Erica Stickler 1 - Weeblysticklercompendium.weebly.com/uploads/1/6/6/0/16601214/unit_plan.pdf ·...

Erica Stickler 1

The Human Body:

Digestive System & Nutrition

Grade: 5

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 17- 34

Performance Task 35-51

Reference List 52

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.

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.

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.

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:

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.

Erica Stickler 8

Unit Calendar:

Day 1 See Taught Lesson 1: Attached Below

Standard Connection:

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.

Materials:

Learning Activities:

Assessment: Plan:

Tools:

Evaluation:

Day 2



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: SWBAT understand and explain the functions of the mouth,

esophagus, small intestine, and large intestine in the digestive

process.

Materials: Poster paper, books, Digestive System notes packet, markers,

laptop/iPad (if needed)

Learning Activities: 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.

Erica Stickler 9

Assessment: Plan: To assess this lesson, students will be asked to complete a 3-

2-1 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 3-2-1 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 3-2-1 chart

will have completed the objective for the day.

Day 3

Standard Connection: NYS MST Standard 4: Science Content




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: SWBAT understand and explain the functions of the stomach,

pancreas, liver, and gallbladder in the digestive process.

Materials: Digestive system note packet, chart paper, organ images, Magic

School Bus video clip

Learning Activities: 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

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


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.

Materials:


Assessment: 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.

Erica Stickler 11

SWBAT record their collected data and observations in a chart.

Materials: Meter sticks, yarn (blue, red, green, yellow, purple), scissors,

digestive system chart worksheet

Learning Activities: 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?

Assessment: 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

Erica Stickler 12

activity. They will understand that physical activity provides the

opportunity for enjoyment, challenge, self-expression, and

communication.





Performance Indicator 5: Organisms maintain a dynamic

equilibrium that sustains life.

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.

Materials: Copy of digestive system diagram with dance move, science journal

Learning Activities: 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.

Assessment: 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.

Erica Stickler 13

Day 7 See Untaught Lesson Part 1


Objective: SWBAT explain the importance of healthy eating choices to the

digestive system

Materials:


Assessment: Plan:

Tools:

Evaluation:

Day 8 See Untaught Lesson Part 2


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.

Materials:


Assessment: Plan:

Tools:

Evaluation:

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: 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.

Materials: Digestive System Issues worksheet, books, Internet

Learning Activities: 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.

Assessment: 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

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


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:


Assessment: Plan:

Tools:

Evaluation:

Day 11 See Performance Task; Tasks 2-3


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:


Assessment: Plan:

Tools:

Evaluation:



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:


Assessment: Plan:

Tools:

Erica Stickler 16

Evaluation:



Objective: SWBAT write a thorough letter to explain how their prepared menu

meets USDA nutritional guidelines and provide detail about their

menu.

Materials:


Assessment: Plan:

Tools:

Evaluation:

Erica Stickler 17

Taught Lesson 1:

Desired Results

CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):



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.


* 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.

Assessment Evidence (Rubric Line 32)

Performance Tasks:

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

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.

Learning Plan Classroom Arrangement:

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.

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.

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.

Erica Stickler 21

SMART Board Presentation:

Screenshot Images from SMART Notebook

Erica Stickler 22

Erica Stickler 23

Taught Lesson 2:

Desired Results




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.



between behaviors and healthy development.

* Students know how basic body systems work and interrelate in normal patterns of growth and

development.


In what ways does the stomach further digestion?



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.


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.

Assessment Evidence (Rubric Line 32) Performance Tasks:

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.

Erica Stickler 24

Other Evidence:

Informal Assessment: Questioning/Discussion

Verbal Checks for Understanding


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.


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.



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


* 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

http://kidshealth.org/kid/health_problems/allergiesimmune/lactose.html

http://kidshealth.org/kid/health_problems/allergiesimmune/lactose.html

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)


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.

Erica Stickler 27

Stomach Juice Activity

Materials:

Ziploc Bag Crackers

Soda

Muscle!

Hypothesis:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Procedure:

1. Place crackers in bag 2. Pour soda into bag

3. Squeeze for 1 minute!

Observations:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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!

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Erica Stickler 29

SMART Board Presentation:

Erica Stickler 30

Untaught Lesson:

Desired Results


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.



between behaviors and healthy development. (Ex: Students know how basic body systems work and

interrelate in normal patterns of growth and development.)


What are the functions of the digestive system?

What importance do nutrients serve on the body?



Students will understand that nutrients and energy come from food.

Students will understand the importance of nutrients for particular tasks within the body


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:

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)


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.


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.

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.


PART 1


*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


“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.

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.


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:

3

2

1

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

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.

Erica Stickler 35

Order’s Up!

Performance Task: Grade 5

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!

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: http://pbskids.org/itsmylife/body/foodsmarts/article2.html

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: ______________________________________________________________________________

http://pbskids.org/itsmylife/body/foodsmarts/article2.html

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: ___________________________________________________________

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

2.

3.

4.

5.

A:

B:

C:

D:

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!

Erica Stickler 41

Task 2: Brochure

Specifications for 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:

Task 3: Chef’s Journal

Inside

Outside

Importance

of healthy

living and

eating

Healthy

Diet

Unhealthy

Diet

Colorful/

Creative

Cover

Health

Problems/

Concerns

Problems

Cont. /

Or

Solutions

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

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

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:

http://www.choosemyplate.gov/food-groups/

https://www.supertracker.usda.gov/foodapedia.aspx

http://www.choosemyplate.gov/healthy-eating-tips/sample-menus-recipes.html

http://www.choosemyplate.gov/supertracker-tools/daily-food-plans.html

http://kidshealth.org/kid/recipes/

http://google.com – 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






http://google.com/

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!

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,

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Erica Stickler 47

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Sincerely Your Chef,

_____________________

Erica Stickler 48

Mr. Jones – “Lettuce Eat” Restaurant Manager Checklist

“Lettuce Eat” Manager, Mr. Jones will use this rubric to evaluate your presentation for

your interview for the Chef’s position.

* Note: In order to be hired by Mr. Jones, you need to qualify in the “Goal

Reached” category in at least 3/5 tasks.

Task Goal Reached Goal Partially

Reached

Goal Not

Reached 1. Menu-

Appearance

Menu is professional and

creative in appearance.

All meals are listed.

Menu is somewhat

professional and creative

in appearance. Most

meals are listed.

Menu is not professional or

creative in appearance.

Several meals are not

listed.

2. Meals meet USDA

Guidelines

All meals meet the

requirements of the USDA

Nutritional Guidelines and

is demonstrated through

explanation/ chart.

Most meals meet the



is partially demonstrated

through explanation/

chart.

Meals do not meet the



is not demonstrated

through explanation or

chart.

3. 3 Day Plan

Included

Meal plan for Lettuce Eat

Restaurant is included for

three days of grand

opening event. All meals

available (breakfast,

lunch, dinner, dessert)



two days of grand

opening event. Most

meals available; may be

missing one.



one or zero days of the

grand opening event. A

majority of meals are

missing or nonexistent.

4. Explanation of

Healthy vs.

Unhealthy Diet

Explanation and

understanding is clearly

distinguished between

the two diets.

Explanation and/or

understanding is

somewhat clear, but the

proof may lack evidence.

Explanation and

understanding is not clear.

5. Explanation of

unhealthy living

consequences (Chef’s Journal)

Explanation is clear and

present in journal entry.

Two problems were

addressed and student

provided multiple

solutions.

Explanation is somewhat

clear in journal entry. One

to two problems were

addressed and student

provided one solution.

Explanation is not clear in

journal entry. One or no

problems were addressed

and no solutions were

provided.

Erica Stickler 49

Order’s Up!

A Performance Task for Students in Grades 5/6

Teacher’s Edition

NGSS/ ISTE/ NTSLS Citations

NGSS Practice 6: Constructing Explanations and Designing Solutions

- Use evidence to construct or support and explanation or design a solution to a problem

- Identify the evidence that supports particular points in an explanation

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.


* Family/Consumer Science 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.

Enduring Understandings:

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.

Essential Questions:

What is nutrition and how does it affect the human body?

What represents a healthy diet versus and unhealthy diet?

Learning Outcomes/Objectives:

Students will be able to use an understanding of nutrition to plan appropriate meals for

themselves and/or others.

Students will be able to 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.

Erica Stickler 50

Students will be able to 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:

“Order’s Up!” Performance Task Packet- Teacher Created

Access to Internet for http://pbskids.org/itsmylife/body/foodsmarts/article2.html and additional supporting resources listed in Performance Task Packet

Pencil

Computer

Microsoft Word

Lined Paper – if needed

Markers, Colored Pencils - if needed

Construction Paper- if needed

GRASPS

Goal: Your goal is to design a healthy, well-balanced three day menu for the “Lettuce Eat”

Restaurant grand opening in a few months. In order to be hired as head chef, you need to become

an expert on the food pyramid and plate, as well as how to read food labels to figure out what

makes a healthy meal.

Role: You are a five star chef, applying to work for a new restaurant downtown.

Audience: The “Lettuce Eat” Manager, Mr. Jones will evaluate your menu and hold the

interview for the Head Chef position.

Situation: Summer is right around the corner! Rumor has it that the new restaurant opening up

downtown, “Lettuce Eat” will be open 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 a new

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.

Product, Performance, or Purpose: To prepare for the interview, Mr. Jones is looking for the

completion of a few tasks from his future Chefs. In your final presentation to him, you must

show that you know the difference between an unbalanced diet versus a balanced diet, and what

problems may be a result of an unhealthy lifestyle. You also must be able to create a menu that

supports the requirements of the USDA nutritional guidelines and covers all meals, including

dessert for a three day grand opening.

Standards/Criteria for Success: During your proposal for “Lettuce Eat” Mr. Jones is looking

for the following:

Research and expertise in the USDA Food Pyramid and reading food labels.


Erica Stickler 51

A creative brochure to handout to promote good nutrition and address the problems associated with poor eating.

Chefs Journal: Including two health problems that could arise as a result of poor nutrition and suggestions as to how these could be avoided or resolved.

A well-balanced menu for the three day grand opening using the USDA Food Pyramid Guidelines, including three main meals (breakfast, lunch, and dinner) as well as three desserts.

A letter to the manager explaining why he should choose your menu. How does it meet nutritional guidelines? Is it appetizing?

Resources:







http://google.com







http://google.com/

Erica Stickler 52

References:

Cole, J., & Degen, B. (1989). The magic school bus: Inside the human body. New York:

Scholastic Inc.

Durani, Y. (October 2012). Your Digestive System. Kids Health. Retrieved from

http://kidshealth.org/kid/htbw/digestive_system.html#

Durani, Y. (October 2012). Your Digestive System. Kids Health: For Kids. Retrieved from

http://kidshealth.org/kid/cancer_center/HTBW/digestive_system.html#cat20162

Durani, Y. (February 2014). Belly Pain. Kids Health: For Kids. Retrieved from

http://kidshealth.org/kid/ill_injure/aches/abdominal_pain.html#

Magic School Bus: Digestion [Video File]. Retrieved from

https://www.youtube.com/watch?v=IC2XszOidOY

No author. (2010). “The Digestive Dance.” The Hidden Villa Classroom. Retrieved from

http://classroom.hiddenvilla.org/curriculum/curriculum-for-your-school-garden/fifth-

grade/the-digestive-dance

Simon, S. (2005). Guts: Our Digestive System. New York, NY: Harper Collins.

http://kidshealth.org/kid/htbw/digestive_system.html

http://kidshealth.org/kid/cancer_center/HTBW/digestive_system.html#cat20162

http://kidshealth.org/kid/ill_injure/aches/abdominal_pain.html

https://www.youtube.com/watch?v=IC2XszOidOY

http://classroom.hiddenvilla.org/curriculum/curriculum-for-your-school-garden/fifth-grade/the-digestive-dance

http://classroom.hiddenvilla.org/curriculum/curriculum-for-your-school-garden/fifth-grade/the-digestive-dance

Date post:	22-May-2018
Category:	Documents
Upload:	trinhminh
View:	227 times
Download:	0 times

Erica Stickler 1 - Weeblysticklercompendium.weebly.com/uploads/1/6/6/0/16601214/unit_plan.pdf ·...

Documents