UT Standards Academy Lesson Plan Template:
Love Your Gut! 7th Grade
Love your gut!
Grade 7 Integrated Science
Topic: Standard 3: Students will understand that the organs in an organism are
made of cells that have structures and perform specific life functions:
Objective 2: Identify and describe the function and interdependence of
various organs and tissues.
Indicator c: Relate the structure of an organ to its component parts and the
larger system of which it is a part.
GENERAL:
Summary – 3- 4 sentences
Students will engage in two interactive activities that trace movement of food
through the human body. They will learn the organs involved in the digestive system
and how they function individually as well as interdependently. Students will
communicate their understanding and findings through a written document.
Science Curriculum Standard Tie – Disciplinary Core Idea (K-12 Framework)
LS1.B: Growth and Development of Organisms (NGSS Disciplinary Core Idea in Life
Science)
ILO – Science and Engineering Practice (K-12 Framework)
ILO 4 Communicate Effectively Using Science Language and Reasoning.
a. Provide relevant data to support their inferences and conclusions.
(NGSS Science and Engineering Practice: Obtaining, Evaluating, and Communicating
Information)
Cross Cutting Concepts (K-12 Framework)
Structure and Function: The way in which an object or a living thing is shaped and
its substructure determine many of its properties and functions.
Math and/or ELA Curriculum Tie
ELA Writing Standard 2f: Provide a concluding statement or section that follows
from and supports the information or explanation presented.
Time Frame: Number of Class Periods – Number of Minutes
Two fourty-five (45) or one ninety (90) minute class period.
Group Size
Small groups, paired partnerships, or whole class depending on the technology
available.
Technology Tools Utilized
All Systems Go: http://sciencenetlinks.com/interactives/systems.html
Bibliography
Your Digestive System:
http://kidshealth.org/kid/cancer_center/HTBW/digestive_system.html
Love your Gut:
http://www.loveyourgut.com/games/gut_week_game.php
Key Words
Component, Function, Interdependence, Structure
INSTRUCTIONAL:
Materials – Quantity and Vendor if necessary
Background for Teachers – Website Links or Specific Content
Your Digestive System:
http://kidshealth.org/kid/cancer_center/HTBW/digestive_system.html
Love your Gut:
http://www.loveyourgut.com/games/gut_week_game.php
All Systems Go:
http://sciencenetlinks.com/interactives/systems.html
Student Prior Knowledge
Standard 3 Objective 2a: Order the levels of organization from simple to complex
(e.g. cell, tissue, organ, system, organism.)
Instructional Procedure
Teacher Preparation
Teachers will need to have access to technology for each of their students to
complete this lesson.
Pre Assessment: Have students do the, All Systems Go interactive activity. This
should take between 5-10 min.
http://sciencenetlinks.com/interactives/systems.html
Formative Assessment: Have students work through the, Love Your Guts
technology interactive. http://www.loveyourgut.com/games/gut_week_game.php
This should take about 20-30 minutes.
After having completed the Love Your Guts interactive, hand out the Gutsy Guts
graphic organizer. Put students into partnerships to discuss and fill out the Gutsy
Guts graphic organizer. (****Note: Each student will fill out their own graphic
organizer. We just want them to be able to discuss the activity and process it
verbally before writing about it). This should take about 20-25 minutes.
Performance Task
Summative Assessment: Throughout the lesson students have been introduced to
the digestive system and how the organs function independently as well as
interdependently within the system. Students have verbally discussed with another
student what they learned about the digestive system as they filled out a graphic
organizer. Having completed the Gutsy Guts graphic organizer will aid them in their
summative assessment. For the summative assessment students will now complete
a write-up based on what they learned about the digestive system.
1. Describe how the hamburger you ate for lunch travels from the clerk at the
fast food restaurant, including how it provides you with energy, until it is
flushed down the toilet the next day.
Students may use their Gutsy Guts graphic organizer to aid them in their write-up.
This should take about 20-25 minutes.
(This write-up coordinates with the ILO 4 Communicate Effectively Using Science
Language and Reasoning, as well as the NGSS Science and Engineering Practice:
Obtaining, evaluating, and communicating information).
After students have finished with their write-up, show them the following video
about digestion from start to finish. It’s AWESOME!!! You’ll be glad you did!!!
The Journey of the Digestive System: http://www.neok12.com/video/DigestiveSystem/zX570b7904765654750d557b.htm
Strategies for Diverse Learners
Use “Your Digestive System” and allow the ELL or Special Education student to use
headphones to listen and learn the parts of the digestive system.
Extensions
Digestive System (Kids Health Videos)
http://www.youtube.com/watch?v=JnzwbipJuAA
ScienceHero https://itunes.apple.com/us/app/science-heroes-1digestive/id712391869?mt=8 (Learn more about the digestive system – more detail
than is needed for 7th grade science core.)
The Journey of the Digestive System: http://www.neok12.com/video/DigestiveSystem/zX570b7904765654750d557b.htm
ASSESSMENT:
Assessment Plan
Pre-Assessment: All Systems Go – online interactive.
Formative: Gutsy Guts Graphic (see example key as well)
Summative: Select one of the following:
2. Describe how the hamburger you ate for lunch travels from the clerk at the
fast food restaurant, including how it provides you with energy, until it is
flushed down the toilet the next day.
3.
Assessment Rubric –
Need a rubric of what should be expected in the student’s written story about food
movement. Sheila before our March meeting. This will include a student’s written
response.