Health Education Lesson Plan Template

Descriptive Information
Skill Emphasis (NHES): Core Concepts
Grade Level: 9
Content Area of Health: Nutrition
Content Descriptor & Sub-Descriptor(s):
1. Healthful Eating
1.3 Benefits of consuming more water, fruits, vegetables, grains and calciumrich foods
Title of Lesson:

Destination Digestion

PA Standard (Health & PE):

10.1.9B: Analyze the interdependence existing among the body systems
Digestive tract absorbing nutrients
10.2.9B: Analyze the relationship between health-related information and
adolescent consumer choices
Fiber helps digestive tract
Curricular Connections:

Horticulture

Adolescent Risk Behavior (if applicable): Malnutrition and obesity

Behavioral Objective(s)
Cognitive: During the lesson, students will be able to fill out their helpful
notes and digestive tract body diagram by listening to the lecture and
PowerPoint given by the teacher.
Cognitive: At the end of class, the students will complete an exit slip based
on the movie Super-Size me by writing a paragraph explaining the changes
in the schools or fast food restaurants to become a healthier Nation.
Affective: After the lesson, the students will be able to take care of their
planted seeds at home by following the guidelines on the handout.
Skill-Based: During the in-class activity, students will be able to demonstrate
their knowledge of the digestive tract by creating an amusement park based
off of the digestive system.
Brief Outline of Todays Lesson
1

1. Introduction
2. Bell Ringer
a. Planting Seeds out of recyclable containers
3. Content and Instructional Strategies
a. Digestion Tract
b. Digestion Diagram
4. In-Class Learning Activity
a. Destination Digestion
5. Learning Activity Rubric
a. Description of Assessment
b. Content and skills criteria
c. Analytical Rubric
6. Exit Slip
a. One paragraph explaining the differences fast food
Restaurants are making today to become healthier.
7. Conclusion
8. Classroom Management and Materials
Expanded Outline of Todays Lesson
1.Introduction to the Lesson (Set Induction):
Good morning class. Most of you were wondering why we need the nutrients
that we learned about in class and how our body absorbs these nutrients.
Today is your lucky day, we are going to be talking about how our body
absorbs those important nutrients through a process called digestion. Also to
tie the movie, Super-Size Me, into the lesson, we will be planting our own
Tomatoes, spinach or lettuce seeds in our recyclable products. Fast food
restaurants are cheap and fast this is what appeals to most Americans. Today
I am going to show you that planting your own fruits and vegetables can be
just as cheap and convenient as fast foods.
2.Bell Ringer (Instant Activity):
Planting Seeds
Students had homework over the weekend to bring in their own recyclable
product that will act as a pot to plant their seeds in. In case some students
didnt bring in pots, bring in plastic cups, also bring in potting soil and seeds.
As soon as students come into the classroom have them get their pots out
and decorate them by putting their name on it and putting their own
creativity into their pots. While finishing the movie super-size me allow
students one at a time to go retrieve potting soil in their pots and allow them
to pick out a seed of their choice. Once the student goes back to their seat
the student to the right of them will then go. Once the movie is over and
everyone has their seeds and pots. Show the students how to plant their
seeds, by placing the tip of their pencil in the soil to create a hole about half
2

an inch deep. Place the seed in the hole and cover it up with the soil. The
students will then place the seeds on the windowsill of the classroom until
the class is over. The teacher will also hand out a worksheet explaining to the
students how to care for their plant inside their home.
3.Content & Instructional Strategies:
Digestion (lecture, question and answer)
I.
What is Digestion?
a. A persons capacity to breakdown food into substances that
can be used by the body
b. Digestion breaks down foods and turns them into nutrients
i. Question: What are the 6 nutrients we went over in
Class?
1. Carbohydrates
2. Proteins
3. Fat
4. Minerals
5. Vitamins
6. Water
c. Two types of digestion mechanical and chemical
i. Mechanical Digestion: Occurs in the mouth where the
food is physically broken down
ii. Chemical Digestion: Occurs in the gastrointestinal
tract where when the food is broken down into even
smaller molecules by digestive enzymes
II.
Two types of Organs in GI tract
a. Hollow: Mouth, esophagus, stomach, small intestine and
large intestine, rectum and anus.
b. Solid: Liver, pancreas and gallbladder
III.

IV.

V.

Mouth
a. The digestive system starts at the mouth through
Mechanical digestion
b. The food enters the mouth and is chewed up to break the
food down into smaller pieces
Salivary Glands
a. Secrete saliva to moisten the food to help it move down
the esophagus into the stomach
b. Saliva also contains an enzyme that starts to break down
the starches in foods
Esophagus
a. The food is then swallowed and moves through a tube
called the esophagus
3

VI.

VII.

VIII.

IX.

b. Passes food from the mouth to the stomach

c. AN involuntary process controlled by the esophagus and
brain
d. A sphincter connects the stomach and esophagus allowing
food to pass through
i. As food approaches the closed sphincter relaxes it
muscles and passes the food to the stomach
Stomach
a. In humans food is stored in the stomach for 1-2 hours
b. The muscle of the lower stomach mixes the food and liquid
with digestive juices
c. This is where proteins in the food are broken down
d. Gastric juice comprises of pepsin and hydrochloric acid
i. These are damaging to the stomach so mucus is
secreted to line the stomach to protect it from these
substances
e. The food turns in chime then slowly enters the small
intestines.
Small Intestine (Where the magic happens)
a. Made up of three segments
i. Duodenum
ii. Jejunum
iii. Ileum
b. 22 feet long
c. Contents start out semi-solid and end in a liquid form
d. Breaks down the food using enzymes released by the
pancreas and liver.
e. This is the place where nutrients are absorbed into the
body
i. The walls of the small intestine absorb the digested
nutrients into the bloodstream
ii. The blood delivers the nutrients to the rest of the
body
Pancreas
a. Secretes pancreatic juices to the (duodenum) small
intestine to help break food down
b. Helps break down proteins, fats and carbohydrates
(macronutrients)
c. Also makes insulin secreting it into the bloodstream to
metabolize sugar
Liver
a. Secretes bile into the small intestine to help digest fats
b. Processes nutrients absorbed from the small intestine.
i. Takes raw materials absorbed by the intestines and
makes the chemicals the body needs to function
4

X.

XI.

XII.

XIII.

Gallbladder
a. Stores and concentrates bile, then releases it into the
duodenum to help absorb and digest fats
b. You are able to live without your gallbladder
i. Example: Aunt had gallbladder stones and removed
whole gallbladder
Large Intestine (colon)
a. 6 feet long
b. Made up of the cecum, ascending colon, transverse colon,
descending colon and the sigmoid colon.
c. Connects the small intestine to the rectum
d. Waste enters as a liquid and ends in a solid form
e. Responsible for processing waste so that emptying the
bowels is easy and convenient.
f. Usually takes stool about 36 hours to pass through the
colon
g. The stool itself is mostly food debris and bacteria.
i. Bacteria performs several functions such as:
1. Synthesizing various vitamins
2. Processing waste products and food particles
3. Protecting against harmful bacteria
Rectum
a. Connects colon to anus
b. Once the waste is passed to the rectum it is ready to be
evacuated from the body
c. Messages are sent to the brain allowing the sphincter to
contract or release
Anus
a. Last part of the digestive tract
b. 2 anal sphincters
i. Internal: always tight except when stool enters the
rectum.
ii. External: holds the stool until reaching a toilet, it will
then relax and allow the stool to exit the body
c. The lining of the upper anus detects if contents are liquid,
gas or solids

4. In-Class Learning Activity(ies):

Destination Digestion (Core Concepts)
The creators of a new amusement park Destination Digestion located in
Nashville, Tennessee has come to you to create their new amusement park.
This is going to be a water park and a regular amusement park combined. To
go with their digestion themed amusement park, you need to create rides
5

and restaurants that represent the 11 organs that consist of the digestive
tract.
The creators will need;
A map of the created theme park labeling where each ride or
restaurant is (can look like a human body or you can create your
own landscape)
o This can be on a poster board or virtual map
A description of each ride or restaurant explaining in one
paragraph each, including but not limited too;
o The ride/restaurant name
o What the ride/restaurant does or cooks and how long it
lasts
o Which part/s of the digestive tract the restaurant/ride
reflects
o The age and height requirements
How much the amusement park will cost to build

How much tickets will cost for children, adults and seniors
The creators are looking for creativeness and correct information
relating to the digestive tract.
Once finished the builders will present their amusement park to the board of
Destination Digestion at State College High School, South Building, Room
104. Each group of partners will create a station representing and presenting
their amusement park for a round-a-bout show and tell.
This project will be scored using the analytical rubric found in the
assessment section based on core concept knowledge and additional
criteria/characteristics.
5. In-Class Learning Activity Assessment-Description & Criteria
An analytical rubric will be used to grade the activity
Destination Digestion on content (core concepts) and other
criteria.
Students must include content on the digestive system/tract on
their maps and ride/restaurant descriptions must be accurate,
comprehensive, show relationships between concepts and draw
conclusions. The core concepts criteria on the analytical rubric
below will be used to assess the content portion of the activity.
Additional criteria are characteristics of the activity that are not
content or skill-related. This criterion includes: Creativity, a map
of the amusement park, a paragraph description of the
rides/restaurants including the four parts included in the
instructions, all parts of the digestive tract were used and station
presentation.
6

 Score the Destination Digestion activity using the following

core concepts criteria, additional criteria and analytical rubric.
CORE CONCEPTS
o Accuracy
o Comprehensiveness
o Relationships Among Concepts
o Conclusions Drawn
ADDITIONAL CRITERIA
o Creativity
o The Amusement Park Map
o Paragraph descriptions of each ride/restaurant including
the 4 parts
o All parts of the digestive tract were used
o Station Presentation
ANALYTICAL RUBRIC FOR THE LEARNING ACTIVITY Destination
Digestion
6. Final Thoughts/Conclusion to the Lesson
Exit Slip:
Get out a piece of paper or get a piece of paper from the back cupboard. You
have 5 minutes to write down a paragraph explaining the changes from the
movie Super-Size Me to now.
Changes with the fattest state in America?
Changes with school Lunches
Changes the fast food industry has made to make their food
healthier
Changes the fast food industry has made to inform the
costumers on nutrition facts of their foods
When students are done with their paragraph have them put their pencil
down and flip their papers over to indicate they are done. The teacher will
come around and collect papers. Once everyone in the class is done they are
allowed to pack up and line up at the door.
What is the first part of the digestive tract?
Whats the last part of the digestive tract?
What part of the digestive tract absorbs the nutrients?
You did a great job today class. Next class you will have the class period to
complete your amusement park, then we will be presenting them next week
some time. Have a great day.
7. Classroom Management & Materials
Classroom Materials
7

o Handouts/Worksheets: digestive diagram, how to

maintain your seed/plant, note worksheets, activity
rubric and directions
o Other Materials: pots, soil, seeds, desk covers,
markers, computers, poster boards, colored pencils,
scissors, glue sticks, PowerPoint, pencils
Classroom Management
o For Content Delivery: The students will sit in their normal
seats during the lecture and instructions.
o For In-Class Learning Activity: The students will be paired
up based on their learning styles inventory
index card from the beginning of the school
year. They will be able to sit together to come
up with their amusement parks.
Content References
Mandal, A. (2009, December 2). What is Digestion? Retrieved October 3,
2015, from http://www.news-medical.net/health/What-isDigestion.aspx
The Structure and Functions of the Digestive System. (2013, August 17).
Retrieved October 3, 2015, from
https://my.clevelandclinic.org/health/ns_overview/hic-the-structureand-function-of-the-digestive-system
Your Digestive System and How It Works. (2013, September 18). Retrieved
October 3, 2015, from
http://www.niddk.nih.gov/health-information/healthtopics/Anatomy/your-digestive-system/Pages/anatomy.aspx
Activity Reference(s)
Dincher, M. (2015, October 6). The Digestive Tract. Lecture presented at
State College High School 9th Grade Health in State College High School,
State College.
Appendices

Guideline to Keep your

Seedling Alive
9

1. Keep the seedling in a well light area (best place would

be on a window sill
or by a window
with other light
sources)
2. Along with a well
light area, keep
your seedling in a
warm area
(seedlings grow
the best around 70
degrees)
3. Keep the soil moistened, try to spray the plant/soil with
water daily.
4. Once the plant gets big eough you are able to water the
seeds.

10

11

Destination Digestion Instructions

The creators of a new amusement park Destination Digestion located
in Nashville, Tennessee has come to you to create their new amusement
park. This is going to be a water park and a regular amusement park
combined. To go with their digestion themed amusement park, you need
to create rides and restaurants that represent the 11 organs that
consist of the digestive tract.
The creators need;
A map of the created theme park labeling where each ride
or restaurant is (can look like a human body or you can
create your own landscape)
o This can be on a poster board or virtual map
A description of each ride or restaurant explaining in one
paragraph for each ride or restaurant, including but not
limited too;
o The ride/restaurant name
o What the ride/restaurant does or cooks and how long
it lasts
o Which part/s of the digestive tract the
restaurant/ride reflects
o The age and height requirements
How much the amusement park will cost to build
How much tickets will cost for children, adults and seniors
The creators are looking for creativeness and correct
information relating to the digestive tract.
Remember: All parts of the Digestive Tract must be used!
Once finished you will present your amusement park to the board of
Destination Digestion at State College High School, South Building,
Room 104 during a round-a-bout show. Each group of partners will
create a station representing and presenting their amusement park.

12

Grading Assessment for Destination Digestion

CORE CONCEPTS
o Accuracy
o Comprehensiveness
o Relationships Among Concepts
o Conclusions Drawn
ADDITIONAL CRITERIA
o Creativity
o The Amusement Park Map
o Paragraph descriptions of each ride/restaurant including the 4
parts
o All parts of digestive tract were used
o Station Presentation

13

Analytical Rubric for the Learning Activity Destination Digestion

Parameter
4
3
2
1-0
Content (Core
Concepts)

The response is
Complex, accurate,
and comprehensive,
showing breadth
and depth of
information;
relationships are
described and
conclusions drawn

The response
Identifies
Relationships between
Two or more health
Concepts; there is
Some breadth of
Information, although
There may be minor
inaccuracies

The response
Represents some
Accurate information
About the
Relationships
Between health
Concepts, but the
Response is
Incomplete and there
Are some inaccuracies

The response
Addresses the
Assigned task but
Provides little
Or no accurate
Information
About the
Relationships between
Health concepts

Creativity

The amusement park

Is creative and
Were able to turn the
digestive system
Into an amusement
park

Partners used some

Creativity but the
Map looks just like
Body but used creative
Names for the rides
Or restaurants

Partners used little

Creativity, the
Amusement park was
Shaped like the body
And the rides or
Restaurants were
Named after organs

The partners showed

Little or no
Creativity for the
Amusement park

Amusement
Park
Map

Partners drew or
Virtually made a map
Showing where each
Ride or restaurant
Was with labels

Partners drew or
Virtually made a map
Showing rides and
Restaurants but
Forgot labels

Partner drew or
Virtually made a map
Showing rides
But forgot labels and
restaurants

Partners did not

Make a map
Or just printed
Out a map of an
Already existing
Amusement park

1 Paragraph for
Each ride
Or restaurant

Partners wrote down

A full paragraph for
Each ride/restaurant

Partners wrote three

Sentences for each
Ride/restaurant

Partners wrote a
Paragraph for some
Of the rides and
Restaurants but not
All of them

Partners wrote one

Paragraph for one
Ride/restaurant or
One paragraph for
Whole amusement
park

Used all parts

Of digestive
tract

All of the digestive

Organs were used in
The amusement
Park correctly

All of the digestive

Organs were used in
The amusement
Park but some of the
Parts werent used
correctly

Some of the digestive Little or no digestive

Organs were used in
Parts were used in
The amusement park The amusement park
With some incorrect
Explanations

Presentation

The partners set up

A station to present
Amusement park to
Class. Visually
Appealing

The partners set

Up a station to
Present but it wasnt
Visually appealing

Partners set up
A station to present
But it wasnt organized
And was missing a
Few elements

14

Partners did not set

Up a station to
Present their
Amusement
park

GRADING ASSESSMENT FORM: Destination

Digestion
____/ 8 points: Content (Core Concepts) Accuracy and Comprehensiveness
____/ 8 points: Creativity
____/ 8 points: Amusement Park Map
____/ 8 points: One Paragraph per each ride/restaurant
____/ 8 points: All parts of Digestive Tract Used
____/ 8 points: Presentation

____/ 48 total points

15