KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Kaitlyn Piekarski Date: January 25, 2017

Cooperating Teacher: Dave Shiffer Coop. Initials

Group Size: 19 Allotted Time 60 minutes Grade Level Second

Subject or Topic: Science: Growing and Changing Section

Science Unit: Chapter 3.4 How do I digest my food?

Lesson 5

STANDARD:

10.1-3.2 Body Awareness- identifying and locating parts of the body, and identifying
specific practices that support body development and functions

Standard - 9.1.V.2.A1
Know and use basic elements of visual arts.

I. Performance Objectives:
The students will be able to
Identify the mouth, esophagus, stomach, and intestines in the body.
Explain the order in which food goes through the body.
Construct a model of the digestive system.

II. Instructional Materials:

Crackers
Yarn (5 strings of 25 feet)
Balloon (5)
Straw (5 straws)
5 body outlines on poster board
Model project
Exit slip

III. Subject Matter/Content

A. Prerequisite skills
Students will be able to complete activities in small groups.
B. Key Vocabulary
 Digest: break down
Saliva: liquid in your mouth that begins to break down food
Esophagus: tube to your stomach
Stomach: like a bag made of muscles; your muscles squeeze the food
and mix it with special juices
Small intestine/large intestine: tubing in the stomach that absorbs
nutrients
C. Big Idea
Food must be changed into a form the body can use.
D. Content
Food must be changed into a form the body can use.
Food starts by being broken down by saliva in the mouth. It then
moves through the esophagus, into the stomach, finally the intestines.
Models can aid in the understanding of new content. Art can be used to
enhance knowledge.

IV. Implementation
A. Introduction
Give each student a cracker.
Have the students place the cracker in their mouth. Have the students
leave the cracker there for 15 seconds without chewing.
Have the students write down what they notice about the cracker.
The students can now chew the cracker and swallow.
Have the students write down what they notice as they swallow the
cracker.
Have the students write down where they think the cracker has gone and
what happens next.

B. Development
Inform the students that they are thinking about the digestive system.
Ask the students what it means to digest. (Define digest together.)
Ask the students why we have to digest food.
Discuss what the students noticed with the cracker. Inform the students
that saliva first starts the digestion of food. (Define saliva.)
Explain to the students that the food next goes down the throat
(esophagus), into the stomach, and finally into the intestines.
Have the students reflect on how digestion feels. Think about when ones
stomach grumbles. That is food moving through the intestines/stomach
and air bubbles being squished down. Emptiness may also cause the
stomach to gurgle.
Show students the example of the digestion art project/model.
Have the students get into groups and supply them with the supplies that
will be used to complete the digestive system model.
 Give the students time to work on this project independently.

C. Closure
Students will complete the exit slip.

D. Accommodations/Differentiation
This lesson caters to a variety of different learners for parts are through
kinesthetic experiences, visual learner, and auditory information.
Additionally, it gives the students the chance to work with their classmates
and focus independently on the given information.

E. Assessment/Evaluation Plan
1. Formative
The students will complete a model of the digestive
system in small groups. The students will practice using
basic elements of visual arts to complete this project.
They will be permitted to draw, label, and use the
various objects given to them to complete this project.
This will checked by the teacher for accuracy and
understanding. The teacher will assess the students for
their involvement in completing the activity.
The students will complete an exit slip at the end of this
lesson. The exit slip will require the students to list the
order that food goes through the digestive system. This
will be checked for accuracy. It will be recorded to see
how many students were able to correctly complete the
exit slip.
2. Summative
There will be a cumulative exam given at the end of this Chapter. The
cumulative exam will be graded based on accuracy. Content will be
reviewed the day prior to the exam.

V. Reflective Response
A. Report of Student Performance in Terms of Stated

Like the previous lesson, this lesson was modified due to student behavior.
Rather than creating a digestive system using craft objects in groups, we drew
an illustration of the digestive system. The students individually illustrated a
detailed image of the digestive system on their desks using whiteboard
markers. Each illustration was then checked by the teacher to ensure that each
part of the digestive system was labeled and drawn by the students. The
students were permitted to get creative with their illustrations. Some of the
drawings had faces or whole bodies, while others were solely the digestive
system. Every student completed this with accuracy. D.R. gave verbal
responses rather than writing labels on the body.
 Seventeen of the nineteen students were able to complete the exit slip with
accuracy.

Remediation Plan

This content will be reviewed prior to the summative assessment.

B. Personal Reflection
What would you do differently in this lesson? What worked well?

I really enjoyed how the students responded to the desk drawing. The students
liked how they were able to draw on their desks and get creative with their
people.
Quite a few students kept forgetting that the entirety of the system was called
the digestive system. This will need to be reinforced much better in the future.
Additionally, some of the words were very challenging for the students. I
would like to think of a different way to help the students learn the complex
words and recognize the words when seen again.

VI. Resources

Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School .