Unit Overview

Grade Level: Grade 2 (Ages 7-8)
Duration: 2 Lessons (1 per week)
Subject Integration: Science (Biology), Art (Visual Arts), HASS (Health, Geography, and Culture)

Lesson 1: The Incredible Food Journey

Focus: The Digestive System & Healthy Eating

Materials Needed:

• A sealable plastic bag (the "stomach")
• Half a banana and a slice of bread
• A small cup of water or orange juice ("digestive juices")
• Paper plates and old grocery catalogs/magazines
• Safety scissors and glue
• Large sheet of paper for a "Body Map"

Learning Objectives:

• I can name the main parts of the digestive system (mouth, esophagus, stomach, intestines).
• I can explain why my body needs healthy food to grow.
• I can identify where different foods come from (HASS/Science connection).

1. Introduction: The "Magic Tube" Hook (10 mins)

The Hook: Ask the students: "If you eat a piece of broccoli today, where is it tomorrow?" Explain that our body is like a 30-foot long magic tube!

Objective: Today, we are going to become Food Explorers and follow a snack from the first bite to the... finish line!

2. Body: I Do, We Do, You Do (35 mins)

I Do (The Science Talk): Use the 7-year-old appropriate explanation: "Your mouth is the Masher, your esophagus is the Slide, your stomach is the Mixer, and your intestines are the Sponge that soaks up all the good energy!"

We Do (The Stomach Simulation): (Great for sensory learners!) Put the bread and banana into the plastic bag. Add a splash of juice. Let the students squeeze the bag. Prompt: "This is what your stomach does! It turns solid food into a mushy soup so your body can use the energy."

You Do (Art & HASS Activity): Students create a "Healthy Plate" collage. 1. Cut out pictures of food from catalogs. 2. Glue them onto a paper plate divided into "Always" foods and "Sometimes" foods. 3. HASS Extension: Pick one fruit or vegetable and talk about where it grows (On a tree? Under the ground? In a hot country or a cold one?).

3. Conclusion: The Digestive Recap (10 mins)

Recap: Ask students to point to their bellies and name one organ they learned about. Success Criteria: "I know I've got it if I can show you where my stomach is and name one healthy food that gives me 'superpower' energy."

Lesson 2: Five Senses Superpowers

Focus: Sensory Organs & Community Navigation

Materials Needed:

• 5 small containers for a "Smell Test" (e.g., cinnamon, lemon, coffee, peppermint, soap)
• A blindfold or a dark scarf
• A "Mystery Bag" with different textured objects (pinecone, silk scarf, LEGO brick, cotton ball)
• Drawing paper and scented markers (optional)
• Cardboard and recycled materials for "Sensory Art"

Learning Objectives:

• I can identify the five senses and the body parts that use them.
• I can describe how my senses keep me safe in my community (HASS connection).
• I can create a piece of art that uses more than just my eyes to enjoy.

1. Introduction: The Mystery Bag Hook (10 mins)

The Hook: Have one student reach into the "Mystery Bag" without looking. Ask them to describe what it feels like (bumpy, soft, cold). The Big Question: "How did your brain know what that was without using your eyes?"

2. Body: I Do, We Do, You Do (35 mins)

I Do (The Sense Map): Explain that our senses are like "Body Guards." They give us information about the world. (ASD Adaptation: Use clear visual cards for each sense: Sight, Sound, Smell, Taste, Touch).

We Do (Sensory Stations): Rotate through three quick stations: 1. The Nose Knows: Guess the 5 smells in the containers. 2. The Sound Hunt: Close eyes and point to where a sound is coming from (snap fingers or ring a bell). 3. Community Safety (HASS): Discussion: "How does the sound of a 'beep-beep' or the smell of smoke help us stay safe in our neighborhood?"

You Do (Texture Collage Art): Students create a "Senses Map" of their favorite place (like a park or their bedroom). Instead of just drawing, they must glue textures down: cotton for clouds (touch), scented stickers or dried herbs for grass (smell), bright colors (sight).

3. Conclusion: Sense Check-In (10 mins)

Recap: Each student shares their art and explains one "hidden" detail (like a smell or a texture). Success Criteria: "I can name all 5 senses and explain how one of them helps me walk safely to the park."

Universal Design & Differentiation

For the ASD Learner:

• Sensory Regulation: If the "Stomach Smash" bag is too messy or overstimulating, use a visual diagram or a "dry" version with blocks.
• Predictability: Provide a visual "First/Then" board (First: Science Experiment, Then: Art Project).
• Communication: Use "Point to" or "Match the Card" assessments if verbalizing is difficult that day.

For the Neurotypical Twin / Advanced Learner:

• Extension (Science): Research the "Large Intestine" vs. "Small Intestine" and measure out how long they actually are using a piece of string (approx. 6 meters!).
• Extension (HASS): Look up how people with different abilities use their senses (e.g., learning about Braille for sight or Sign Language for hearing).

Assessment Methods:

• Formative: Thumbs up/down checks during the "I Do" sections; observation during the "We Do" experiments.
• Summative: Completion of the "Healthy Plate" and the "Texture Collage" which demonstrate understanding of both the science and the real-world application.