Lesson Plan Template

Unit Author
Mrs. Vani Savitri
First and Last Name:
Mrs. Uma C
School Name: The Hyderabad Public School
School City: Hyderabad
School State: Andhra Pradesh

If your Project Portfolio is chosen to be uploaded to the Intel®

Teach to the Future database or used as a sample in future Yes No
materials, do you want your name displayed as the author?

Unit Overview
Lesson Plan Title: Journey through the Magic Machine
Curriculum-Framing Questions
Essential Question How can I learn to care?
Why do we need food?
Unit Questions How can I remain healthy always?

1. What is the Digestive System?

2. List out the different parts of a digestive
system and explain the functioning of
each part.
3. Explain the process of Digestion.
4. What is food?
Content Questions
5. How does food keep us healthy and fit?
6. What are the different food types and their
nutritive value?
7. Explain the relation between food and
energy?
8. What is a balanced diet and its role in
good health?
Lesson Summary:

INTEL® TEACH TO THE FUTURE

with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 1
 Following this, they are guided to create a multimedia presentation – in an
autobiographical form - depicting the different changes that the food
undergoes during the process of digestion. This is followed by a field visit
to a food supermarket where they can observe and record the different
food items, food sources, vegetables and fruits. They also record items of
food preparations from the café where they have a snack. Students study
their own health, and nutrition needs as they develop a menu of healthy
and appealing foods for the forthcoming food festival in their school. They
compare the nutritional values of their menu to that of a typical fast-food
restaurant. They are then guided to create an attractive brochure
highlighting all kinds of food. Further, they will observe and record their
food habits for a period of one week and conduct inter group comparisons
for the same. They will represent their findings through a website and also
discuss the concept of a Balanced diet and important food nutrients which
will help them answer the essential question “How can I learn to care?”

Subject Area(s): Click box(es) of the subject(s) that your lesson targets
Mathematics Science Art:
Economics Regional Language Commerce:
Statistics Physical Education Other:
Business Administration Computer Science Other:
Music Environmental Studies
Language Arts Home Science
Social Studies
Class: Click box(es) of the grade level(s) that your lesson targets
Junior Kindergarten Senior Kindergarten 9-10
1-4 5-8
11-12 Resource
Gifted and Talented Others:

INTEL® TEACH TO THE FUTURE

with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 2
 School Examination Board Guidelines:
Science:
Food, classification of food – nutrients of food – process of digestion – importance of a
balanced diet. Conducting experiments, observing, recording and drawing conclusions.
Mathematics/inquiry/research.
Addition, basic comparative analysis, graphs.
Language:
Drama; Spelling, writing reports, essay.
Technical skills.
The student demonstrates knowledge and appropriate use of hardware components,
software programs, and their connections as he develops various projects using
technology based tools.
Information acquisition.
The student uses a variety of strategies to acquire information from electronic resources,
with appropriate supervision.
Student Objectives and Learning Outcomes:

INTEL® TEACH TO THE FUTURE

with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 3
 The Student Multimedia objectives:
1) To recall (through the enactment of the drama) and label the various organs of the
digestive system and show their functions.
2) Illustrate entire process of Digestion.
3) To be able to support his learning of food losing its original form and shape.
4) To be able to relate to the idea that food gives us energy, keeps us fit and healthy and
helps us to grow.
5) To be able to choose an ideal diet plan for himself.

Student Publisher Objectives:

1) Recognize the different types of foods, both vegetarian and non-vegetarian.
2) Identify in general the different components of each food item.
3) Develop awareness of factors that influence food choices, and reflect on their own
eating patterns.
4) Develop editorial skills.
Student Website Objectives:
1) Recognize the difference in food habits.
2) Identify the general trend of food habits among their classmates.
3) Observe, record and draw inferences from the survey on daily food intake. Also
express findings of comparative analyses draw graphs and inferences.
Understand the importance of a Balanced diet and the role of nutrients in good health.
Recognize the difference in food habits.
1. Identify the general trend of food habits among their classmates.
2. Observe, record and draw inferences from the survey on daily food intake. Also
express findings of comparative analyses draw graphs and inferences.
3. Understand the importance of a Balanced diet, the role of nutrients in good health and
learn good eating habits.
4. Observe, record and draw inferences from their daily food routine.
5. Understand the importance of good food habits.

Procedures:

INTEL® TEACH TO THE FUTURE

with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 4
 Introduction –
Begin the lesson in the classroom with the question” What do you think
happened to the breakfast that you had this morning? Promote a discussion
about what happens to the food they eat, record prior knowledge, interesting
ideas, questions that arise, and possible avenues for answering questions.
Introduce and explain the project using the teacher’s introductory
presentation of the lesson and the different tasks that needs to be
undertaken by the students.

During the next session bring forth the creative instinct by adopting the art of
drama for understanding the process of Digestion.
Division of students into 6 groups, with 5 in each group. Each group will
have one resource student, 4 average students and one gifted student who
will also be the group leader.
Arrange for Material: Make large cut outs of each of the organs involved in
the digestive process, namely food, teeth, esophagus, stomach, small
intestine and large intestine. Arrange for a bag of Kellogg’s cereal, a jar of
water, green colouring, strainer, a bowl and a garbage can. Make tag names
for each of the 6 groups based on the cutouts.
Dramatization of the process of digestion: This is a hands-on activity
and during this lesson the students participate in a creative drama, which will
help to develop their understanding of the major organs of the digestive
system and how they work together. The teacher will start with a bag
containing Kellogg’s cereal. Next she will spread out the paper cut outs with
the body outline. She will brainstorm with the children about where each of
the body parts is, where they are going to go, what they remember about
them, etc. She will explain to the children that they are going to find out how
food travels through our body. The children are divided into 6 groups and
each group is given one of the following parts: 1= traveling food, 2 = teeth, 3
=oesophagus, 4= stomach, 5= small intestine, 6=large intestine. Each child
will wear tag names of his/her group. The first stop is the mouth. The
traveling food will hand the bag to the “teeth’ group. The “teeth” group will
be asked what has to be done – and, upon guidance from the teacher, will
crush the bag so that the cereal is broken into small pieces. At this point, the
teacher will add a little water to the cereal to represent saliva, which chews
food in the mouth. Next, the food bag will travel to the oesophagus group.
As the oesophagus is a long tube, the children in this group will stand very
close together with their hands over their head in the shape of an oval. The
food will now pass with the bag traveling through the long tube to the
“stomach” group. At this point, the teacher will explain that the food does
not move by itself in the esophagus, but it is pushed with the help of
muscles. At the stomach, the children in this group will stand in a circle
holding hands- the food will be placed in the middle. The teacher will add
more water to represent more of the digestive juices. The children
representing the small intestine will stand in a curvy line with linked arms.
The food will be passed through the line underneath arms going in and out.
INTEL® TEACH TO THE FUTURE
with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 5
 Approximate Time Needed:
30 - 40 days – approximately 30 periods of 45 minutes each
Prerequisite Skills:
CONCEPTUAL KNOWLEDGE:
Students should have the knowledge of the Human Body and its parts. They should be aware of
the different Systems in the human body.
LANGUAGE SKILLS:
Students should have the basic reading and writing skills like making notes, comprehending and
organizing the matter.
TECHNICAL SKILLS:
Students should have the basic computer skills like:
Basic operations on the keyboard.
Usage of mouse.
Usage of cut, copy and paste commands.
Usage of Paint program.
Browsing through the Internet.

Materials and Resources

Technology – Hardware: (Click boxes of all equipment needed)

Camera Video Camera VCR
Computer(s) Printer Other:      
Digital Camera Projection System Other:      
Tape Recorder Scanner Other:      
Internet Connection Television

Technology – Software: (Click boxes of all software needed.)

Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Printed Materials:
Supplies:
Resources:
Others:
Accommodations to support different levels of learners in your classroom
Image Processing Web Page Development
Internet Web Browser Word Processing
Multimedia Other:      
ICSE Science Text _4, World Book Encyclopedia, Book on
Human Anatomy, Hand outs and Rubrics
Pen / Pencil, worksheets for observation, rubrics, large cut
outs of each of the organs involved in the digestive process, a
bag of Kellogg’s cereal, a jar of water, green coloring, a strain,
a bowl and a garbage can, tag names for each of the 6 groups
based on the cut-outs.
MS Encarta 2000 and 2001
Www.kidfood.org-kf_cyber
A visit to the local food supermarket, “Foodworld” and to the
Foodworld Café.

INTEL® TEACH TO THE FUTURE

with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 6
 Students work in groups under the guidance of the teacher
and the peer group.
Teacher helps them with key words and give them choice in
answers to recognize the correct one. Tests like”list them” will
boost their confidence as will increase their understanding of
content. They will play an important part in drama hence
Resource Student: recognize different parts of digestive system plus their role.
While working on process of digestive system with medium of
presentation, they will create at least 2 slides. While working
on list of foods with medium of expression being the brochure,
they will identify and decide the relevant pictures .For website
work they will work on the content for benefits of balanced
diet.
Gifted students have the important role of guiding their groups
in all activities. Before the project takes off they will research
for relevant websites, identify problems that might occur and
Gifted Student: suggesting solutions too. They will be asked to submit work
plan with deadlines for their group. They will ensure accurate
recording of data in record sheets, draw comparative analysis
and graphical representation of data.
Student PowerPoint Rubric

Student Assessment: Publication Evaluation Tool

Web Page Assessment Scheme

Human Body Systems, Digestion, Digestive System, Energy,
Key Word Search:
Balanced Diet, Nutrients

INTEL® TEACH TO THE FUTURE

with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 7