Curriculum / ELA / 2nd Grade / Unit 6: Inside the Human Body / Lesson 5
ELA
Unit 6
2nd Grade
Lesson 5 of 19
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Describe what happens once food enters your mouth by describing the connection between a series of scientific ideas or concepts.
Book: First Human Body Encyclopedia pp. 86 – 87
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe what happens once food enters your mouth. Make sure to use the words “teeth,” “saliva,” “tongue,” “enzymes,” “esophagus,” and “stomach.”
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
The author says by the time your food reaches your stomach, it is unrecognizable. What does it mean if something is unrecognizable? Why is the food unrecognizable?
Describe the surface of the tongue. Why is it that way?
What does the author teach about digestion in the section "Mouth Watering”?
What is swallowing? What does it mean that swallowing is a reflex action?
Why do stomachs have a stretchy wall? What happens in the stomach?
What is the esophagus? Why is it important?
How do the illustrations/photographs and diagrams on pages 86 and 87 help a reader better understand the different parts of digestion?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
chemical
n.
a substance that cannot be broken down without changing it into something else
swallow
v.
to cause food to go from the mouth to the stomach
saliva
liquid in your mouth that moistens food to make it easier to chew and swallow
enzymes
a substance that speeds up the breakdown of food molecules
Suggestions for teachers to help them teach this lesson
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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.2.4 — 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.2.4.b — Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
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.
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 4
Lesson 6
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 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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