Curriculum / ELA / 2nd Grade / Unit 6: Inside the Human Body / Lesson 8
ELA
Unit 6
2nd Grade
Lesson 8 of 19
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Explain what things can go wrong during digestion and why by describing the connection between a series of scientific ideas or concepts.
Book: The Digestive System by Jennifer Prior pp. 22 – 29
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What things can go wrong during digestion? Describe two to three digestion problems in your response.
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
When and why might a person vomit?
What does it mean if a person feels nauseated? How do you know?
What is heartburn? How is it caused? How can you prevent heartburn?
What is an ulcer? What causes an ulcer?
What are some of the different reasons people have gas in their digestive tract? (Note: The book uses the word “track,” but this is incorrect.)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
vomit
v.
to throw up
contract
to get smaller
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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.2.5.a — Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
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 7
Lesson 9
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
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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