Food Journey

Overview

Today students explore how food travels through the digestive system using hands-on models, quick movement, and simple reading. This builds understanding that food and nutrients help our bodies grow and keep us energised and focused.

Learning intentions

• WALT describe the main parts of the digestive system and what they do.
• WALT explain how the digestive system helps our bodies get energy from food.
• WALT use a simple diagram to show the food journey from mouth to stomach to intestines to what leaves the body.
• WALT work respectfully and safely during hands-on activities.

Success criteria

• I can name at least three parts of the digestive system.
• I can tell the food journey in order using simple words (mouth → stomach → intestines).
• I can match “what happens” to each body part (for example, stomach churns, intestines absorb).
• I can label my diagram and explain it to a partner.

Curriculum links

• Te Mātaiaho Health and PE — Bodies | Minds / Nutrition: Balanced meals contain a variety of food groups that provide essential nutrients for growth, energy, and brain function.
• Te Mātaiaho Health and PE — Nutrition (Year 3): Energy and focus are influenced by what is eaten and drunk.
• Health and PE learning focus: developing knowledge about how the body works and using that knowledge to make healthy choices.

Lesson structure (30 minutes)

1. 0–4 min · Hook & connect. Teacher shows a picture of the digestive system and asks: “What do you think happens to food after you swallow?” Students do a quick turn-and-talk and share one idea.
2. 4–8 min · Read-aloud (dyslexia-friendly). Teacher reads a short, sentence-by-sentence text: “Food starts in your mouth… It goes to your stomach… Your intestines help your body absorb nutrients.” Students follow with a finger on a large-print copy, then highlight (or point to) the words mouth, stomach, intestines.
3. 8–14 min · Hands-on model: ‘Food Journey’ tubes. Teacher gives groups a simple pathway (paper “digestive track” or tube system) and cards showing “mouth”, “stomach”, “intestines”, plus “nutrients” and “toilet/what leaves the body”. Students move small “food” pieces (cereal beads/craft foam) through the track in the correct order, placing the “what happens” card under each part.
4. 14–19 min · Mini activity: act it out. Teacher leads a quick sequence where students mime: mouth (bite), stomach (squish/churn), intestines (soak/absorb). Students do it once with teacher prompts, then a second time in small groups where they must whisper the step names in order.
5. 19–22 min · Video: Food's journey through your body. Watch the video "Chew Chew Train – Food's Journey Through Your Body!" by Next Generation Science (https://www.youtube.com/watch?v=ZCz1OeKIppY). After watching, discuss with students how food travels through the body and what happens at each stage.
6. 22–25 min · Diagram build. Teacher models a simple diagram with four boxes and arrows. Students complete their own diagram using a template: label + one sentence (sentence starters provided). Students share with a partner.
7. 25–30 min · Exit assessment. Teacher asks three fast questions while students point to a card or section of the diagram: “Where does food start?” “Where does it mix?” “Where are nutrients absorbed?” Students submit/hold up their labelled diagram for quick teacher check.

Resources

• Large-print read-aloud text (short sentences, clear spacing)
• Student diagram template (4 boxes with arrows) and glue sticks
• Digestive “track” materials: paper pathway or simple tube/cardboard model
• “Food” pieces (dry cereal beads, pom-poms, or cut paper pieces)
• Part cards: mouth, stomach, intestines, nutrients, what leaves the body
• Sentence starter strips for writing: “Food starts in…”, “The stomach…”, “Nutrients…”
• Highlighters or sticky dots (optional, for key word pointing)
• Picture cards/poster of digestive system
• Timer and group roles (e.g., Materials Manager, Tracker Leader, Reader)

Assessment

• Formative check during tube model: teacher observes whether groups place cards in the correct order.
• Formative check during diagram build: teacher listens for correct sequencing and key vocabulary.
• Exit check: students answer/point to three questions using their diagrams.

Differentiation

• For students with ADHD and learning challenges:
• Use short activity bursts (no longer than 5–6 minutes) and clear “next step” instructions.
• Provide movement opportunities (act-it-out) and keep roles during group work.
• Use visual cues: a “today’s steps” board with 1–6 icons matching lesson stages.
• Dyslexia-friendly reading supports:
• Provide large-print text, one line at a time, with a teacher read-aloud.
• Offer an alternative version with simpler sentence structure and fewer words.
• Allow students to point to keywords instead of underlining when needed.
• Sentence starters and scaffolds:
• Provide word bank for labels and sentence writing (mouth, stomach, intestines, nutrients).
• Permit oral explanations recorded by teacher or student into a simple checklist (student can say it; teacher records).
• Extension (advanced learners):
• Challenge: add a “small intestine vs large intestine” comparison box using simple age-appropriate labels (absorb nutrients / store water) and explain one difference.
• Create a 5-step “food journey” oral explanation without using the template.