TELL ME WHAT YOUR INSIDES LOOK LIKE

Designed by,
Jeanne Weiss
Hometown School, Hometown,Illinois

Introduction | Content Areas | Standards | Implementation | Resources | Entry Skills | Evaluation | Conclusion

Introduction
This unit was designed to meet the Illinois State Science Goals and Objectives for students which have an IEP, (Individual Education Program). This lesson will meet State Goal #23, Learner Standard 23.A.1, 23. B.1, and 23.A.2. It came to my attention over the last several years that most or any material available in the area of Science, was too challenging for  students who have reading levels 2-3 years below  grade level. Early elementary material was visually unappealing and not challenging enough.

• This lesson will take the children through each part of the digestive system beginning with the first organ, the mouth. Groups will travel in sequential manner to each of the 8 organs and describe in written form what the organs look like. Students will also give in written form, 2 facts about what this organ's function or job is. Students will also make a drawing of their journey and utilize math skills to estimate the size of some of the organs involved.

Curriculum Standards Illinois Learning Standards
    Web site www.isbe.state.il.us/ils/

• Will meet Illinois State Goals and Objectives for:
• Science Goal 23 Learner Objective 23.A.1, 23.B1, 23.A2
• Math Goal 7 Learner Objective 7.A1a, 7.B.1A
• Written Language Goal  3 Learner Objective 3.C.1a, 3.A.1

Implementation Overview
Students will begin this unit with a vocabulary introduction listing the 8 parts of the digestive system and their functions.  The class will benefit the most and be the most interactive if the class size does not exceed 15. Students will be supplied with a packet detailing each part of the system. Pictures with parts the different parts identified, vocabulary words, matching worksheets and digestive system mazes will be included. Inclusive in this packet as well will be the pages for their work to be displayed. Students will be supplied with sentence starters to assist then in the  correct way to construct a sentence. There will also be a page to refer to for estimation and units of measurement. Students will be engaged in this activity a minimum of 3 days per week for one quarter of school. Free time activities will be available to the class related to the digestive system.

Resources Needed

Web Sites
Scholastic http://www.scholastic.com/

Yucky Site http://www.yucky.com/

Illinois Learning Standards www.isbe.state.il.us/ils/

A.D.A.M. The Inside Story. This is a comprehensive guide to the entire anatomical system providing excellent software to supplement existing curricula. Provided in this guide are quick references, learning objectives, dilemmas to face, key terms , animated videos and a wide variety of stimulating worksheets for students. Some material may need to be adapted/modified for individual students.

ESP Publishers 1987. The Jumbo Nutrition Yearbook, Lessons 1,2,3,4,5.6,7,8

Steck-Vaughn, The Wonders of Science, THE HUMAN BODY, 1990. Units 1,2,3 inclusive

One classroom teacher is needed to implement this lesson, however, it would be very helpful to have at least one teacher's aides available to assist students when it comes to paper/pencil activities.   A field trip to the Museum of Science and Industry would be appropriate   A field trip to Be A Smart Shopper at a local Dominick's would provide valuable information about food groups and diet. Food samples and lunch are provided.

Entry Level Skills and Knowledge
Students will need prior knowledge of measurement to the nearest 1/2 inch as well as what it means to estimate length and width. Students will also need to be able to compose sentences with *capital letters and correct punctuation,  with at least 5-7 words in length.
The classroom teacher needs to be knowledgeable concerning the functions of the 8 parts of the digestive system for questions that will arise throughout the lesson. Flexibility will be necessary on the teachers part as the lesson is planned to be interactive, therefore, not a traditional way of presentation.

Evaluation
Success of this lesson will begin at the onset by observing the amount of enthusiasm the teacher and the students portray.This lesson will hopefully be very student friendly and this amount of enthusiasm should continue throughout the lesson. Students will have written 2 sentences describing what each organ looks like and 2 sentences describing how they function. Evaluation will be based on the structure of sentences and the skills listed above.*
Testing will be in the format of drawings, whereby students will utilize a word bank provided to them and be able to correctly paste the name of the organ on to the organ. This helps to avoid the paper/pencil type testing which many students dislike. Students will evaluated each other's drawings based on a rubric developed by the teacher and the students.

Conclusion
This lesson will provide students that experience some learning problems to be interactive and successful in the 3 curriculum areas listed under State Standards. This will also provide some escape type activities for both the teacher and the students.

Graphics courtesy of:  Animfactory.com