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Digestion The Fascinating Journey
Digestion The Fascinating Journey
I. ABSTRACT
This unit gives students a fun and informative introduction to the digestive and excretory systems
and to balanced nutrition. Experiments and observations give them insight into how their bodies
work. Students apply the scientific process to many class experiments dealing with each part of
the digestive system. The hands-on activity of making a model of the digestive system also
provides a solid basis for understanding the digestion process. Activities surrounding the food
pyramid give students knowledge to make informed decisions regarding a healthful diet. The
culminating activity brings the unit to a close and provides an opportunity for assessment.
II. OVERVIEW
A. Concept Objectives
1. Students will gain a full understanding of how the digestive and excretory
systems work in their own bodies.
2. Students will learn and apply knowledge about balanced nutrition.
B. Content from the Core Knowledge Sequence
1. The Digestive and Excretory Systems
2. Taking Care of Your Body: A Healthy Diet
C. Skill Objectives
1. Students will be able to name the parts and functions of the digestive system.
2. Students will be able to name the parts and functions of the excretory system.
3. Students will be able to describe the path of food through the digestive system.
4. Students will be able to assemble a model of the digestive system.
5. Students will apply the scientific process to group experiments.
6. Students will learn the components of a balanced diet.
7. Students will be able to select a healthful daily menu using the food pyramid.
IV. RESOURCES
A. What Your Second Grader Needs to Know, E.D. Hirsch, Jr.
B. The Body Book: Easy-to-Make Hands-On Models that Teach, D.M. Silver & P.J. Wynne
C. What Happens to Your Food?, A. Smith
D. The Digestive System: A True Book, D.R. Stille
E. Pictures of food from all food groups of the food pyramid
F. Model of the digestive system
G. Poster(s) of the digestive system
H. Floor “puzzle” of the digestive system (made by the teacher) - see appendix D
V. LESSONS
VII. HANDOUTS/WORKSHEETS
A. Appendices A-D
VIII. BIBLIOGRAPHY
A. Hirsch, Jr., E. D. What Your Second Grader Needs to Know. New York: Dell
Publishing, 1991, ISBN 0-385-31027-7.
B. Rose, M. The Human Body: The Nature Company Discoveries Library. San Francisco:
Weldon Owen, 1997, ISBN 0-7835-4802-8.
C. Silver, D. M. & Wynne, P. J. The Body Book: Easy-to-Make Hands-On Models that
Teach. New York: Scholastic Professional Books, 1993, ISBN 0-590-49239-X.
D. Smith, A. What Happens to Your Food? New York: Scholastic Inc., 1997, ISBN 0-590-
97321-5.
E. Stille, D. R. The Digestive System: A True Book . New York: Children’s Press, 1997,
ISBN 0-516-26262-9.
F. Wyse, L. Make It Work! Body New York: Scholastic Inc., 1994, ISBN 0-590-14230-5.
Name__________________________________
Experiment 1 – chewing
I predict _________________________________________________________________________
________________________________________________________________________________.
I learned _________________________________________________________________________
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Experiment 2 – esophagus
I predict _________________________________________________________________________
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I learned _________________________________________________________________________
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Experiment 3 – stomach
I predict _________________________________________________________________________
________________________________________________________________________________.
I learned _________________________________________________________________________
________________________________________________________________________________.
I predict _________________________________________________________________________
________________________________________________________________________________.
I learned _________________________________________________________________________
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I predict _________________________________________________________________________
________________________________________________________________________________.
I learned _________________________________________________________________________
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I predict _________________________________________________________________________
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I learned _________________________________________________________________________
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Fruits Vegetables
2-4 servings a day 3-5 servings a day
Arrange the following in the proper order to show the correct path food takes
through the digestive system.
esophagus 1. _________________________________
stomach 2. _____________________________________________
mouth 4. _____________________________________________
rectum 5. _____________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Draw a line from the food group to the correct number of daily servings.
To make the
floor puzzle,
copy this page
onto a
transparency and
trace onto
posterboard or
fabric.
small intestine
stomach