• During the lesson, confer with students to determine if they understand the different roles of digestion in anatomy. This can be done by asking questions of the entire class or asking students individually.

• Have students identify features of the intestines while modeling the “intestine ribbon.”

• Place students in small groups. Assign and write three questions on the board:

• “What I found interesting was…”

• “What I think I need more help understanding is…”

• “Tonight, I’m going to share this part of the lesson with…”

Students should discuss the three questions within their group. After about 5 minutes, meet with each group. Hear their responses to each question. Take note of any sections that students indicate they need help understanding in order to tailor the lesson.

• Draw a picture of the digestive system beginning at the mouth and ending with the large intestine. Label all parts.

Digestive System Picture Scoring Rubric:

Points	Description
2	Student’s drawing shows good understanding of the digestive system. Each of the digestive system parts is in order and is correctly labeled.
1	Student’s drawing shows some understanding of the digestive system. Each of the digestive system parts is in order, but some may be labeled incorrectly.
0	Student did not understand the prompt or attempt to draw the digestive system.

Jelly Bean Activity

Hand out three to four jelly beans to each student. Ask students not to eat the jelly beans until you ask them to do so. Begin by asking students to define digestion. Have some volunteers give their definitions. Ask students to share, and you can write their responses on the board. Explain to students: “Digestion breaks down the foods that we eat, in order to get the nutrients we need for survival.” After this discussion, have students eat their jelly beans. After students have eaten the jelly beans, have them complete the Jelly Bean Worksheet (S-4-4-2_Jelly Bean Worksheet and KEY.doc).

Bread Activity

In order to complete this activity, place students into groups of four. Each group will need a resealable plastic bag, a can of soda, and a slice of bread. Tell students that they will be completing an activity that simulates what happens to the food in our stomach after we eat.

1. Have one student from each group put the slice of bread in the resealable plastic bag.
2. Have a different student from each group pour half the can of soda into the bag.
3. Have one student from each group close the bag tightly.
4. Have the last student from each group begin squeezing the bread in the bag. Encourage students to take turns squeezing the bag. This is the fun part! Direct students to watch what happens to the bread while it is being squeezed with the soda.
5. Students should squeeze the bag until the bread has completely turned into liquid.
6. After completing the activity, have students fill out the Bread Worksheet (S-4-4-2_Bread Worksheet and KEY.doc). Students can complete this worksheet individually or with their group.
7. Once students have completed the Bread Worksheet, have a class discussion about the role of the stomach in the digestive system. Inform the class that the soda acted as the digestive juices do, which is why the bread turned to liquid.

Intestine Ribbon Activity

In the following activity, students have an opportunity to make learning connections while thinking about the real length of the intestines. In advance, cut a piece of ribbon that is 60 inches long. This ribbon will serve as the model “intestine ribbon” for the large intestine. This ribbon will represent how long large intestines are once unraveled.

Show students a picture of the intestines on the following Web site http://www.dkimages.com/discover/previews/839/55011266.JPG, or display the Intestines Picture (S-4-4-2_Intestines Picture.doc).

1. Have students find a partner to work with.
2. Hand out a spool of ribbon to each pair of partners. (Some partners can share the same spool.)
3. Ask the partners to cut a piece of ribbon that they believe is equal to the real length of their intestine once it is unraveled. Students can write their names on their ribbon with a marker.
4. Once the class has finished measuring their ribbons, show them the 60-inch ribbon that you previously cut. Inform students that once you unravel the large intestine, it is that long! Use this as an opportunity to discuss the role of the intestines in the digestive system.
5. Leave the “intestine ribbon” in an area where students can still see it. Give them time to measure their ribbon against the “intestine ribbon.”

Have students write down one interesting fact that they learned about the digestive system. This allows students to revisit and reflect on what they learned. Then give students about 5 minutes to walk around the classroom and share their fact with at least five other students. When students have finished, have them go back to their seats.

Hand out two index cards to each student. Have students write down their original interesting fact on one index card. Then have students write an additional learned or interesting fact on the other index card. As students are working, take out the “intestine ribbon.” When students finish, have them staple their index cards to the “intestine ribbon.” Post the “intestine ribbon” around the room to serve as a reminder of the facts they learned about the digestive system.

Digestive System Graphic Organizer Activity

1. Print one copy of the Digestive System graphic organizer for each student from the following Web site: http://www.enchantedlearning.com/subjects/anatomy/digestive/labeleasy/). Have this Web site on your projection screen or interactive whiteboard at the beginning of the science period.
2. Review each part of the digestive system as well as its function with the class.

Check students’ learning by handing out one sticky note to each student. Ask students to write a question that they still have on the digestive system and have them place it on the chalkboard. Before closing the lesson, read the questions and have students answer as many questions as they can in the time remaining.

Flashcard Activity

1. Have students use index cards to create flashcards for the following vocabulary: mouth, esophagus, stomach, small intestine, and large intestine.
2. One side should feature the term as well as the picture. The other side should have the definition. Encourage students to use color and creativity when making their flashcards.
3. Once students have completed their flashcards, have them play Concentration in small groups.
4. Place students into small groups of three or four and have them use only one set of flashcards. (If you want to make the game more challenging and last longer, more sets of flashcards can be used.)
5. Students should take turns turning over two flashcards at a time. If the vocabulary word and definition match, then they can pick up both flashcards. Then it’s the next person’s turn.
6. Students continue to play until all the matches are picked up.
7. As students are playing, have them listen to a song about digestion on the following Web site: http://www.totally3rdgrade.com/where_will_I_go_vocabulary.html.

Digestion Video Activity

Show the class a video on digestion to wrap up the digestive system lesson. The video How the Body Works can be found at http://kidshealth.org/kid/htbw/_bfs_DSmoviesource.html.

Closing Activity

Have students take out a sheet of paper. Put students in small groups of three or four. Write the following question on the board, reading it out loud: “The digestion process makes sure we get the nutrients we need from the foods we eat every day. Why do you believe it is important to make healthy eating choices? Give some examples of healthy eating choices.” Have students discuss their ideas in the small groups for about 5 minutes. After time to discuss, have students write their responses in paragraph form.

Writing Rubric for Closing Activity:

Points	Description
2	Student fully explains the importance of making good eating choices and gives examples of healthy eating. Student has excellent use of grammar and punctuation.
1	Student shows some understanding of making good eating choices, but has a weak argument and includes few or no examples of healthy eating. Student has satisfactory use of grammar and punctuation.
0	Student did not understand the prompt or attempt to answer the prompt.

Extension:

• Schedule a doctor, nurse, or school nurse to come to the class to speak about healthy eating choices and the importance of the digestive system. Before having your speaker come, have students brainstorm appropriate questions to ask the speaker. Encourage the speaker to bring in visual props to give students a more realistic view of the digestive system.

• For further practice, have students listen to the Digestion Song, Where Will I Go? (S-4-4-2_Digestion Song.doc) and memorize key parts to assist them in making connections between anatomical structures and their functions.

• Students going above and beyond the standards can compare and contrast the mechanisms of a combustion engine and the human digestion system. They will present a one-page summary of their comparison, covering the following components:

• features (parts and anatomy)

• function

• fuel (food and gas)

• energy conversion (gas/food to heat/energy)