Curriculum / ELA / 2nd Grade / Unit 6: Inside the Human Body / Lesson 2
ELA
Unit 6
2nd Grade
Lesson 2 of 19
Jump To
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.
Book: Me and My Amazing Body by Joan Sweeney
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Identify and explain two to three different parts of the human body and why each part is important.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
Think Aloud: Watch as I determine the main topic of this section of text. First, I will read the text. (Read text aloud). After reading, I think this section is mostly about why skin is important. It tells me some details about what skin looks like and why it helps me to feel things. What did I just do as a good reader to figure out the main topic of this section?
What is a skeleton? Why is it important?
Why is your brain important?
What does blood do? How does the heart help blood do its job?
What does your stomach do? Why is it important?
Remind students that this text feature is called a diagram. A diagram is an illustration that includes labels to show you how something works. Why do you think the author included this diagram?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.2.2 — Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
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).
L.2.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.2.4 — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Lesson 1
Lesson 3
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
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
Plan a healthy and well-balanced meal by synthesizing everything learned about digestion and nutrition.
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free