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Juyoung Jeong

ELED 3221
edTPA Indirect Instruction Lesson Plan Template

Body System: Digestive System

Central Focus/Big Idea: Understanding the digestion process and the organs of the digestive
system; break down food and give nutrients to the body.
Subject of this lesson: Scientists will gain an understanding of the digestive system and the way
the human body processes food.
Grade Level: 5th Grade
NC Essential Standard(s):
5.PCH.4. Understand body systems and organs, functions, and their care.
5. PCH. 4. 2. Summarize the functions of the organs which make up the digestive system.
Next Generation Science Standard(s):
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts
of cells contribute to the function.
21st Century Skills:
Collaboration- outcome for 8th grade says students are working collaboratively with others, either
virtually or face-to-face, while participating in scientific discussions and appropriately using
claims, evidence, and reasoning.
Communication- outcome for 4th grade says students prepare and interpret a variety of methods
for demonstrating understanding and explaining the results of investigations including charts and
graphs, diagrams and illustrations, photographic images, and informational and procedural text.
Academic Language Demand
Language Function: Students are expected to summarize the process and functions of the
digestive system.










Scientific Vocabulary: digestive system, teeth, salivary glands, esophagus, stomach,

intestines, villi, nutrients, waste.

Instructional Objective: Students will be able to understand the digestive system in our body.
Students will know what organs help to break down the food and how we gain nutrients from the
food we eat. Students will be doing a demonstration to understand the process and filling out the
graphic organizer to have a written down notes to confirm their understanding. This graphic
organizer will be taken up to check their understanding, they are to fill out the diagram and to fill
out the function and description of all five major organs.
Prior Knowledge (student): Students should have the knowledge of the basic idea of how our
food is consumed is wasted, and what function and description of a body means.
Content Knowledge (teacher): Teacher needs to know what systems in our body is necessary
for digestive system: teeth/mouth, salivary glands (saliva), esophagus, stomach, small and large
intestines, anus, villi, etc. and its functions and descriptions. Teacher should also know the basic
idea of how healthy food and water is necessary for our body to function right. Three important
key facts students have to understand from digestive system is that food gets broken down (teeth,
salivary glands, and stomach), the nutrients from the food is taken up through the villi in
intestines, and the importance of waste.
Accommodations for special needs (individual and/or small group):
ELL students will be given with pictures and diagrams to support their understanding, and if they
still need more assistance with understanding, I will provide them with videos to watch and
further explanation.
Materials and Technology requirements:
Organ name cards (1 mouth, 1 anus, 2 teeth, 2 salivary glands, 3 food, 2 esophagus, 4 stomach,
10 intestines, 12 nutrient labels)
Graphic organizer for all students (23)
2 cups of water
3sets of pictures of organs with its names (from the textbook)
Science textbook for all students
White board/ markers
Video (if needed )
Total Estimated Time: 45min.
Source of lesson: Macmillan McGraw-Hill Science textbook for NC
Safety considerations: Depending on the behavior of the students this day, I may choose not to
use the water. Students will have to act like they are sprinkling water as needed.

Content and Strategies (Procedure)

Engage: Teacher will be asking questions to get students thinking about how our body system
digest food by asking questions like:

Weve been talking about body systems this week, just like how we talked about the functions of
skeletal and muscular system, we will be learning about digestive system. How do you think the
function of digestive system is?
If we consume food, where do you think it goes?

Students will be in small groups of 6-7 and the teacher will be handing each group pictures of
organs needed in digestive system for students to put in the order they think the food will go
through (like a puzzle). The pictures (teeth, salivary glands, esophagus, stomach, intestines) will
have the names of the organs for them to be familiar with. Students will work together to put
together the shape and figure out how food will be digested in our body.
Teacher will be walking around from groups to ask guided questions like:

Could you tell me why you put the organs in this order?
Why do you think this specific organ looks like this? (Esophagus, intestines, etc.)
What do you know about teeth? What does it do to the food we consume?

As a whole group, we will be going over the organ orders and estimate what each organ may do
to digest the food. Students will be asked with questions like:

What do you think happens to the food in your mouth? (teeth- chew/break down food)
Esophagus look like ? (a long tube) Do you think the food will be broken down in this stage?
(no- food goes THROUGH)

Then students will be reading the short science textbook about the digestive system on pg. R3233. We will briefly talk about how each organs help break the food down and take nutrients.
Then go into the simulation activity for digestive system. Each students will be given with a role

2 students as teeth (motion of chewing) start with 12 nutrient labels

2 students as salivary glands with cup of water to sprinkle on the food (saliva)
3 students as food (goes through the system to break down- starts with linked arms)
2 students as esophagus (put arm in the air to make a tunnel)
4 students as stomach (hold hands together and make a circle)
10 students as intestines making 2 lines (taking the nutrients from food through their
Front door is labeled as mouth
Back door is labeled as anus

Students will be asked to explore on their own to stand in the order they think the process is
supposed to beteacher will tell the students that the front door is the mouth and the back door
is anus. Teacher will be asking questions after students set themselves in order.

Why did you put __ before __?

Do you think the food will stay in the stomach? Forever?

Explanation: Teacher will be guiding the students to play each role to explain about how each
digestion organs break down the food and give nutrients to the body. I will start the role play
right by the front door with the question, When we eat, what breaks food in our mouth? Then

the teeth will be clapping to break down the food/chewing as the food (3 linked arms) goes
through the teeth (2 linked arms), then the salivary glands will be sprinkling water to the food.
The food gets unlinked in the salivary gland then goes through esophagus. At this stage, ask the
class, Does the food get broken down in esophagus?NO. Food goes through the tube to get
into stomach, and the food in the stomach gets bumped into each other to break down even more.
Digest! Food is breaking down! Teacher stops here once again to emphasize how many times
the food was broken down so far. Ask where did we first break down the food?- Mouth/Teeth.
What was the second? Salivary glands. And the third? Stomach. Do the food break
down when it goes through esophagus?- No. Okay now the food is going into intestines.
Intestines are sucking up all the nutrients from the food through villi, repeat after me villi.
The villi is their finger that will take up the nutrient papers from the food (wiggling and sucking
motion). Now that food has no more nutrients left, they are now removed from the body as a
waste through the anus (out to the back door).
This role play is repeated (one as an apple, one as a snack (Takis)) when doing the role play,
stop at each organ system to ask the students what is happening at each stage.
When Takis goes through the intestines for nutrients, they will only be sucking up once (tiny
bit of nutrients from Takis). Then the teacher will ask, Why do you think the villi from the
intestine is only taking out tiny bit of nutrients from the food here? Less nutrient in Takis than
in apple.
Then the teacher will farther explain about how it is important to eat healthy.
Meat is notorious too! But if we eat too much meat and no vegetables, what do you think will
happen? Teacher will demonstrate by walking through the intestines in slow motion (explains
constipation). Teacher will also explain if the food you consumed is bad or is something you are
allergic to, your body will try to get rid of the food as soon as possible. By demonstrating to run
from stomach to the mouth (vomit) and run from stomach to the anus (diarrhea). Here, teacher
emphasizes the importance of healthy eating and how it is important to drink lots of water to help
move food through your digestive system.
Key to the digestive system is that food gets broken down in our body and that the food gives
nutrients. So before we go into the graphic organizer, teacher will ask questions to confirm their
understanding of digestive system.

What is the main function for digestive system?

How many times does the food get broken down? Where?
Where do we take the nutrients from the digestive system?

Elaborate: We will elaborate the digestive system by filling out the graphic organizer. Students
can use the textbook to finish this sheet to label the diagram for each organ systems, write the
description of body parts and function of the parts in digestive system.
(If necessary, students will be watching the video that summarizes the digestive system)
Teacher will be asking questions to clarify their understanding by:

What is the main function of digestive system?

What does a villi do? Where is villi?
What happens to the food after it goes through the intestines?

Evaluate: Teacher will assess the students progress by taking annotated notes while doing the
simulation activity. This will be the formative assessment and teacher will have to make sure
everyone answers the question while the process gets through the body. The graphic organizer
will be taken up to check their understanding which will be the summative assessment for this
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills: Almost everyone in the classroom participated in
answering questions during the lesson. There were few that were not involved, so I had to call on
them to make sure they understood the concept of digestive system. The result for the summative
assessment which was to fill out the graphic organizer with its function and description for body
parts were taken up, and since students were able to use their textbooks, all the students have
gotten 85% or more correct on the worksheet. Students also shared one thing they understood
from digestive system at the end as a closure, and it seemed like most of the students have fully
CT signature/confirmation: ____Juyoung Jeong_______________ Date: __3/21/2016____