Curriculum / ELA / 2nd Grade / Unit 6: Inside the Human Body / Lesson 4
ELA
Unit 6
2nd Grade
Lesson 4 of 19
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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.
Book: First Human Body Encyclopedia pp. 82 – 85
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Your friend told you that digestion happens quickly. Do you agree or disagree? If you disagree, convince your friend as to why. If you agree, explain why.
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
What is digestion?
What is physical digestion? Why does the author compare what happens with physical digestion to a food processor?
What is chemical digestion?
Pretend you eat a hamburger at 6 p.m. What happens to the food after that?
The author says, "During the course of your life, you will have two separate sets of teeth." Explain what the author means by this.
Why do we have different types of teeth? Name one type and explain why they are important.
Why are the roots of a tooth important? How are they similar to plants?
What is decay? How is decay bad for teeth?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
absorb
v.
to take in or soak up
digestive
n.
the process your body goes through to change food into a form that the body can use as energy
physical
adj.
of the body
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RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.7 — Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a 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.
L.2.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
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.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
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 3
Lesson 5
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
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
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