saliva
Bile
Digestive Juices
Enzymes
Wastes
Food
Makes
Contracts
Chew
Mash
Crunch
Breaks down
Digest
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

Teach the students the digestion song.
Go over the KWL chart. Ask children to add their ideas to the L category.
Extension Activities


Have students write in their journals about their favorite part of the unit.
Play a guessing game. One chosen student gives clues about a digestive organ of
which they are thinking. This student calls on other students (who are quietly
raising their hands) for guesses. The one who guesses gets to be the next organ.
Materials:
 Copies of the Digestion Song
 Pencil and paper
Evaluation:
 This lesson is all about review of the unit. The students’ responses to the concept
map and the KWL chart will help the teacher evaluate which students understand
and which students are still struggling. The journal entry will also help to provide
insight on student learning. The guessing game is a fun way for students to quiz
each other while also drawing from their understanding of the digestive process in
coming up with clues to give the guessers.
Plans for Individual Differences:
 We are presenting the lesson in several different ways in order to accommodate
all the different types of learners. We are using the science journals, the KWL
chart, and the concept map for the visual learners. We are singing about digestion
for the auditory learners. We are and doing motions with the song for the
kinesthetic learners.
Critique:
 We think we did a good job with the culminating activity. If we did it again, we’d
probably provide slower music. The kids picked up the song quickly. It was a
good idea to read the song through once and also have the kids repeat it after the
teacher line-by-line.
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Sing to the tune of B-I-N-G-O
Digestion, it starts in the mouth
Your teeth do all the chomping
Chomp, chomp, chomp, chomp, chomp (3x)
Your teeth do all the chomping
Your tongue passes the food to all the different kinds of teeth
Back and forth, back and forth (3x)
To all the kinds of teeth
Saliva is important it is wet and it has enzymes
Enzymes break down food (3x)
Saliva makes food mushy
Now it’s time to leave the mouth
The tongue pushes the food
Down the esophagus (3x)
The tongue pushes it down
The stomach acids break down food
The muscles work to mash it
Mash and smash, mash and smash (3x)
Now it’s a thick liquid
The liver creates bile and sends it to the small intestines
Helps store extra food, helps store extra food, helps store extra food
A very useful organ!
Small intestines break the food down into smaller pieces
Then goes in your blood, it goes in your blood, it goes in your blood
To be used by your body
Large intestines then absorb the good stuff that is left
Takes out the water (3x)
And all that’s left is wastes/The rest we know is wastes
Now we see how digestion takes food all through the body
An amazing trip (3x)
And now our song is over!
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 Map of Room
10. Unit Evaluation
 Evaluation as a whole: We applied a variety of methods to help the
students learn the new material. We learned a lot about classroom
management. Our lessons were detailed enough for a substitute to
follow, as well. Additionally, the students were engaged in the
learning process. The unit provided hands on/minds on experience for
the students.
o From Teacher: She has not sent us feedback yet. It is coming.
o From Students: The students verbally told us they were say to
see us leave. An “Ahh” swept over the classroom as we told
them that day was our last day. Additionally, when I went back
to take back some library books-students met me in the hall and
hugged me or waved and said ‘Hi.’ I think they enjoyed us
there.
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Instructional Unit
I.
Subject/Topic: Digestive System
a. Curriculum Area: Science
b. Subject: Digestive System
i. What organs make up the system and their functions.
ii. What nutrition is and why it is important.
II.
Rationale/Purpose:
a. This unit is very important to students, because it helps them
better understand themselves and how there body works. The
more a student understands about him or herself, the more
positive self image they have.
Identification of Goals/Objectives:
a. TLW have a basic understanding of the main body parts of the
digestive system: mouth, esophagus, stomach and intestines;
minor functions that these parts have in the role of digestion,
and approximate locations of these organs.
b. TLW be aware of what the unit will present, and he/she will
become familiarized with the instructors and materials.
c. TLW identify the function of the small intestine
d. TLW identify the function of the large intestine and review the
digestive process.
e. TLW be able to define what the esophagus is and its function in
the digestive system.
f. TLW be able to locate where the esophagus is in their own
body.
g. TLW demonstrate an understanding of the five food groups by
identifying the foods and servings on the worksheets and orally
in class.
h. TLW apply what he/she has learned about healthy bodies by
creating a healthy caterpillar project, which will display what
the learner thinks is healthy and necessary for a well
functioning body.
i. TLW be able to list and describe the steps of the digestive
process.
j. TLW be able to explain relationships between the organs in the
digestive system, their functions, and the digestive process.
III.
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IV.
Unit Map/Plan
uses r est of
the food
mushes food
takes out
water
chops food
send waste
to bl adder
Stomach
Mouth
Lar g e
Intesti ne
sends bile
g ets r id of
waste
Bladder
Liver
Organs and
their
functions
breaks down
food
Esophagus
Moves food
to stomach
Digestive
System
Small
Intesti ne
sends
nutri ents to
blood stream
Bread, Cer eal,
Rice
Mi lk, Yog urt,
Cheese
Nutrition
Exer ci se
Five food g roups
water
A Healthy Body
Needs:
Meet, Poul try,
fi sh, eg gs
Veg etables
g ood food
Frui t
V.
Instructional Strategies and Materials: refer to lessons.
VI.
Assessment Strategies:
a. Worksheets
b. Songs
c. One on one verbal exchange-asking ?’s
d. Application of knowledge-create paper digestive system.
e. Journal
f. Interaction with Discovery Centers
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