Curriculum / ELA / 2nd Grade / Unit 6: Inside the Human Body / Lesson 16
ELA
Unit 6
2nd Grade
Lesson 16 of 19
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Plan a healthy and well-balanced meal by synthesizing everything learned about digestion and nutrition.
Glue
Scissors
Grocery store circulars, magazines, pictures of food (for collaging)
Plate Template
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Plan a nutritious and delicious breakfast, lunch, or dinner. Explain what is included in the meal and why it is a healthy meal.
Suggestions for teachers to help them teach this lesson
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RI.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
SL.2.5 — Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
W.2.2 — Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Standards that are practiced daily but are not priority standards of the unit
L.2.1.f — Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
SL.2.1 — Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
SL.2.6 — Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Lesson 15
Lesson 17
Discussion
Explain what they already know about the human body, and brainstorm what they want to know by asking and answering questions in a class discussion.
RI.2.1
Identify and explain the different parts of the human body and why each part is important by identifying the main topic of sections of a text.
RI.2.2
Explain what makes an encyclopedia unique and how to use an encyclopedia to answer questions about the human body by knowing and using various text features and illustrations to locate key facts and information.
RI.2.1 RI.2.5 RI.2.7
Describe how digestion happens and the role of teeth in the digestive process by describing the connection between a series of scientific ideas or concepts.
RI.2.3 RI.2.7
Describe what happens once food enters your mouth by describing the connection between a series of scientific ideas or concepts.
Describe what happens after food leaves the stomach by describing the connection between a series of scientific ideas or concepts.
Writing
Construct better and more informative sentences by using question words to add more details.
L.2.1.e L.2.1.f
Explain what things can go wrong during digestion and why by describing the connection between a series of scientific ideas or concepts.
Writing – 3 days
Explain and reteach what happens to a piece of food as it travels through the digestive system by writing a well-structured paragraph that describes the connection between a series of scientific ideas or concepts.
RI.2.3 RI.2.7 W.2.2 W.2.5
Describe what happens in the urinary system by describing the connection between a series of scientific ideas or concepts.
Describe how the bladder works and why by describing the connection between a series of scientific ideas or concepts.
Writing – 2 days
Write a paragraph and create a poster that describes the urinary system by writing a well-structured paragraph that describes the connection between scientific concepts.
RI.2.3 RI.2.5 W.2.2 W.2.5
Describe carbohydrates, protein, fat, and vitamins and minerals and why they are important for keeping your body healthy by describing the connection between a series of scientific ideas or concepts.
RI.2.3
Explain why the author says, “You need a variety of foods to keep your body in peak working condition” by describing the connection between a series of scientific ideas or concepts.
RI.2.3 RI.2.5 RI.2.7
Explain the different parts of a food label and explain if a food is nutritious by analyzing and explaining specific images in a text.
RI.2.7
Project – 2 days
RI.2.1 RI.2.3 SL.2.5 W.2.2
Debate and defend unit essential questions by stating a claim and then supporting the claim with evidence from the entire unit.
SL.2.1 SL.2.2 SL.2.3 SL.2.6
Writing – 4 days
Design a way to get more nutritious foods to families and write a letter to your mayor to convince them to adopt your idea.
L.2.2.b RI.2.2 RI.2.6 W.2.1 W.2.5 W.2.8
Assessment
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