Sample Lesson Plan Using SIOP Model
Features Included: Content Objectives and Language Objectives
Language Strategies in Teaching Science and Health
Sample Lesson Plan
Grade Level: Grade 6 Core Content: Digestive System
Content Standard: Demonstrate understanding of how the major organs of the human body
work together to form organ systems.
Content Objectives: Label the parts of the digestive system.
Language Objective: Complete sentences on the function of the digestive system.
Learning Competencies: Explain how the organs of Digestive System work together. (S6LT-
II-a-b-1)
Elicit or Engage Complete the following statements:
Statement My decision before the activity
(3 minutes) 1. To identify the parts of the I believe this is
digestive system, one has to _________________.
manipulate the digestive system
model.
2. The parts of the digestive I believe this is
system are the following: mouth, _________________.
throat, esophagus, stomach, small
intestine and large intestine.
3. Each of the digestive systems I believe this is
has its own function and _________________.
significance.
Statement My decision after the activity
1. To identify the parts of the I believe this is
digestive system, one has to _________________.
manipulate the digestive system
model.
2. The parts of the digestive I believe this is
system are the following: mouth, _________________.
throat, esophagus, stomach, small
intestine and large intestine.
3. Each of the digestive system I believe this is
has its own function and _________________.
significance.
Explore Group Work:
1. Show a picture of the digestive system
(20 minutes)
Ask the following questions:
1. What is the picture about?
2. What are the organs you see?
3. What are the functions of these organs?
4. Are these organs play a great role to our
daily life? How?
2. Get something to eat from your baon. Observe what you
are doing and answer the following questions below :
What did you do with the food in your mouth?
What changes occur in the mouth?
Where does the food go from the mouth?
Into what organ will the food go from the
esophagus?
What do you think will happen to the food in
the stomach?
From the stomach where do you think the
food go?
What do you think will be the changes of the
food in the small intestine?
Explain Reporting of Output
(10 minutes) Ask the following questions:
What is digestion?
What are the organs of digestive system?
How does each organ differ from one
another?
What changes take place during digestion?
Elaborate Group 1 Paste the function or description in a sentence strip
with the pictures of each organ.
(10 minutes) Group 2 Arrange the following statements according to the
process of digestion and absorption in the body.
Number each of the steps according to the
sequence it occurs.
Group 3 Using the picture or chart of the digestive system.
Explain the changes of food as it passes from one
organ to another.
Evaluate or Fill in the blanks with the correct answer.
Extend
(12 minutes) Digestion starts in the _________. The mouth starts everything
moving in the ______________. ___________ begins to form in your
mouth. The ________ pushes a tiny bit of mushed-up food. On the way
down, the ___________ moves food from the back of your throat to the
stomach in the process of peristalsis. The _________ like a mixer,
churning and mashing together all the small balls of food. The
___________ breaks down the food mixture even more so your body can
absorb all the vitamins, minerals, proteins, carbohydrates, and fats.
Directions: Complete the following:
I know the process of digestion.
It starts ____________________________________.
Then ______________________________________.
From there, _________________________________.
And then, ___________________________________.
After that, ___________________________________.
Finally, _____________________________________.
Rubric:
Level of Performance Indicators
Needs Improvement (3 The steps are not logically
points) sequenced. Many grammatical
errors are observed.
Satisfactory (6 points) The steps are logically sequenced
but it lacks clarity. Few
grammatical errors are observed.
Very Satisfactory (8 points) The steps are logically sequenced
but it lacks clarity. No grammatical
errors are observed.
Outstanding (10 points) The steps are clearly stated and
are logically sequenced. The
statements are constructed
correctly.
