Inside the Human Body

Students study two important body systems, the digestive and urinary systems, through a variety of informational texts and hands-on projects.

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ELA

Unit 5

2nd Grade

Unit Summary


In this unit, students study two important body systems in depth, the digestive and urinary systems. Students will be challenged to think about how the human body is a miraculous machine, in particular how the digestive and urinary systems are crucial for survival, by deeply analyzing and exploring the steps in both systems. After learning about how both systems function, students will learn about nutrition and how what we eat can either positively or negatively impact the way our body functions. Students will explore what it means to eat a well-balanced meal and how added sugars harm their bodies. It is our hope that this unit will help students build a deeper understanding of the human body and how the decisions we make daily, especially with food, can either help or harm us.

This unit builds onto skills learned in Units 1 through 4, and it is assumed that students are inquisitive consumers of text, asking and answering questions about the content they are learning as a way to deepen understanding of new material. The core text for this unit, The First Human Body Encyclopedia, was chosen because of its wide range of text features and content. While reading the encyclopedia, students should be challenged to think about how the different text features help them locate information and also how the images and diagrams help them clarify the information they are learning. Students should also be challenged to think about the connection between scientific ideas, using language that refers to cause and effect and sequence, particularly when explaining how different systems function. Finally, the study of a text or section’s main topic will continue to spiral throughout this unit. Students should constantly be stopping and asking themselves, “What was the main topic of this section and how do I know?”

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Texts and Materials


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Core Materials

Supporting Materials

Assessment


These assessments accompany this unit and should be given on the suggested assessment day or after completing the unit.

Unit Prep


Intellectual Prep

Unit Launch

Prepare to teach this unit by immersing yourself in the texts, themes, and core standards. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.

Essential Questions

  • What makes the human body amazing?
  • Why is the digestive system important?
  • How does food keep our body healthy?

Foundational Skills

Phonics and Word Recognition Focus Areas

  • Use known spelling-sound correspondences when reading one-syllable and two-syllable words
  • Use known spelling-sound correspondences when reading multisyllabic words

The core texts in this unit include many domain-specific words that students will need to decode (e.g., nutrients, digestion, intestine, enzymes, etc.). At this point, students should be fluid in identifying known spelling-sound correspondences in one-syllable and two-syllable words; however, they may struggle to decode longer multisyllabic words. When prepping for a lesson and internalizing the text complexity of a particular text, we suggest identifying multisyllabic words that may be challenging for students. Look at all of the words to see if there are any patterns. Are most of the words closed syllables? Open syllables? R-controlled? If so, include a quick teaching point to focus on strategies students can use to tackle the multisyllabic words in the text. If there are no patterns, pick a few words to model with students and review how to use syllabication to tackle challenging words. During reading, circulate and provide additional teaching and guidance on syllabication.

Fluency Focus Areas

  • Readers read with expression and volume to match interpretation of the passage
  • Readers use proper intonation to show interpretation of the passage
  • Readers reread in order to confirm or self-correct word recognition and understanding

Like prior units, the main fluency focus of this unit is on reading an informational text with the right expression and intonation to show interpretation of the passage. This includes knowing how to read different text features to highlight the feature's purpose and rereading and self-correcting in order to figure out the meaning of domain-specific, multisyllabic, or tricky words. This unit includes both Read Aloud and shared reading texts; therefore, students will have a chance to hear multiple examples of fluent reading while also having ample time to practice reading fluently on their own.

Writing Focus Areas

Sentence-Level Focus Areas

  • Include details that describe “who,” “what,” “where,” “when,” and “why” 

At this point in the year, students have learned how to determine what makes a sentence; correct run-on sentences; expand sentences using "because," "but," or "so"; combine simple sentences; and use subordinating conjunctions to introduce dependent clauses at the beginning of a sentence. Practicing sentence expansion activities allow students to anticipate what a reader needs to know and to provide that information, while also checking comprehension. Sentence expansion also helps students develop the ability to summarize and craft more complex sentences.

Paragraph-Level Focus Areas

  • Brainstorm using a Single Paragraph Outline
  • Generate topic sentence from given details

Though students have used the Single Paragraph Outline during their writing projects throughout the year, this is the first time students will be working on writing paragraphs to summarize what they have learned. Students will begin that work as a whole class, and then will shift to writing paragraphs independently, with a focus on generating topic sentences from given details.

Informational Writing Focus Areas

  • Brainstorm and outline with a Single Paragraph Outline 
  • Introduce the topic with a strong topic sentence
  • Provide a strong concluding statement
  • Provide facts and details to develop a point

In this unit, students have multiple opportunities to write about how various human body systems work. They start with a strong brainstorm and outline using the Single Paragraph Outline, then work to develop strong topic and concluding sentences. They also practice turning key ideas and details from their outlines into strong sentences.

Opinion Writing Focus Areas

  • Brainstorm using a Single Paragraph Outline
  • State an opinion
  • Supply reasons that support the opinion

In Unit 3, students generated evidence and brainstormed strong topic sentences that are supported by this evidence. In this unit, students will continue to practice using strong evidence to support an opinion. This time, their opinion will be informed by a new nonfiction text related to the content knowledge they have accumulated during the unit. After using a Single Paragraph Outline to organize and outline their thinking after reading the article, they will revise their sentences using question words to ensure that their reasons are convincing. 

Speaking and Listening Focus Areas

  • Build on others' talk in conversations by linking their comments to the remarks of others 
  • Ask for clarification and further explanation as needed about topics and texts under discussion 

In this unit, students work on using all of their strategies to participate in discourse. When building on others' talk in conversation, students may begin to critique and analyze the reasoning of others, the key work of Tier 3 of the three tiers of academic discourse. The focus areas and discourse in this unit align with Tier 2 and Tier 3 of the three tiers of academic discourse and all rows of the Academic Discourse Rubric (K-2). See the Teacher Tool on Tiers of Academic Discourse to help support students with the focus areas for this unit.

Vocabulary

Text-based

absorb automatically chemical contract digestive enzymes energy encyclopedia excess label nutrients nutritious physical saliva swallow thirst urine villi vomit waste

Root/Affix

-ly -ous

To see all the vocabulary for Unit 5, view our 2nd Grade Vocabulary Glossary.

Content Knowledge and Connections

  • Explain that many important systems in the human body work together to help your body function.
  • Identify important components of the digestive system and their function.
  • Describe the process of nourishing the body from the time food is taken into the mouth until waste is removed from the body.
  • Identify different components of the excretory system and their functions.
  • Explain the importance of vitamins and minerals to the body.

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.

Lesson Map


Common Core Standards


Core Standards

L.2.1
L.2.1.e
L.2.1.f
L.2.2
L.2.2.b
RF.2.4
RI.2.1
RI.2.2
RI.2.3
RI.2.4
RI.2.5
RI.2.6
RI.2.7
RI.2.10
SL.2.1
SL.2.2
SL.2.3
SL.2.5
SL.2.6
W.2.1
W.2.2
W.2.5
W.2.8

Supporting Standards

L.2.4
L.2.4.b
L.2.5.a
L.2.6
RF.2.3
W.2.7
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