ALEX Lesson Plan


Digestive System Adventure

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  This lesson provided by:  
Author:Gwen Gunter
System: Butler County
School: WO Parmer Elementary School
  General Lesson Information  
Lesson Plan ID: 15973


Digestive System Adventure


During this lesson students adventure through the digestive system via the Internet. They then use their knowledge of the digestive system to create an original story about their favorite food's adventure down the digestive track.

 Associated Standards and Objectives 
Content Standard(s):
SC (5)
8. Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system.
TC2 (3-5)
8. Collect information from a variety of digital sources.
Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • ELA2015 (5)
    23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
    a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
    e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
    ELA2015 (5)
    38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
    a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]
    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]
    c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]
    d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
    e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]
    ELA2015 (5)
    39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
    a. Use punctuation to separate items in a series.* [L.5.2a]
    b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
    c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]
    d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
    e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
    SC2015 (4)
    9. Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.
    SC2015 (4)
    10. Obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

    Local/National Standards:


    Primary Learning Objective(s):

    Students will demonstrate their knowledge of the digestive system by writing a short story from the viewpoint of a favorite food traveling through the digestive system.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    61 to 90 Minutes

    Materials and Resources:


    Technology Resources Needed:

    Computer with Internet access


    Students should have studied the digestive system, be able to use the writing process to create a short story, and be able to navigate the Internet.

    1.)Begin the lesson by reviewing what students have learned about the digestive system:
    Digestion is the process that breaks down food into small molecules so that they can be absorbed and moved into the blood. From the blood, food molecules are transported across the cell membrane to be used by the cell. Unused molecules pass out of your body as wastes. Food passes through the mouth where saliva begins to break it down. Food then is pushed down the esophagus by a muscle contraction called peristalsis. Food is emptied into the stomach where more chemical digestion takes place by hydrochloric acid and enzymes break down food for the body to use it. The food is passed into the small intestines where it is absorbed by the body. The large intestine is its last stop where all of the water is absorbed.
    (How We digest)
    This site provides a simple interactive review of the digestive track.

    2.)Allow students to continue the review by visiting the following websites:
    (Human Digestive System)
    This site has many details about digestion and a diagram of the different body parts.

    (Your digestive system)
    This site gives many facts about the digestive system. Students will enjoy learning how our digestive system compares to other animals.

    This site allows students to take a guided tour of the digestive system. It also allows students to practice putting the digestive track in order.

    5.)To conclude this lesson, ask students to write a short story about the digestive track. Instruct students to write about their favorite food's journey down the digestive track. Instruct them to include all the parts of the digestive track and their functions in their story.

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

    The teacher will assess each student's story by the attached rubric.


    Students will enjoy exploring other systems of the body by assembling the body parts in this interactive activity: All System Go.



    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.