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Primary Subject Area: Science |
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Grade Level: 3 - 4
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Overview:
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The students will discover cause/effect relationships concerning the digestive system. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1 classroom period (50 minutes) |
Content Standards:
- Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Benchmarks:
- SI-E-A1
asking appropriate questions about organisms and events in the environment; (1,3)- SI-E-B6
reviewing and asking questions about the results of investigations. (1,3,4)- LS-E-A5
locating major human body organs and describing their functions; (1,4)- LS-E-A6
recognizing the food groups necessary to maintain a healthy body. (1,2,4,5)
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Grade-Level Expectations (GLEs):
- Grade 3
2.
Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations
(SI-E-A1)
40.
Explain how the organs of the digestive system function
(LS-E-A5)
42.
Describe the relationship between eating habits and maintaining a healthy body
(LS-E-A6)
43.
Identify a meal that includes representatives from each group of the food pyramid
(LS-E-A6) - Grade 4
2.
Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations
(SI-E-A1)
21.
Use evidence from previous investigations to ask additional questions and to initiate further explorations
(SI-E-B6)
42.
Describe how the organs of the circulatory and respiratory systems function
(LS-E-A5)
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Interdisciplinary Connections:
- English/Language Arts : Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. - English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Evaluate electronic information for accuracy, relevance, appropriateness, comprehensiveness, and bias.
( 2, 4, 5 )
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Objectives:
Using the human digestive system as an example, the students will - discuss the process of digestion,
- identify digestion upsets,
- identify cause/effect relationships through group discussions, and
- complete cause/effect relationship charts.
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Lesson Materials and Resources:
- Resource books on digestion from the library
- Materials found in the reproducible section
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Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
Websites:
•Yuckiest Web Site
yucky.kids.discovery.com
Other:
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Background Information:
The students should have a basic knowledge of using the internet for research and creating graphic organizers. The students should have an understanding of the functions of the digestive system. |
Lesson Procedures:
- Brainstorm thoughts on the purpose of the digestive system.
- The students will review the human digestive system by either researching the topic in the library or visiting the section on digestion at the Yuckiest Web site.
- As the teacher reads "The Amazing Food Tube Story," students will fill in the "Amazing Food Tube Activity Sheet."
- Generate discussion on some things that may cause problems with the digestive system. Identify that a cause is what makes something happen and an effect is what happens.
- Model the process for completing the "The Digestive Upsets Activity Sheet." Ask the students to work in groups to identify the causes, effects, or solutions to digestive upsets.
- Allow groups to share their findings.
- The students will suggest additional entries to their charts: for example, cause - skipping breakfast; effect - headache, stomachache; solution - eat breakfast. Students may use the Internet as a reference.
- The groups will share completed charts with the class.
- Compile the charts for a class booklet.
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Assessment Procedures:
- Use the "Digestive Upsets Answer Key" to assess student performance.
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
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Reproducible Materials:
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Explorations and Extensions:
- Students will interview health professionals to learn more about the digestive system.
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Lesson Development Resources:
- Nifty Nutrition - Grade 4, (1998) Arkansas Department of Education, National Food Service Management Institute, The University of Mississippi, University, MS.
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Reflections:
The teacher should be knowledgeable of the human digestive system. Note: The teacher should stress the importance of being aware of the dangers involved with certain food allergies. Some students may be so allergic to foods, such as peanut butter and shellfish, that simply avoiding ingesting them may not be sufficient. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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