VIU Faculty of Education

Science Methods: The Human Body (Digestive System)

Name: Laura Rae
Grade
5
Topic
The Human Body (Digestive System)
Date
October 16th, 2014
Allotted Time
30 minutes
Cite sources used to develop this plan:
https://www.teachervision.com/body-parts/printable/55034.html?detoured=1
https://www.teachervision.com/tv/printables/TCR/0743936620_046-047_009.pdf

1. Rationale: Why is this lesson relevant at this time with these students?
-

Curricular Connection: This lesson is relevant because it is mandatory to teach life science in the grade 5
BC curriculum, I will be teaching an introduction lesson of the digestive system.
Relevance/Student Interest: It is important for students to understand how the human body works and
that we need to take care of our bodies, as this is a critical time for different experiences theyre going
through, example: puberty.

2. Provincial Learning Standards: What competencies and concepts and content does this lesson develop?
-

Competency: Ask questions and make inferences about the content and inquiry about how the digestive
system works.
Concept/Content: Life science the human body is mandatory for the grade 5 science level.
BC Curriculum PLO: describe the basic structure and function of the digestive system.

3. Assessment
Lesson Outcome
What will students learn?
-

Students will be able to

identify and accurately
list the major groups of
the digestive system in
the body (incl. the
appendix, esophagus,
small intestine, large
intestine, liver, stomach,
teeth, tongue, and
rectum).

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Last Revised: Fall 2005

Sources of Evidence
What product or action will show
what students have learned?
- Students will correctly
identify the major
digestive system parts
individually (by
themselves) first with a
crossword puzzle, then
with diagram labelling
(individually or in
groups).
- Students will show
theyre confident in
locating where the
muscle groups are while
using a puzzle and will
show knowledge of the
muscle groups while

Criteria
What will you look for in this
evidence?
- Students will be able to
name and label the 9
specific body parts (with
or without a resource)
- Students should be able
to participate in
culminating activity
(Simon says), as the
students and possibly
take the position of
Simon.
- There are two
worksheets given
(crossword puzzle, and
diagram) this will give
me a hardcopy of their

VIU Faculty of Education

playing SIMON says (Ms.

Rae says)

work so I can tell if they

completed the
assignment during class.

4. Resources, Material and Preparation: What resources, materials and preparation are required?
-

A PowerPoint presentation I created, a pencil, copies of a crossword puzzle, and diagram worksheet for
each student, and an extra fill in the blank worksheet for students who finished early.

5. Lesson Development
Introduction: How will you introduce this lesson in a manner that engages
students and activates their thinking?
-

I will introduce this lesson with a PowerPoint explaining each of the 9 body
parts of the Digestive System that we will be covering in class (incl. the
appendix, esophagus, small intestine, large intestine, liver, stomach, teeth,
tongue, and rectum). Each slide has an image of where and what each body
part does for our bodies.
Students will listen and watch the slideshow and will be given a chance to
ask questions throughout the slideshow and at the end to make sure
everything has been covered.

Teaching/Learning Sequence: What steps and activities are you going to use
to help students acquire and practice the knowledge, skills and/or attitudes
needed to meet the outcome?

After the PowerPoint I will be giving each student a handout of a crossword

puzzle that they will complete including all 9 body parts of the Digestive
System (incl. the appendix, esophagus, small intestine, large intestine, liver,
stomach, teeth, tongue, and rectum). The students will be asked to only do
the 9 body parts previously mentioned in the crossword puzzle but there are
extra in case someone finishes early. There is also a diagram of all 9 body
parts of the Digestive System, including a picture of a body and lines
representing where to put the body part names. At the bottom of the piece
of paper there is a key showing all body parts names in case some students
need extra help. These hard copies will be handed into me after the lesson
so I can assess how the kids did and if theyve completed the assignment.
At the end I will do a culminating activity of the game Simon Says by saying
Simon says, point to your liver, etc. I will name all 9 body parts of the
Digestive System randomly to see if the kids are understanding where the
parts are located as this is just an introduction lesson there will be some
leeway on expectations. For this particular lesson I went over the correct
answers of their body diagrams they previously filled out and let them hold it
as an extra guide for their culminating activity.

Pacing
6 Minutes

Closure: How will you solidify the learning that has taken place and deepen

Document1
Last Revised: Fall 2005

20 Minutes

4 Minutes

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the learning process?

-

I will have 2 hard copies of different activities that I will assess after the end
of class to make sure kids are understanding the material (crossword puzzle
and diagram fill in the blanks)
At the end of the lesson I will also be handing out a survey (attached to the
back of lesson) asking how my teaching was and if there was anything I could
improve on. Based on the kids answers, I will assess how I did and if they
liked the lesson and alter it for next time after looking at the results.

6. Accommodations (adaptations, extensions, other): How will you plan for students who have
learning/behaviour difficulties or require enrichment?
-

Structured breakdown and verbal cues for those who cannot read.
Use a buddy system or group system if someone is falling behind/not understanding the task at
hand/vision impairments.
For kids who need a little extra help, the crossword puzzle and the diagram have all 9 words of the
Digestive System (incl. the appendix, esophagus, small intestine, large intestine, liver, stomach, teeth,
tongue, and rectum) that theyre asked to label just in case they dont have them memorized or
understood yet.

Document1
Last Revised: Fall 2005