Erica Stickler 1. The Human Body: Digestive System & Nutrition Grade: 5

Transcription

1 Erica Stickler 1 The Human Body: Digestive System & Nutrition Grade: 5

2 Erica Stickler 2 Table of Contents Section: Page(s): NYS Science Standards 3 Enduring Understandings & Essential Questions 4 Unit Rationale 5 Objective Overview 6-7 Unit Calendar 8-16 Full Lesson Plans Performance Task Reference List 52

3 Erica Stickler 3 NYS Science Standards: ISTE Standard 1: Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. NYS MST Standard 4: Science Content 1.2c- The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown results in molecules that can be absorbed and transported to cells. 1.2j- Disease breaks down the structure or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms. Performance Indicator 5: Organisms maintain a dynamic equilibrium that sustains life. 5.2a/b- Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. 5.2b- Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of an organism. Common Core: CCSS.5.MD.1. Convert like measurement units within a given measurement system. CCSS.5.MD.2. Represent and interpret data. NTSLS for Health, Physical Education and Family and Consumer Sciences: Standard 1: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. Students know how basic body systems work and interrelate in normal patterns of growth and development. Standard 1: Students will use an understanding of the elements for good nutrition to plan appropriate diets for themselves and others. Students apply knowledge of food choices and menus to plan a balanced diet. Physical Education Standard 2: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Learning Standards for the Arts 1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art.

4 Erica Stickler 4 Essential Questions: What are the organs of the digestive system, and why are their functions important? How do the organs work to digest food both chemically, and mechanically? In what ways does the stomach further digestion? What is nutrition and how does it affect the human body? What represents a healthy diet versus and unhealthy diet? What are common disorders of the digestive system and how do they affect our health? Enduring Understandings: Students will understand that The USDA Food Pyramid provides us with suggested guidelines for nutrition, breaking down the six categories visually to help students understand that resources are available to assist in making nutritional choices. A higher level of wellness and the ability to prevent health related problems are both promoted and reinforced when an individual is aware of healthy and unhealthy lifestyle patterns. The digestive system has many functions important for general health. Students will understand how the organs work together to digest food and break food down into simpler molecules. The function of the digestive system is to break down food to be used as energy for the body. The components of the stomach work together to further the digestion process. Each component of the digestive system maintains a specific function that are interdependent on one another.

5 Erica Stickler 5 Rationale: The purpose of this unit plan will be to help students understand the functions of the digestive system and how it relates to the well-being of the body as a whole. This unit promotes critical thinking and incorporates a strong sense of community through student demonstration of DACKS; diversity, achievement, compassion, knowledge, and service. As an educator, it is necessary to help all children learn regardless of differences among groups of people based on age, ethnicity, gender, various ability, and socio-economic statuses. Through exploration of this unit, there are opportunities for students to learn and demonstrate their knowledge in several ways regardless of differences, to encourage students to be diverse and inclusive. Achievement begins with drawing upon prior knowledge and inviting students to become engaged and apply critical thinking skills throughout each lesson. Compassion is practiced when working with one another, whether it be whole group or small group instruction. Students are encouraged to actively listen and respond to their peers within the classroom, and respect what opinions, questions, or statements they may share. Knowledge is incorporated into the unit by utilizing and integrating the additional sources provided at the end of the unit plan, as well as applying various modes of inquiry to explore essential questions and enduring understandings regarding the digestive system.

6 Erica Stickler 6 Objectives Overview: Day 1 Objective: SWBAT identify and label various parts of the digestive system. SWBAT explain the function and location of the organs within the digestive system given a visual representation. Day 2 Objective: SWBAT understand and explain the functions of the mouth, esophagus, small intestine, and large intestine in the digestive process. Day 3 Objective: SWBAT understand and explain the functions of the stomach, pancreas, liver, and gallbladder in the digestive process. Day 4 Objective: SWBAT see the process of digestion through the use of a physical model/ experiment. SWBAT identify the stomach through various representations (Ziploc bag, crackers, soda) and explain how chemical and mechanical digestion work. Day 5 Objective: SWBAT measure different parts of their bodies using yarn to understand the lengths of the digestive system. SWBAT record their collected data and observations in a chart. Day 6 Objective: SWBAT identify each organ in the digestive tract with a corresponding dance move to increase retention on the order and function of each organ. Day 7 Objective: SWBAT explain the importance of nutrition and healthy eating choices for the digestive system. Day 8 Objective: SWBAT identify and label various parts of the digestive system and their functions in small groups. SWBAT create a life size model of the digestive system. Day 9 Objective: SWBAT research various diseases and problems of the digestive system. SWBAT explain how these diseases affect the body s ability to get the nutrition it needs. Day 10 Performance Task; Task 1 Objective: SWBAT analyze various parts of the Food Pyramid and nutrition facts provided on food labels to understand the components of food and understand essential concepts about nutrition and diet. Day 11 Performance Task; Tasks 2-3 Objective: Day 12 Performance Task; Task 4 Objective: Day 13 Performance Task; Task 5 Objective:

7 Erica Stickler 7 SWBAT compare and contrast a healthy diet versus and unhealthy diet and research health problems that could arise from unhealthy eating, as well as provide solutions to those problems. SWBAT use an understanding of nutrition to plan appropriate meals for themselves and/or others. SWBAT plan a three day menu using the USDA Food Pyramid Guidelines and provided Internet resources. SWBAT write a thorough letter to explain how their prepared menu meets USDA nutritional guidelines and provide detail about their menu.

8 Erica Stickler 8 Unit Calendar: Day 1 Standard Connection: Objective: Materials: Learning Activities: Assessment: See Taught Lesson 1: Attached Below SWBAT identify and label various parts of the digestive system. SWBAT explain the function and location of the organs within the digestive system given a visual representation. Plan: Tools: Evaluation: Day 2 Standard Connection: NYS MST Standard 4: Science Content 1.2c- The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown results in molecules that can be absorbed and transported to cells. ISTE Standard 1: Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Objective: Materials: Learning Activities: SWBAT understand and explain the functions of the mouth, esophagus, small intestine, and large intestine in the digestive process. Poster paper, books, Digestive System notes packet, markers, laptop/ipad (if needed) Students will begin by reviewing the information they learned on Day 1. To further explore the functions of the mouth, esophagus, small intestine, and large intestine students will be broken up into four groups and will be given a large piece of poster paper. Each group will be assigned one of the above organs and will be given a book and/or laptop/ipad to research information on their assigned organ. Students will be encouraged to look up images, in depth functions, placement, and factual information. Students will work together to put the information they find most important or interesting and put it on the poster. At the end of the work time, students will be asked to present their posters to the class and explain their findings in detail. As each group is presenting, students will be writing down the information in their Digestive System notes packet as well. Posters will then be hung around the classroom to refer to as a visual reference throughout the unit.

9 Erica Stickler 9 Assessment: Plan: To assess this lesson, students will be asked to complete a Chart. On the worksheet, students will write three things they learned about their assigned organ, two interesting facts, and one question they still have about their organ, another organ, or digestion. Tool: The Chart described above, as well as the completion and presentation of the poster. Evaluation: Students who showed detail on their poster, included images and factual information, as well as completed the chart will have completed the objective for the day. Day 3 Standard Connection: NYS MST Standard 4: Science Content 1.2c- The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown results in molecules that can be absorbed and transported to cells. NTSLS for Health, Physical Education and Family and Consumer Sciences: Standard 1: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. Students know how basic body systems work and interrelate in normal patterns of growth and development. Objective: Materials: Learning Activities: SWBAT understand and explain the functions of the stomach, pancreas, liver, and gallbladder in the digestive process. Digestive system note packet, chart paper, organ images, Magic School Bus video clip Students will start by filling out a KWL chart on what they already know about the stomach, pancreas, liver, and gallbladder as part of the digestive process ( K ). Then, students will create a list of questions or items that they want to learn about the four organs during the lesson ( W ). Students will gather at the carpet and bring their Digestive System note packet handed out at the beginning of class. Students will follow along to a teacher instructed presentation of the stomach, pancreas, liver, and gallbladder. The teacher will describe the function and the placement of each organ and how it is used as part of the entire digestive process. Students will take notes as the teacher writes them on the SMART Board. Questions will be discussed and addressed throughout the presentation as well. At the conclusion of the note taking, students will watch a video clip on Digestion from the Magic School Bus on digestion. There is a full

10 Erica Stickler 10 episode available however depending on the time, there is also a 6 minute option. Assessment: Plan: Students will write down the most important function of each organ on the Exit Ticket provided to them, without using their notes packet as a guide. Tools: Exit Ticket described in the assessment plan, as well as completing the final L section of the KWL chart. Here, students will write down what they learned about the digestive organs learned today from either the notes packet, or video clip. Evaluation: When students have accurately filled out the Exit Ticket and completed the notes packet in its entirety, they will have met the lesson objectives. Day 4 See Taught Lesson 2 Standard Connection: Objective: SWBAT see the process of digestion through the use of a physical model/ experiment. Materials: Learning Activities: Assessment: SWBAT identify the stomach through various representations (Ziploc bag, crackers, soda) and explain how chemical and mechanical digestion work. Plan: Tools: Evaluation: Day 5 Standard Connection: Common Core: CCSS.5.MD.1. Convert like measurement units within a given measurement system. CCSS.5.MD.2. Represent and interpret data. ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Objective: SWBAT measure different parts of their bodies using yarn to understand the lengths of the digestive system.

11 Erica Stickler 11 Materials: Learning Activities: Assessment: SWBAT record their collected data and observations in a chart. Meter sticks, yarn (blue, red, green, yellow, purple), scissors, digestive system chart worksheet Begin by having a discussion about the digestive system and how it contains many parts that are folded up inside the body. Have students note that if you were to lay it out flat, it might surprise you with how long it is! For this experiment, students may work in pairs. Students are directed to follow the instructions on the board that list the color yarn they are to use for the experiment and how to measure the lengths of their body parts (i.e. how to measure the stomach, the large intestine, etc.). They are to measure the length in Centimeters. They will measure these lengths by following the print out directions and directions written on the board and tie all their yarn pieces together to make one final digestive system length. While the students are measuring, they should be recording their data in the student record chart and adding their data together to find the total length of the digestive system. The whole group will discuss results and compare these results with one another. Follow Up Questions: Why do you suppose your digestive system is so long? Did anyone encounter any difficulties while measuring different body parts? How can we use what we ve learned to better understand the digestive system? Plan: Students should be recording their data in the student record chart and continuously adding the separate lengths together. Teacher assesses student s attention to and participation in the lesson s discussion, and partner work necessary to complete this experiment. Teacher will also assess students ability to gather and record data according to directions. Tools: Student Data sheets Evaluation: Students charts and conclusion questions are used for evaluation. The teacher should also note each student s ability to complete the chart correctly, and their participation in discussion and activity while conducting this experiment. Students will be evaluated on correct use of spelling and units of measurement Day 6 Standard Connection: NTSLS for Health, Physical Education and Family and Consumer Sciences: Physical Education Standard 2: Students will demonstrate responsible personal and social behavior while engaged in physical

12 Erica Stickler 12 activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. NYS MST Standard 4: Science Content 1.2c- The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown results in molecules that can be absorbed and transported to cells. Performance Indicator 5: Organisms maintain a dynamic equilibrium that sustains life. Objective: Materials: Learning Activities: Assessment: SWBAT identify each organ in the digestive tract with a corresponding dance move to increase retention on the order and function of each organ. Copy of digestive system diagram with dance move, science journal Begin with a discussion on healthy foods versus unhealthy foods. Take a moment to have students brainstorm a list of things they have eaten in the past two days. This information should be written down in their science journals. Have student s think-pair-share on how they believe the food works its way down the digestive tract and becomes digested (mechanical, chemical, nutrient excretion, etc.) Then, be sure to have a large diagram of the digestive system available for students to reference. Refer to the chart below Day 6 to find the function, prop with interesting fact, and dance move for each organ. Students may also come up with a dance move if they prefer. For the interesting fact, have students write down each fact in their science journals as well to help them remember something unique about the organs. Each time they learn the new move for the organ, they should then add it to the moves they have already learned in order to put the whole dance together. Work through each organs function, prop with fact, and dance until students have understood, and can do the dance independently. Plan: After students have learned all of the organs and their appropriate dance move, they will be informally tested by the teacher performing the move, and the students should respond with the organ (and vice versa). Tools: Dance Evaluation: Students should be able to respond to the prompt with the appropriate answer/dance move. They may also be evaluated by their ability to put the dance in a sequential order without talking.

13 Erica Stickler 13 Day 7 See Untaught Lesson Part 1 Standard Connection: Objective: Materials: Learning Activities: Assessment: SWBAT explain the importance of healthy eating choices to the digestive system Plan: Tools: Evaluation: Day 8 See Untaught Lesson Part 2 Standard Connection: Objective: SWBAT identify and label various parts of the digestive system and their functions in small groups. Materials: Learning Activities: Assessment: SWBAT create a life size model of the digestive system. Plan: Tools: Evaluation:

14 Erica Stickler 14 Day 9 Standard Connection: NYS MST Standard 4: Science Content 1.2j- Disease breaks down the structure or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms. ISTE Standard 1: Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Objective: Materials: Learning Activities: Assessment: SWBAT identify various diseases and problems of the digestive system. SWBAT explain how these diseases affect the body s ability to get the nutrition it needs. Digestive System Issues worksheet, books, Internet By Day 9, students will have learned how the digestive system delivers nutrients to the body, and how the body utilizes these nutrients. But what if something goes wrong? Students should brainstorm a list of things that might make the stomach upset, or irritable. To add to this list, see if students know what stomach/digestive issues are common today. Explain: From common issues like diarrhea to bigger trouble like celiac disease, there are many different digestive health problems. Some, like constipation, originate in the digestive system, whereas others don t but still cause digestive symptoms. On the Digestive System Issues worksheet have the following problems listed, with enough space for students to take notes and research: Constipation/Diarrhea Celiac Disease Lactose Intolerance Indigestion Heartburn Ulcers GERD Etc. Provide students with resources, such as Kidshealth.com for them to research the above problems. Plan: For each digestive system issue, students should write a few sentences about what it is, and how it can be prevented or treated. Tools: Digestive System Issues Worksheet Evaluation: Students who have accurately completed the worksheet will have met the day s objectives. Students will also be asked to

15 Erica Stickler 15 find one issue that they thought interesting, and write one to two paragraphs about what they think it would be like for a person their age to have that issue. They may also use a family member or friend that they know has the condition to write about. Day 10 See Performance Task; Task 1 Standard Connection: Objective: SWBAT analyze various parts of the Food Pyramid and nutrition facts provided on food labels to understand the components of food and understand essential concepts about nutrition and diet. Materials: Learning Activities: Assessment: Plan: Tools: Evaluation: Day 11 See Performance Task; Tasks 2-3 Standard Connection: Objective: SWBAT compare and contrast a healthy diet versus and unhealthy diet and research health problems that could arise from unhealthy eating, as well as provide solutions to those problems. Materials: Learning Activities: Assessment: Plan: Tools: Evaluation: Day 12 See Performance Task; Task 4 Standard Connection: Objective: SWBAT use an understanding of nutrition to plan appropriate meals for themselves and/or others. SWBAT plan a three day menu using the USDA Food Pyramid Guidelines and provided Internet resources. Materials: Learning Activities: Assessment: Plan: Tools:

16 Erica Stickler 16 Evaluation: Day 13 See Performance Task; Task 5 Standard Connection: Objective: Materials: Learning Activities: Assessment: SWBAT write a thorough letter to explain how their prepared menu meets USDA nutritional guidelines and provide detail about their menu. Plan: Tools: Evaluation:

17 Erica Stickler 17 Taught Lesson 1: Desired Results CCSS and/or NYS Learning Standards (Rubric Line 35 and 39): NYS MST Standard 4: Science Content Performance Indicator 5: Organisms maintain a dynamic equilibrium that sustains life. 5.2a- Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. 5.2b- Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of an organism. NTSLS for Health, Physical Education and Family and Consumer Sciences: * Standard 1: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. * Students know how basic body systems work and interrelate in normal patterns of growth and development. Essential Questions (Rubric Line 36): What are the organs of the digestive system, and why are their functions important? How do the organs work to digest food? Enduring Understandings(Rubric Line 36): Students will understand that Students will understand that the digestive system has many functions important for general health. Students will understand how the organs work together to digest food. Students will understand that the function of the digestive system is to break down food to be used as energy for the body. Objectives (Rubric Line 31): Students will be able to... Students will be able to identify and label various parts of the digestive system and their functions. Students will be able to explain the function and location of the organs within the digestive system given a visual representation. Performance Tasks: Assessment Evidence (Rubric Line 32) Students will be asked to follow along with the SMART Board presentation of the digestive system. As the presentation progresses, students will be glue or tape each part of the digestive system onto a blue

18 Erica Stickler 18 piece of paper and label the organs as they are discussed. To conclude, students will complete a summative assessment worksheet, labeling the parts based on a description of their function. Other Evidence: Informal Assessment: Questioning/ Discussion Verbal Checks for Understanding (Thumbs Up/Down) Areas of Child Development (Rubric Line 28) Cognitive development is supported because students are being presented with new information, seeing as how this lesson will be the first in the Digestive System unit. Linguistic development is supported because students will be reading the story problem scenarios, and writing to complete their final assessment worksheet. Social development is supported because students must explain their thinking about the story problem scenarios to a partner verbally. Classroom Arrangement: Learning Plan For this lesson, Mr. Ryan (SBE) will begin with two classes combined for the introduction. Here the students in Mr. Ryan s class will remain seated at their rectangular tables, which seats four to five students in their assigned chair. The students from the second class will be seated on the carpet in front of the board for the introductory Bill Nye video. At the conclusion of the video, Mr. Clarke s students will leave, and the students in Mr. Ryan s class will gather at the carpet in front of the SMART Board in a location of their choosing, so they have enough space to glue/tape, as well as see the board. Students will return to their assigned seats for the closing worksheet. Materials: Digestion Prompts- Kids Health Blue Paper- 1/Student Parts of the Digestive System (pre-cut by teacher) 7/Bag/Student Ziploc Bag SMART Board Pencil Marker/Colored Pencil (to label organs, if desired) Glue and/or Tape Clipboard (for students seated on carpet) *Note: A modified form of literature is used to enhance the appeal of the lesson and present a story problem for the students. In this lesson, it is adapted and used from the Kids Health website and will be displayed on the SMART Board as well as the presentation for students, who have difficulty seeing, reading small font, or are seated farther in the back of the classroom.

19 Erica Stickler 19 Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39): Anticipatory Set (Rubric Line 38): * Begin by asking the students: How was lunch? What did everyone eat today? What is your favorite food? After the students respond and get comfortable, the lesson may begin. * Read aloud the following prompts provided by Kids Health: It's another busy day for John. After a day of classes and an exhausting soccer practice, he now has half an hour of free time to grab some dinner before play rehearsal. He orders a large pizza with pepperoni and extra cheese and gobbles it down with time to spare. As he walks into the theater for rehearsal, John starts to feel nauseated and he has a stomach ache. John can't understand what's going on he felt fine just a few minutes ago. So there you are, sitting at lunch, enjoying some grilled-chicken pizza and a few orange wedges. When you're finished, you take a last drink of milk, wipe your mouth, and head to your next class. In a few minutes you're thinking about the capital of Oregon or your science fair project. You've completely forgotten about that pizza lunch you just ate. But it's still in your stomach sort of like a science experiment that happens all the time! *Note: These prompts were chosen to appeal to student interests and can be relatable to a student in the fifth grade, thus presenting the students with a real life scenario to think about during the lesson. Procedure Story Problem (Rubric Line 40): After students have understood what each scenario is, have students discuss the following question with a partner nearby: It sounds like you and John have something in common. Food goes in, but then what? What are you and John experiencing? What gives you the energy to go to school? (Bloom s: Synthesis, Application) Discrepant Event: Prior Knowledge Activation: Students may or may not come to the conclusion that it is digestion that is occurring, and that we obtain our energy from food. Students should brainstorm what they think the digestives system is and how it works in relation to the food we eat. Ask one or two people to share what they discussed. (Blooms: Comprehension) Students may have a misconception regarding how many parts there are to the digestive system itself, that all work together to digest a food. For example, a student may think that after chewing, the food travels down the throat, directly to the stomach, and is excreted soon after; that is what the investigation aims to clear up.

20 Erica Stickler 20 Investigation: After students conclude the discrepant event, hand out the Ziploc bags that contain seven parts to the digestive system, as well as a sheet of blue paper. Students should have tape or a glue stick already. Ask students to follow along with the SMART Board presentation on the Digestive System and glue the pieces on their sheet of blue paper, as well as the organ name, as it is discussed. The following organs will be addressed: Esophagus Stomach Liver Pancreas Small Intestine Large Intestine Gallbladder Resolve the Discrepancy: Explain that all of the organs and parts within the digestive system work together to break down food and create energy for us to use at school, sports and at home. Depending on the type of food, like the pizza John ate, or the orange wedges you ate for lunch, we get various amounts of energy- after food goes through the processes of the digestive system! Address any student questions or review a part of the digestive system if needed. Assessment (Rubric Line 32): Great job everyone! Let s see if we can help our friend John understand a little bit more about the Digestive System. Hand out the worksheet for students to label. Explain that they should work on the worksheet independently and hand it to the teacher when finished. Worksheet Directions: Each functional description matches the line that is next to it, so all of the functions go in order with the line directly to the right. Using the word bank vocabulary only once, students should complete the worksheet independently, however they may use their blue sheet as a guide.

21 Erica Stickler 21 SMART Board Presentation: Screenshot Images from SMART Notebook

22 Erica Stickler 22

23 Erica Stickler 23 Taught Lesson 2: Desired Results CCSS and/or NYS Learning Standards (Rubric Line 35 and 39): NYS MST Standard 4: Science Content Performance Indicator 5: Organisms maintain a dynamic equilibrium that sustains life. 5.2a- Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. 5.2b- Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of an organism. NTSLS for Health, Physical Education and Family and Consumer Sciences: * Standard 1: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. * Students know how basic body systems work and interrelate in normal patterns of growth and development. Essential Questions (Rubric Line 36): In what ways does the stomach further digestion? Enduring Understandings(Rubric Line 36): Students will understand that Students will understand that the components of the stomach work together to further the digestion process. Students will understand that each component maintains a specific function that are interdependent on one another. Objectives (Rubric Line 31): Students will be able to... See the process of digestion through the use of a physical model/experiment. Identify the stomach through various representations (Ziploc bag, crackers, soda) and explain how chemical and mechanical digestion work. Performance Tasks: Assessment Evidence (Rubric Line 32) Students will be asked to follow along with the SMART Board presentation regarding the digestive system, specifically the stomach for this lesson. The students will then listen to part of Guts, a book written by Seymour Simon to review information regarding the stomach, its function, and its components. To conclude, students will complete the Stomach Juices experiment and will be asked to answer the questions that correspond.

24 Erica Stickler 24 Other Evidence: Informal Assessment: Questioning/Discussion Verbal Checks for Understanding Areas of Child Development (Rubric Line 28) Cognitive development is supported because students are reviewing information to prepare for their unit exam on the digestive system. Social development is supported because students will be interacting with peers throughout the experiment and well as in discussion before and after. Linguistic development is supported because students will be reading the story problem scenario, and writing to complete the hypothesis, observation data, and questions on the assessment worksheet. Classroom Arrangement: Learning Plan For this lesson, students will begin on the carpet in front of the SMART Board in a location of their choosing, for the introduction story problem, discussion, and reading of excerpts from the book. Then, students will return to their assigned seats at tables of four or five to complete the experiment. As students are working they will remain at their seat to complete the Stomach Juices worksheet. Finally, students will turn in their worksheet, and return to the carpet to discuss the lesson and answer the questions to clarify any discrepancies. Materials: Story Problem- Kids Health SMART Board Glue book written by Seymour Simon Stomach Juices Worksheet Ziploc Bag Crackers Soda Pencil *Note: Both a book, as well as a modified form of literature (Kids Health excerpt) is used to enhance the appeal of the lesson and present a story problem for the students. In this lesson, the Kids Health excerpt is from the website and will be displayed on the SMART Board as well as the presentation for students, who have difficulty seeing, reading small font, or are seated farther in the back of the classroom. Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39): Anticipatory Set (Rubric Line 38):

25 Erica Stickler 25 * Begin by walking into the room clenching my stomach dramatically. While walking around say in a very loud and moaning voice: Ouch! My stomach hurts really badly! I wonder why Procedure Story Problem (Rubric Line 40): * Read aloud the following prompt provided by Kids Health: You wake up in the middle of the night with stomach cramps, clutch a pillow and curl your body around it. That helps a little and you go back to sleep. But in the morning, the pain is still there. "Ouch, I have a stomachache!" you tell your mom or dad. That's when the questions begin: What is going on? *Note: This prompt was chosen to appeal to student interests and can be relatable to a student in the fifth grade, thus presenting the children with a real life scenario to think about during the lesson. Discrepant Event: Prior Knowledge Activation: Students may have misconceptions regarding what causes various instances of stomach pain and aches. Students should brainstorm with their peers about what may cause the pain, specifically focusing on food as a main idea. What attributes regarding different types of food may cause the stomach to hurt? How does the stomach aide in digestion? (Bloom s: Synthesis, Application) You might feel stomach pain for several reasons: *Constipation, infection, appendicitis, and food! Some kids get abdominal pain because they ate too much of something, ate a food that was too spicy or greasy, ate a food they have an allergy to, or ate food that sat around in the fridge for too long and went bad. The pain is the body's way of telling you that your stomach and intestines are having a tough job breaking down or digesting this food. For example, some people have lactose intolerance, which means they have a tough time digesting lactose, a type of sugar found in milk and other dairy foods. Whatever the cause, funky foods can quickly make your tummy feel funky! (Kids Health) Investigation: After students conclude the discrepant event, I will read a few pages from the book Guts written by Seymour Simon. The purpose of this will be to refresh student s prior knowledge regarding the stomach, its function, and components to help with the exploration and experiment portion of the lesson. The story also includes real life images of inside the digestive system: Page 2: Review Pages 9-10: Stomach Pages 11-12: Gastric Juices Pages 13-14: Chyme/Muscles Additional pages if time allows

26 Erica Stickler 26 Stomach Juices Experiment: At the conclusion of the book, students will return to their seats. Hand out the Ziploc bags, one per student, crackers, soda, as well as the Stomach Juices worksheet. Begin by asking students to hypothesize what they think will happen when all of the ingredients are added together. 1. Give a few crackers to each student. Instruct students to crush the crackers slightly as they put them into the bag. Ask: What does this represent? * Mechanical Digestion by the mouth 2. Have each student pour a small amount of soda into their bag and seal the bag tightly to be sure not to leak. If leaking occurs, have the students double bag the materials. 3. The students then squeeze the bag for one minute. 4. Students will write down their observations of what they see in the back. By now, the soda will have dissolved the crackers, turning the mixture into slush. * As students are mixing discuss what is happening to the crackers and soda, and how this relates to the stomach, its function, and its juices. 5. When students are finished ask students what they think happened. 6. Have students answer the questions on the Stomach Juices Worksheet as a closing assessment. Resolve the Discrepancy: After students have turned in their questions, bring them back to the carpet. I will then go over the questions with them. The answers are provided below: 1. Ziploc Bag: Stomach; a muscle that squeezes the food 2. Crackers: Turns to liquid, represents the food becoming ready to be absorbed into the small intestine and/or blood stream 3. Soda: Gastric/Stomach Juices 4. Breaking apart crackers: mechanical digestion 5. Chemical Digestion: order for food to be digested in the body, the food is mixed with acidic juices in the stomach. The process begins in the mouth when the food is chewed, then travels down the digestive tract. Food is broken down as it travels, and eventually moves to the small intestine where the process if finished. (Students should answer along the same lines; answers will vary) Assessment (Rubric Line 32): For this lesson, the assessment will be the questions in the Stomach Juices worksheet distributed to kids in the beginning of class. The hypothesis and observations may be completed in small groups, however the final five questions must be completed individually and turned in upon completion.

27 Erica Stickler 27 Materials: Stomach Juice Activity Ziploc Bag Crackers Soda Muscle! Hypothesis: Procedure: 1. Place crackers in bag 2. Pour soda into bag 3. Squeeze for 1 minute! Observations:

28 Erica Stickler 28 Questions: 1. What does the Ziploc bag represent? 2. What do the crackers represent? 3. What does the soda represent? 4. When we break apart the crackers before putting the soda in the bag, what type of digestion is represented? 5. How does the stomach break down food chemically? Be specific!

29 Erica Stickler 29 SMART Board Presentation:

30 Erica Stickler 30 Untaught Lesson: Desired Results CCSS and/or NYS Learning Standards (Rubric Line 35 and 39): NGSS Practice 2: Developing Using Models * Collaboratively develop and/or revise a model based on evidence that shows the relationship among variables for frequent and regular occurring events. NGSS Practice 4: Analyzing and Interpreting Data * Compare and contrast data collected by different groups in order to discuss similarities and difference in their findings NGSS Practice 8: Obtaining, Evaluating, and Communicating Information * Read and comprehend grade appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence. NTSLS for Health, Physical Education and Family and Consumer Sciences: * Standard 1: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. (Ex: Students know how basic body systems work and interrelate in normal patterns of growth and development.) Essential Questions (Rubric Line 36): What are the functions of the digestive system? What importance do nutrients serve on the body? Enduring Understandings(Rubric Line 36): Students will understand that Students will understand that nutrients and energy come from food. Students will understand the importance of nutrients for particular tasks within the body Objectives (Rubric Line 31): Students will be able to identify and label various parts of the digestive system and their functions. Students will be able to explain the importance of healthy eating choices to the digestive system. Assessment Evidence (Rubric Line 32) Performance Tasks:

31 Erica Stickler 31 Students will be asked to collaboratively create a model of the digestive system using construction paper. They will first read an article and be instructed to follow along in order to complete their project. On each organ, students will write a one to two sentence description of the organ s purpose. They may use the article as an aid. Other Evidence: * Informal Assessment: Questions prompting students as I walk around the classroom, i.e. What is this organ? Where does it go? What does it do? * Verbal checks for Understanding (Thumbs up/down) Areas of Child Development (Rubric Line 28) Linguistic development is supported because students must explain their thinking about the digestive system and its functions to each member of their group and to the teacher. Social development is supported because students must work together in groups to ensure their classmates understand the placement and functions of the organs in the digestive system. Cognitive development is supported because children must make sense of the organization of the organs within the digestive system. Classroom Arrangement: Learning Plan For the beginning of the lesson, students will be at their seats in a large group listening to the teacher read, explain the lesson for the day, and answer specific questions. They will remain at their seats for a short reading about the digestive system from The Magic School Bus to get them thinking and curious about the digestive system and its function. Then, students will break off into smaller groups at various locations throughout the classroom to complete the assignment. All materials will be prepared ahead of time to ensure smooth transitions (example: SmartBoard, construction paper, scissors, etc.) Materials: Large Sheet of White Paper Colored Construction Paper Scissors SMART Board Markers/Pencils Glue Your Digestive System Article from Kids Health (1 Printed Copy Per Group) The Magic School Bus: Inside the Human Body by Joanna Cole (Read Aloud by Teacher) Apple Note: Literature is used to enhance the appeal of the lesson and present a story problem for the students.

32 Erica Stickler 32 If a Smart Board is available, a larger version of the text and articles can be displayed for students who have difficulty seeing, or reading small font. Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39): PART 1 Anticipatory Set (Rubric Line 38): *The goal of the anticipatory set for this lesson is to get students involved in the topics of this lesson by discussing their food intake. Begin by getting the students attention by taking a bite of a crunchy apple and walking around the room. Explain, in dramatics, how delicious the apple is and how it is a favorite food of yours. *Ask the students: What have you eaten today? Why did you chose to eat those foods? What happened to your food after you ate it? *Read aloud the first few pages of The Magic School Bus: Inside the Human Body by Joanna Cole until the Magic School Bus enters the body. If possible, post the pages of the book on the Smart Board so students who are sitting farther away can see more clearly. Procedure Story Problem (Rubric Line 40): It sounds like Arnold is really thinking hard about those Cheesie-Weesies he was eating for lunch. I want you to think about what you have eaten for breakfast and lunch this week. Where do people like Arnold and the kids in Ms. Frizzle s class get their energy? How does the energy from food get into the body? What is digestion and how does it work? (Bloom s Levels: Comprehension, Knowledge, Application) Students should continue to brainstorm the answers to the previous questions. When prompted students should also answer the following: What do you think Arnold s body uses the energy from food for? If his body doesn t get enough nutrients from his Cheesie-Weesies, what do you think would happen? (Application) Discrepant Event: Prior Knowledge Activation: Students should brainstorm their ideas about what they think digestion and nutrition are, and what they have in common. This can be written in a science notebook or on a piece of loose leaf and then a few selected students will share verbally. Have them respond in the same way to the question, What is digestion/how does it work? (Comprehension) Investigation: Break students into small groups of four or five, depending on the class size that day.

33 Erica Stickler 33 Distribute the article Your Digestive System from KidsHealth.org- depending on the need distribute one to two copies per group. A copy may also be displayed on the Smart Board if one group chooses to work in the front of the room. Ask students to write key facts as they follow along with the article from Kids Health, noting that this will help them with their project later on. Have students think about what each organ looks like and how its function contributes to the digestive system directly. PART 2 Resolve the Discrepancy Review the article with the students and clear up any questions they may have. Explain that all of the organs and parts of the body in which they just read all work together to digest the food we put into our bodies. Depending on the type of food, like the apple I ate a little while ago, or the Cheesie-Weesies the Arnold was eating, we gain certain nutrients that our cells can use to make energy! It is also important for students to realize that the indigestible parts of the food are eliminated, and that people obtain energy and materials for body repair and growth from healthy foods. That is how we can run at recess, focus on school work, or go home and play sports after school. Assessment (Rubric Line 32): We need to help Arnold and our friends understand the parts and functions of the digestive system. On your large piece of white paper, choose one person in your group to trace. Please trace the outline of their body and be sure not to get marker, pen, or pencil on their clothes. Then, using the construction paper and your article from KidsHealth.org, I want you to each cut out one to two pieces of the digestive organs and glue them onto the person you traced. The colors are up to you! In the available space remaining, write one to two sentences describing what that organ does. In the end, you will have a recreated digestive system of your own and we will present these to the class. Scoring Rubric: Task: Each organ has a corresponding definition/function written next to it All organs have a definition and function provided next to drawing Some organs have a definition and/or function provided next to drawing Few or no organs have a definition and/or function provided next to drawing

34 Erica Stickler 34 Organization Diagram is organized correctly and each organ is in its correct location Diagram is organized somewhat correctly, with one to two errors Diagram is not organized correctly, with two or more errors Closing Activity: If time allows, show students a couple different food and have them consider its health benefits to the human digestive system. They should also consider how that item would be digested, for upcoming lessons. After this exercise students should be able to answer these questions: Where in the digestive system do nutrients enter the body? What happens to indigestible parts of food? Responses should be written in notebooks. Differentiation: Students should all come to a similar understanding of how digestion works, and that nutrients and energy come primarily from the food we eat. Students who struggle to express their understanding through writing will be given support by the peers within their group and given the opportunity to present their ideas orally to the class, using their diagram for further explanation.

35 Erica Stickler 35 Order s Up! Performance Task: Grade 5

36 Erica Stickler 36 Help Wanted! Summer is right around the corner! Rumor has it that the new restaurant opening up downtown, Lettuce Eat will hold a grand opening in a few months but they need some help with their menu. The chef they hired is too busy with his restaurant in Paris, France so they need to hire an expert chef help to address this problem. The manager, Mr. Jones, wants to promote healthy living and nutritionally balanced food choices for kids. Since we have been learning about the human body and nutrition, the manager at the restaurant has asked us to gather our finest chefs for the job. Think you are up to the challenge? To prepare for the grand opening, you will work through the following tasks. Each one will become part of your final portfolio to give Mr. Jones. During your proposal for Lettuce Eat Mr. Jones will be looking for the following: 1. Mr. Jones is looking for a way to teach people about the importance of good nutrition and healthy living. You will first research and become an expert in the USDA Food Pyramid and reading food labels. 2. Then, you will design a brochure to handout to people that come into the restaurant to promote good nutrition and address the problems associated with poor eating. 3. Next, in your Chefs Journal you will write about two health problems that could arise as a result of poor nutrition and provide suggestions as to how these could be avoided or resolved. 4. After, propose a well-balanced menu for the three day grand opening in a few months. Use the USDA Food Pyramid Guidelines as well as your knowledge about food labels, to design a plan for three days including three main meals (breakfast, lunch, and dinner) as well as three desserts. Oh, and did he mention that it must be tasty and appealing to kids? 5. Finally, write a letter to the manager explaining why he should choose your menu. How does it meet nutritional guidelines? Is it appetizing? Good Luck Chef! See you at the Grand Opening of Lettuce Eat!

37 Erica Stickler 37 Task 1: Food Pyramid and Food Labels How do we know what makes a healthy meal? Have you seen these before? Explore: The Food Pyramid- Read about each of the five sections that make up the food pyramid. Take notes as you read in the spaces below. You may want to include information such as foods that are in each section, what s good about it, and how much you should eat (serving size) each day. The Grains Group: The Vegetables Group: The Fruit Group:

38 Erica Stickler 38 The Milk/Dairy Group: The Meat and Beans Group: Fats, Oils and Sweets: Understanding Food Labels: In this section, read about the information provided on food labels and what they tell us about the foods we eat. Serving Size: Servings Per Container: Calories: Calories from Fat:

39 Erica Stickler 39 Total Fat: Sodium: Total Carbohydrates: Sugars: Protein: Vitamins: From your observations, is this a healthy food example? Why or why not? Food Smarts: The Choices Are Yours: Okay Chef! This is where you learn your tips and tricks for healthy eating. In the spaces below, write down any facts you find that may help you plan a healthy menu (hint: they are in bold ) The first has been done for you! If you need extra paper, you may use lined paper from your journals. 1. Choose Variety A: B: C: D:

40 Erica Stickler 40 E: F: 6. A: B: C: Your Turn! Food Plate Example: Now that you are an expert on the food pyramid, on the Food Plate below, draw or write what foods you would include in a healthy, well balanced meal. Be sure to label your food groups!

41 Erica Stickler 41 Specifications for Brochure: Task 2: Brochure Teaches restaurant guests about the importance of good nutrition and healthy living Provides examples about the problems associated with poor eating. You may want to include health problems that may occur due to unhealthy eating. Shows a clear difference between a balanced diet and an unbalanced diet Easy to follow Neat and colorful! You may use cut out pictures of food, clip art, or create your own drawings You may use a piece of printer paper, construction paper, or cardstock to create the brochure With my permission, you may use the computer to create the brochure Remember, the Manager of Lettuce Eat will be reviewing your brochure! An Example is Provided for You Below: Inside Healthy Diet Importance of healthy living and eating Unhealthy Diet Outside Colorful/ Creative Cover Health Problems/ Concerns Problems Cont. / Or Solutions Task 3: Chef s Journal

42 Erica Stickler 42 Master Chef! It is time for you to take a break from all this crazy planning. In your Chef s Journal, write about two health problems that could arise as a result of poor nutrition and provide some simple suggestions as to how these could be avoided or resolved. Task 4: 3 Day Menu

43 Erica Stickler 43 Directions: Use the USDA Food Pyramid Guidelines as well as the information provided from food labels, to design a plan for three days including three main meals (breakfast, lunch, and dinner) as well as three desserts. Your Goal: A new healthy AND tasty menu that kids will enjoy! Step 1: Brainstorm: Brainstorm foods that you would include in a meal planned for breakfast, lunch, dinner, and dessert in the organizer below. Breakfast Lunch Dinner Dessert Questions to Ask: * What makes a healthy meal? * What guidelines do I need to follow? * What resources can I use? * Will this taste good? Directions: Use the following websites to help plan your menu. They are full of great ideas! Some provide recipes, while others provide tips and samples for particular age

44 Erica Stickler 44 group and calorie diets. This is up to you Chef, so be creative and make sure your menu is healthy and looks appetizing. Would you eat it? Resources: If you find another resource using Google, please show Ms. Stickler before using it! Step 2: Put It All Together: List your Menu plans in the chart below: Day 1- Breakfast Lunch Dinner Dessert Day 2- Breakfast Lunch Dinner Dessert

45 Erica Stickler 45 Day 3- Breakfast Lunch Dinner Dessert Step 3: Design a Menu/ Putting It All Together: Keep it simple! Organize your menu in a way that anyone would be able to read it. Be Creative! Examples: Lettuce Eat Restaurant Grand Opening Menu Day 1: Breakfast Lunch Dinner Dessert Day 2: Breakfast Lunch Dinner Dessert Day 3: Breakfast Lunch Dinner Dessert Breakfast: Option 1 Option 2 Option 3 Lunch: Option 1 Option 2 Option 3 Dinner: Option 1 Option 2 Option 3 Dessert: Option 1 Option 2 Option 3 Lettuce Eat Restaurant Grand Opening!

46 Erica Stickler 46 Task 5: Presentation to Mr. Jones It is your time to shine! In the space below, write to the manager explaining why he should choose your menu. Your letter should include: Introduction: Introduce yourself! Why do you want to be a chef for Lettuce Eat? How your menu meets USDA nutritional guidelines Features of your 3 day planned menu for the grand opening Mr. Jones,