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Learning Segment
Central Focus (Goal) of Unit: Students will be able to discuss the pathway of the digestive system along with being able to describe each part. They will explain
how each part is linked to one another and the purpose of the digestive system.
List the Common Core or Illinois Learning Standard(s) to be met in the Unit:
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
1. Digestive Tract
Standards/Benchmarks:
MS-LS1-3: Use argument supported by evidence for
how the body is a system of interacting subsystems
composed of groups of cells.
Instructional Strategies/Procedures:
Student will be shown a Magic School Bus episode
on digestion and fill out a worksheet on notes that
they find important. After they will discuss with
other students what they have found and create a
large drawing of the digestive system.
Learning Objectives:
Students will show how organs aid in the digestion
of food and how it occurs within the body.
Academic Language:
Chyme: It will be discussed in both the activity and
PowerPoint presentation.
Peristalsis: It will be discussed in both the activity
and PowerPoint presentation.
Esophagus: It will be discussed in both the activity
and PowerPoint presentation.
Sensory: Magic School Bus Episode
Graphic: Notes
Interactive: Digestive Activity
Instructional Materials
Projector
Digestive Worksheet
Assessment:
Pre-Assessment: Ask the students what they had for
breakfast or lunch. Do they think about what
happens after their food is chewed and swallowed?
Do they know how long it takes for those chips they
ate to digest?
Differentiated Instruction:
Students are able to watch a video while taking
notes so they are getting a fun and interesting
episode while taking notes that will later help them.
They will also work in groups of 4 in creating a
digestive system on a poster sheet.
Magic School Bus Episode 02 For Lunch - [FULL EPISODE] [Video file]. (n.d.). Retrieved from
https://www.youtube.com/watch?v=p3NsKXXbQRM
2. Mouth & Esophagus
Standards/Benchmarks:
MS-LS1-3: Use argument supported by evidence for
how the body is a system of interacting subsystems
composed of groups of cells.
Instructional Strategies/Procedures:
Students will be given saltine cracker and discuss the
reaction occurring. They will also be given a panty
hose and Easter egg to simulate the esophagus.
Notes on each will be taken and finally after a
worksheet will be completed.
Learning Objectives:
Students will create a timeline of what happens
and how the organs work from before the food is
placed into the mouth to the end of the esophagus.
Academic Language:
Salvia: It will be discussed in both the activity
and PowerPoint presentation.
Mucus: It will be discussed in both the activity
and PowerPoint presentation.
Oral Cavity: It will be discussed in both the
activity and PowerPoint presentation.
Epiglottis: It will be discussed in both the activity
and PowerPoint presentation.
Sensory: PowerPoint presentation
Graphic: Notes & Digestive Tract Worksheet
Interactive: Mouth & Esophagus Activity
Assessment:
Formative: Students will begin to fill out the body
digestive tract worksheet including the important
information needed from the PowerPoint
presentation.
Differentiated Instruction:
Students will use different forms of learning
methods to help with becoming more familiar with
the topic of discussion. And in the activities, they
will work in pairs that will allow them to discuss
what they experience and see.
Instructional Materials
Saltine crackers
Easter egg
Nylon
Mouth & Esophagus worksheet
PowerPoint presentation
Learning Objectives:
Students will experiment with balloons to show
the capacity of the stomach along with recreating
the stomach function. They will also create a lifesize digestive tract showing the small and large
intestine.
Instructional Strategies/Procedures:
Academic Language:
Students will help fill up a balloon with one liter of
Capacity: It will be discussed in both the activity
water to show how full a stomach can get. There will and PowerPoint presentation.
also be an activity with Sierra Mist and saltine
Absorption: It will be discussed in both the
crackers to show the reaction of the stomach
activity and PowerPoint presentation.
breaking down food. And there will be an activity
Enzyme: It will be discussed in both the activity
where students will measure out the length of the
and PowerPoint presentation.
small and large intestine to show how long they are
Villi: It will be discussed in both the activity and
stretched out. There will also be a PowerPoint
PowerPoint presentation.
presentation and notes that will help students learn
Sensory: PowerPoint presentation
the information also.
Graphic: Notes & Digestive Tract Worksheet
Interactive: Stomach & Intestine Activity
3
Assessment:
Formative: Students will finish filling out their
body digestive system tract worksheet to turn in
and be looked over.
Differentiated Instruction:
Students will use different forms of learning
methods to help with becoming more familiar with
the topic of discussion. Students will work in
groups of 4 in order to work on the activities and
help with one another and discuss what is
happening.
Instructional Materials
Balloons
One liter of water
Baggies
Saltine crackers
Sierra Mist
Two different colors of yarn
Assessment:
Formative: Students will create human body
Wanted poster to turn in.
Academic Language:
Mouth: It will be discussed in both the activity and
PowerPoint presentation.
Esophagus: It will be discussed in both the activity
and PowerPoint presentation.
Stomach: It will be discussed in both the activity
and PowerPoint presentation.
Liver: It will be discussed in both the activity and
PowerPoint presentation.
Small Intestine: It will be discussed in both the
activity and PowerPoint presentation.
Large Intestine: It will be discussed in both the
activity and PowerPoint presentation.
Graphic: Notes taken from outside sources
Interactive: Creating a Wanted Poster
Differentiated Instruction:
Students will use any materials that are found in the
classroom to create such as poster paper, computers,
or even just written posters.
They will work with surrounding students, asking
and making sure their information is correct, but
creating individual posters that they will present.
Instructional Materials
Poster paper
Computers
Markers
Crayons
Colored Pencils
Glue
Tape
Instructional Materials
Computers
Any materials students find necessary to use for their project.
5
Assessment:
Summative: Students will present a project that
includes the entire digestive tract and the functions
of each.
Differentiated Instruction:
Students will work individually, but can ask others
for assistance while in the classroom. They will use
their notes that they have taken in class and the
worksheets that they have been filling out.
Diagnostic (Pre-):
What will be used for
evidence of students prior
knowledge?
Ask the students what they
had for breakfast or lunch.
Do they think about what
happens after their food is
chewed and swallowed? Do
they know how long it takes
for those chips they ate to
digest?
N/A
N/A
N/A
N/A
6
Summative: What evidence
will you have that the students
have met the central focus
(goals) of the Unit?
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Language Demands of
Lesson:
Describe the academic
language that the lesson
requires.
Student Language
Development:
Describe the students
prior knowledge of the
academic language in
the lesson.
Assessment Evidence:
Describe the evidence
that students understand
the academic language
in each lesson.
Language Demands of
Lesson
Lesson 1: Tier 2
Student Language
Development
Early grade level
lessons.
Students will watch a
Magic School Bus
episode
Students will watch a
Magic School Bus
episode
Students will use notes
that were presented in
class.
Students will use notes
that were presented in
class.
Sensory Support
Graphic Support
Interactive Support
Assessment Evidence
Notes
Digestive Activity
PowerPoint Presentation
PowerPoint Presentation
Wanted Poster
Individual Project
Individual Project
Individual Project
Lesson 2: Tier 2
Lesson 3: Tier 2
Lesson 4: Tier 2
Lesson 5: Tier 2