Developmental Lesson Plan

Teacher Candidate: Madison Pancher Date: Wednesday, November 3rd

Group Size: 20 students Allotted Time: 45 minutes
Grade Level: 3rd grade Subject or Topic : Digestive System

Common Core/PA Standard(s):

Standard - CC.1.2.3.G
Use information gained from text features to demonstrate understanding of a text.

Standard: 10.1.3.B
Identify and know the location and function of the major body organs and systems

Learning Targets/Objectives:

Students will be able to use nonfiction text features to write a sequenced piece by focusing on the content facts
learned from the text, “Your Amazing Digestion from Mouth through Intestine”.

Assessment Approaches: Evidence:

1. Sequencing Writing Prompts 1. Collect and review writing journals
2. Rate understanding after reading 2. Thumbs up / thumbs down
Assessment Scale:
● Rubric for writing prompt
3 2 1 Score

Sequencing Steps There are 3 There are 2 There is at least 1

separate steps separate steps step included
included included

Accuracy All 3 steps are 2 of the steps are At least one of the
accurate to the accurate to the steps is accurate
read-aloud and read-aloud and to the read-aloud
are in the correct are in the correct and out of order
order order

Transition Words Student included Students included Students did not

3 transition words 2 or less include any
in their writing transition words transition words
prompt to show in their writing in their writing
the sequence of prompt to show prompt.
steps the sequence of
steps
●
Subject Matter/Content:
● Steps and process of the digestive system
● Sequence text feature

Prerequisites:
● Understanding of what an organ and an organ system is
● Basic understanding of the 5 major organ systems previously discussed
○ Skeletal
○ Muscular
○ Digestive
 ○ Circulatory
○ Respiratory
● Difference between mechanical and chemical digestion
● Enzyme’s purpose in digestion
● How to use a Glossary to find vocabulary words in a text

Key Vocabulary:
● Stomach - a stretchy sac that runs from the end of the esophagus to the beginning of our intestines. The
stomach plays a role in breaking down food through the churning of its muscular walls.
● Large Intestine - The second part of our intestine, which stretches to about 5 feet long. This is where our
waste gets turned into feces.
● Small Intestine - The first part of our intestine, which stretches to about 20 feet long. It is where a lot of
chemical breakdown and absorption of digested food and water takes place.
● Pancreas - An organ that makes digestive enzymes and makes the hormones insulin and glucagon, which
moves glucose in and out of our body.
● Liver - A large organ that absorbs smaller molecules and rebuilds them into different carbohydrates, fats,
and proteins that our body needs.
● Bile - A substance that helps us digest fat.
● Esophagus - The tube that runs from our throat to our stomach.
● Saliva - A digestive juice that is made in the mouth. It is almost 99% water, but it also has the enzyme
salivary.
● Chyme - The watery mass that forms after our food gets digested in the stomach.
● Defecate - To release feces from the body.
Content/Facts:

Sequence of the steps within the digestion process

1. Mouth - chewing and swallowing occurs here
2. Esophagus - tube where food passes through to reach our stomachs
3. Stomach - crushes food and breaks it down into liquid chyme using strong enzymes
4. Small Intestine - Enzymes break down the remaining chyme, leaves fatty acids and sugars behind.
5. Pancreas - produces important digestive juices for our body and deliver it to our small intestine
6. Liver - produces important digestive juices for our body and deliver it to our small intestine
7. Large Intestine - chyme (liquid food) becomes solid waste using bacteria
8. Waste gets excreted from our bodies when there are no nutrients left for our body to use
Introduction/Activating/Launch Strategies:
● “Good Morning 3rd grade, the past few days we have been learning about a very important body system
called the digestive system. Today we are going to work on our writing skills by showing how much
we’ve already learned this week.”
● “The text feature that we are going to focus on today and for the next few days is sequence. Does anyone
have any ideas what sequence means?”
● “Sequence is the order of events as they happen, so if I were to tell you all the sequence of events that
took place for me to get to class today, I would start from the beginning of me driving to kutztown
university, then driving around the parking lot to find an empty spot, then I got out of my car and walked
up the side steps, then I had to climb another flight of stairs to get to the second floor before I finally
walked into our classroom.”
● Sequence is important in our reading so we, as readers, know the order of what’s happening. Authors use
sequence because it is much easier to follow as readers.”
● While we are reading our story today, I want you all to pay close attention to the sequence, or the order
of steps of the digestion process as we review.”
● “Before we start with the read-aloud, we’re going to do a quick review to refresh your brains from the
past two days.”
● Pull up kahoot review game and allow students time to login using the code
● “I want you all to pay very close attention when we are listening to and answering these questions
because some of these questions might be very similar to our end-of-unit test next week.” *wink wink*
● Go through all 5 questions and review answers if students need additional review.
● https://create.kahoot.it/share/digestive-system/2af3b06b-21d0-4734-a47f-80a73095784f
Development/Teaching Approaches
● “To help us learn more about the step-by-step process of our digestive system, we are going to be
reading the book, “Your Amazing Digestion from Stomach through Intestine”.
● While we read about how our food passes from organ to organ and what happens to it as it does pass
through our body, you guys are going to be using the sensory bags at your table to move the “food” from
organ to organ. This is going to help us understand the sequence of steps as we read.”
● “Another thing I want you all to look out for are transition words as we read. Transition words are words
like “next”, “then”, “first”, “second”, and “finally”. These words signal to us that a new event is going to
be coming in the text very soon.
● Read Aloud - Your Amazing Digestion from stomach through intestine
● Pg. 8 & 9 - “So even though our mouth is not technically an organ in our digestive system, it is where
digestion starts. This is that mechanical digestion we talked about in yesterday’s lesson. Our saliva, or
the spit in our mouth is primarily water, but there is a very teeny tiny part of the saliva that is an enzyme.
This helps us begin to break down the food before it enters our stomach as well.”
● “We also know that this is where digestion starts because of some transition words on this page like
''begins” and ''starts”.
● Instruct students to move the “food” in their sensory bags to start at the mouth.
● Pg. 10 - “Inside our stomach is where that chemical digestion begins. Does anyone remember what that
chemical was called that we talked about yesterday that allows our organs to break down our food from
larger pieces to smaller pieces? They were called enzymes.”
● Instruct students to move the “food” in their sensory bags down the esophagus (throat) and into the
stomach, then into the small intestine (the longer chain of intestine) as you read. Walk around to see if all
of the small groups are following along with the book.
● Pg. 13 - “Our pancreas and liver never come in direct contact with the food we eat. But, they do play
another important role. Did anyone hear what these two organs do for our digestive system? Right, they
both create important digestive mixes (or enzymes) and deliver it to our small intestine.
● Instruct students not to move the “food in their sensory bags, but instead point to the two organs that are
the pancreas and the liver.
● Ask students if they heard any transition words while reading this page (first, then, and final)
● Pg. 16 - “The very last step of our digestive process is the large intestine. This is where that broken down
food (or chyme) gets turned into waste (or our human poop). Scientists don’t call poop, poop like we do.
They have a more official term for it and they call it feces.”
● Instruct students to move the “food” in their sensory bags through the shorter string of intestines, or the
large intestine.
● Pg. 75 - “After reading that book on digestion I want to talk about the good things our digestive system
does for our bodies.
○ Pulls energy from the food we eat and delivers it to our body to use
○ Pulls out nutrients, vitamins, and minerals from the food we eat
○ Moves out things that aren’t helpful to our body (gases, food wastes, or nasty bugs)
● “Now that we’ve read that book, how do we feel about our knowledge of the digestive system. I want to
see how confident you all feel, so give me a thumbs up to the ceiling if you feel great about what we’ve
learned so far, give me a sideways thumb if you still feel shaky on some parts, and give me a thumbs
down if you feel lost right now.”
● Formative Assessment - Student responses- rate understanding after reading
● “Okay, we are going to play a quick game called fact or fiction to teach us even more about our digestive
system. I’m going to show you a slide on the front board with a statement on it. It’s your job to decide as
a class if you think this statement is true (fact) or if Miss Pancher probably made it up herself (fiction).
Ready to begin?”
● Google Slides Presentation link
● “Now that we reviewed the digestive system while reading, we’re going to be working on our writing
skills. What was that important text feature I told you all about at the beginning of our lesson”
● “Sequence, and we know that sequence is the order of events as they happen. Why do you all think
sequence is so important to something like our digestive system?”
● On your tables there are little cups with pieces of paper inside. I want everyone at the tables to pick out
THREE papers each from their cups.”
 ● “Once you pick out your three papers you can unfold them and see what you got. Those three pieces of
paper are going to be the building blocks that you use to practice how to sequence.
● “When we write a story we use the text feature of sequence to help us write. We also use sequence when
we’re talking about step-by-step processes, like our body systems in science. Your job is to take the three
steps that you picked from your papers and to put them in the correct sequence order.”
● “I’ll show you my example, so my three words that I picked were large intestine, esophagus, and
stomach. I put my steps in the correct sequence order of esophagus, stomach, and then large intestine.”
● “Another important part of the sequence is including transition words to show where we move from
step-to-step.”
○ Examples - first, next, then, finally, lastly
● “I included a transition word in each step of my story. If you are unsure of what transition word to use,
you can always refer back to the anchor chart we made earlier today. We know that there is always a
beginning, middle, and end to every story and there are transition words that can be used for all of
those.”
● Show students an example worksheet on the front board to model expectations
● “You all have your three steps to work with already. 3rd grade, what do you think we should do if we’re
not sure about what the right sequence order is?”
● “If you get stuck and you’re not sure if you put them in the correct sequence order, you can always use
the glossary from the back of the book to help you remember what each vocabulary word is. Every table
has a glossary on their tables and if you need a reminder of how to use a glossary, you can always look
back on the anchor chart we made last week.”
● “Go ahead and get started by putting your steps in sequence order first, and I’ll be around to answer any
questions or help in any way I can.”

Closure/Summarizing Strategies:
● “We’re going to come back together quickly as a whole group. Great job today everyone, thank you for
being such good listeners during our read-aloud. Tomorrow, we are going to be looking at the food that
goes into our bodies and through our digestive system.”
● “Would anyone like to share one thing they learned from today’s lesson, or something you enjoyed
doing?”
● If you finished your writing activity go ahead and put it on the front table for me. If you need more time,
just hold onto it!”

Accommodations/Differentiation:
● Student with a V.I
○ Read through all answer options for the kahoot game with color options as well
○ Preferential seating closest to the teacher during the read-aloud portion of the lesson
○ Enlarged writing prompt worksheet

Materials/Resources:
● Settle, J. (2019). “Your Amazing Digestion from mouth through intestine”. Bjorkman, S. Atheneum
Books for Young Readers.
● https://www.amazon.com/Amazing-Digestion-Mouth-through-Intestine/dp/1481486888
● Sensory bags for each table during read-aloud
● https://www.pdesas.org/standard/
● Google Slides Presentation
● Student Worksheet for sequencing writing prompt
●

● Anchor charts for sequence and glossary

●
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts