Lesson Plan Template

Name: Sean M. Patterson Title: Digestion in Action

Grade: 2nd Grade Subject Area: Science
Length of lesson: 60 Minutes
1.NEWMEXICOACADEMICCONTENTSTANDARD(S):
K-4 Benchmark III: Know the parts of the human body and their functions.
1. Identify a variety of human organs (e.g., lungs, heart, stomach, brain). 2. Know that
various nutrients are required for specific parts and functions of the body (e.g., milk for
bones and teeth, protein for muscles, sugar for energy). 3. Identify the functions of human
systems (e.g., respiratory, circulatory, digestive).
2. OBJECTIVE(S):
Objective(s) What Students will learn I Can . . . statement
Understanding Digestion Students will I can describe how food
understand the gets from the mouth to
beginning stages of the the stomach and what
digestive process. happens to it in the
process.

3. ESSENTIAL QUESTIONS:

Why should we chew our food a lot before we swallow it?

What happens to food after we swallow it?

What is the first step digestive process?

4. LESSON SUMMARY:

In this lesson we will be discussing and discovering what happens when we

swallow our food. We will also be find out why we chew our food, and why we ought to
chew our food more before we swallow it. We will begin by watching a short video on
YouTube about the digestive system. After the video is finished we will be taking a
cookie, plastic bag, and a Dixie cup for each child and having them cut the cookie in half.
They will eat half of the cookie. After that we will put the other half of the cookie and
putting it in the bag. The students will mash it up until it is similar to them chewing it.
Then we will add a little bit of water to simulate saliva. Then they will mash it more.
Then they will add the rest of the water simulating the acid in the stomach. We will them
examine the bag and make observations. We will then throw our bags away and pass out
a reflection page that they will keep which is part of their whole body project.

5. RESOURCES:
 We will need internet for YouTube. We will need little plastic sandwich bags,
Dixie cups for water, and cookies (preferably cookies with colored M&Ms in them so
the students can see the different colors). Then we will need the stomach page, so that the
students can do their reflections.

6. LESSON COMPONENTS:

a. INTRODUCTION/ READINESS
Our lesson will start out with a small conversation about what the students
know about their digestive system. I will ask the essential questions to see
what they know: What do you know about the digestive system? What are
your teeth for and why do we chew before we swallow? Why do you think it
is better to chew your food more before you swallow it? What is in your
stomach and how does your stomach break down food? That will only take a
couple of minutes. Then we will be watching the video The Digestive
System. It is only about three minutes. While the video is going on we will
be giving the students their bags and the Dixie cups.

b. DIRECT INSTRUCTION (I DO)/ GUIDED PRACTICE (WE DO)

After we are finished watching the video, we will pass out the cookies and
have the students break them in half. During this whole I will be doing the
step first, and then I will tell the students to do the step that I just did. I will
direct the students to break their cookie in half. I will tell them to be very
careful to split as much in half as they can. I will also tell the students that if
they eat the cookie before I say, they will not be able to participate. They will
break the cookie in half and wait for instruction. We will then enjoy half of
the cookie. I will talk about how their teeth are specifically made to crush
and tear food. I will also talk about how saliva has certain things in it to
break down food. I will also tell the students how the digestive process starts
in your mouth. Then when they have finished, I will tell the students to
pretend that the bag is their digestive system. I will tell the students to put
their cookie into the bag and close the bag. Then I will show them how to
break it up. Then I will tell them to do the same thing as I did. After each
student has mashed up their cookie a little bit, then I will tell them to add just
a few drops of water to simulate saliva. Then they will mash it up again. By
this time it should be similar to a pasty texture. I will then tell them about
enzymes and how those break up food in our mouth and going down into our
esophagus. Then I will tell them to add the rest of the water to simulate the
water and acid in our stomachs. Then they will mash it up even more. By this
time it should be a muddied mess in their bag. All throughout the experiment
we will be making observations of what is happening in the bags.
c. INDEPENDENT PRACTICE (YOU DO)/CLOSURE
Once we have finished our mini experiment, we will throw our bags away,
and we will pass out their reflection paper. Then we will discuss our
observations and how our stomachs relate to the experiment. We will write
down our thoughts and what we observed. The students will put that in their
blue folder and put it away. Then I will ask the class to tell me some things
they learned about their digestive system.

d. ASSESSMENT
The assessment for this knowledge is a little trickier. A majority of the
assessment will be in class as the lesson is taught. I will be surveying the
class to check for understanding. We will also be checking for understanding
during the writing portion of the lesson as well. We will be looking for
students being able to describe what they learned on what happens to food
when it goes into your mouth. What kinds of processes are taking place in
the body when you are eating? Much of the assessment portion will be given
later on when we are finishing the body unit. At the end of the unit, students
will be assessed on their knowledge.