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ELED 3221
3/20/16
edTPA Indirect Instruction Lesson Plan Template
Digestive System
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Central Focus/Big Idea: The big idea of this lesson is the parts of the digestive system. This
could be taught in multiple lessons in either building up by talking about each part of the
digestive system or this could be the introduction lesson to start talking about the digestive
system.
Subject of this lesson: Digestive System
Grade Level: 5th grade
NC Essential Standard(s): 5.L.1.2 Compare the major systems of the human body (digestive,
respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions
necessary for life.
Next Generation Science Standard(s): MS-LS1-3 Use argument supported by evidence for

how the body is a system of interacting subsystems composed of groups of cells.

21st Century Skills: Critical thinking and problem solving because the students will be placing
themselves in the digestive system model and explaining why they stood there. Also
communication because the students need to communicate with each other during the activity.
Leadership and responsibility because the students will be responsible for finding their spot in
the digestive system that they got labeled.
Academic Language Demand
Language Function: I highlighted explain because the students will have to explain what
their part of the digestive system does when the food comes through. Also the students
will be asked to retell the digestive system with two different food items coming through.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: food, teeth, salivary glands, esophagus, stomach, intestine

Instructional Objective: Students will be able to tell the parts of the digestive system and what
they do. The digestive system will be displayed with labels assigned to the students and shown
through the room with the students bodies. They will show their understanding through food

going through the digestive system and will be informally evaluated based on placing themselves
in the digestive system and what they do in the system.
Prior Knowledge (student): Students have already done worksheets and watched a video on the
digestive system so will be familiar with it.
Content Knowledge (teacher): The teacher will know the digestive system, what goes where in
it, and what they do (per food idea).
Accommodations for special needs (individual and/or small group): For ELL students the
labels will be in English and Spanish and be read to the students if asked.
Materials and Technology requirements: The labels for the students, brain pop video, 23
checklists for the students, and 23 worksheets for the digestive system.
Total Estimated Time: 20-25 minutes
Source of lesson: Another 5th grade teacher let me observe her teach this lesson and I will be
teaching it in my 5th grade classroom.
Safety considerations: Watch the students as they do the lesson

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: We will start by watching a brain pop video about the digestive system and asking for
any questions. We will answer these questions as a class before and after the video to see what
the students learned: What does the digestive system do? What are the two different types of
digestion? Where does the digestive system start? What are all the big parts of the digestive
system? The teacher will hand out labels and read all of the labels to the students. The teacher
will then explain the activity to the class.
Explore: The students will keep up with a checklist for just one day about their The Basics:
Checklist for a healthy body. This checklist goes over things that should happen everyday such
as eating and sleeping, such as: Getting out of bed and stretching your muscles, eating a good
breakfast, brushing your teeth, taking vitamins, having a healthy lunch, moment of relaxation,
exercising, work out your brain, and bathing. As a class we will discuss this and things that
students didnt get that they should and why/why not. Why is it important to eat healthy meals?
Why is it good to keep your teeth clean? Why do you need a time for relaxation? Why do you
want to make sure your brain and muscles are exercising everyday? What does your digestive
system have to do with your life style? Does it change when you eat health and unhealthy items?
We will talk about these questions as a class and if less than 6/12 is done you have poor healthy,
if between 6-10 are done you have normal health, and if all 12 are done you have great health!
Explanation: The teacher will discuss the digestive system with the students. The discussion
will be started by, what kind of food do you eat usually? Is that that good for your body or not?
Do you exercise everyday? Doing what? Why do you think its important for your body to
exercise everyday? What can we do to change our everyday so we are living a more healthy life?
The students will be adding this on their checklist either on the back or next to their checklist.
This is they can keep track of their lifestyle. During the activity: Where does the teeth go and
what does it do? Where does the esophagus and what does it do? Where does the stomach go and
what does it do? Where does the liver go and what does it do? Where does the intestine go and
what does it do? Do we eat healthy breakfast lunches and dinners? If we dont what do we eat
instead and how will this go through the digestive system? This is to help the students with the
activity. The teacher will be making notes on the board of what each part of the system does and
what would be the difference between cheetos and apples going through the digestive system.
Elaborate: The students will be given the opportunity to place themselves in the digestive
system around the room. After the students are placed in the correct order for the digestive
system (this may require minimum teacher direction), then the students will talk about what each
part of the system does. The food will go through the digestive system and the students will do
what the part of their system does. The first students will be the food and they will walk through
the digestive system. The next station is the teeth, they will munch on the food as it goes

through the digestive system. Then the food will go through the salivary glands and spray water
on the food as it walks through. Then the esophagus will have their hands up over the food as it
passes through. The stomach will trap the food when they come through and be breaking down
the food more. The intestine with makes a sucking noise getting the nutrients out of the food as
they go through. The teacher will help with this as well to make sure they are doing the correct
movements for their system. The students will change if they need to what they are doing
depending on the food item. When the apple goes through the intestine will suck a lot of
nutrients out and the cheetos will barley get any nutrients out of. At the end of the lesson the
students will be given a worksheet similar to ones they have been working on in class to show
they understand the digestive system.
Evaluate: The students will be informally assessed throughout the whole lesson. The teacher
will watch the students through the whole lesson and observe who knows where they are place
and what their part of the system does. Then the students will be assessed by what each part of
the system does when the food comes through. The students will be summative assessed by their
worksheet that they need to fill out at the end of the digestive system.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: Andrea Spano Date: 3/22/16