The Digestive System- Engagement Activity



The Digestive System- Engagement Activity

Concept- Each organ of our systems has an important role in keeping our body functioning correctly. These organs are always functioning together.

Grade Level- 5th Grade, 28 students

Goal of Lesson- Goals for this lesson are to access students’ prior knowledge, introduce new vocabulary, and introduce the students into the concept of the digestive system.

Objective- The learners will identify new vocabulary with 80 % accuracy.

The learners will identify any prior knowledge with 100% accuracy.

The learners will discus the relationships between the other body systems and the digestive system with 75% accuracy.

Alignment- L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that perform functions that serve the needs of the organisms.

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive.

L.Ol.05.42 Explain how animal systems work together to perform selected activities.

Science Process Skills- None

Teaching Time- 15 min

Materials- Science Book, page A38

Resources- Resources: Badders, W. (2000). Discovery works. Boston: Houghton Mifflin Company.

Lesson-

As quick as you can, shout out all of the body systems! Out of these, what system do you think has to do with processing food? (A well-educated student might suggest they all work together.) Our main way of breaking down our food is through the digestive system. For the next few days, we are going to talk about what happens inside our body that causes our food to become waste. It is somewhat gross if you think about it. What do you know about the digestive system?

Draw a Venn-Diagram on the board, one circle for each system. As you talk about what the digestive system functions are, organize the functions to go with other systems that it leads to or assist with functioning. For example, carrying nutrients into the blood stream would belong with the circulatory system and would be written in the bubble shared by both. This should take around 8min.

“I have written the vocabulary words for this lesson on the board. I want you to copy these down and leave at least three lines in between words. You have three minutes so get writing.”

Use the remaining time to discuss what the students think the vocabulary words mean. Instruct the students to take brief notes and write them under each corresponding word.

The students may find they are defining words wrong, that is okay. This is only a start to the lesson.

“Before tomorrow, whether it is available time in school or at home, I want you to compare the definitions given in the book to those you came up with today. Make any necessary changes and we will come back to the digestive system tomorrow.”

The Digestive System- Engagement Activity

Concept- Each organ of our systems has an important role in keeping our body functioning correctly. These organs are always functioning together.

Grade Level- 5th Grade, 28 students

Goal of Lesson- Goals for this lesson are to access students’ prior knowledge, introduce new vocabulary, and introduce the students into the concept of the digestive system.

Objective- The learners will identify new vocabulary with 100 % accuracy.

The learners will identify any prior knowledge with 100% accuracy.

The learners will discus the relationships between the other body systems and the digestive system with 75% accuracy.

The learners will identify the location of the digestive system by drawing and labeling the system in our human body mat with 90% accuracy.

Alignment- L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that perform functions that serve the needs of the organisms.

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive.

L.Ol.05.42 Explain how animal systems work together to perform selected activities.

Science Process Skills- Making a model- The students will be making a two dimensional model of the human body and the systems is contains.

Teaching Time- 15 min

Materials- Science Book, page A38

Resources- Resources: Badders, W. (2000). Discovery works. Boston: Houghton Mifflin Company.

Lesson

“To start our science lesson today, we are going to finish the vocabulary we started yesterday. I want you to work with your desk buddy and discuss what you put down as definitions for our beginning stage. If you find you and your partner are in disagreement, its fine. However, explain why you think you are right. After you have worked through the vocabulary words, use your book to write the correct definition down. You should still have room if you followed my directions about leaving lines. If there are no questions you may begin. You will only have 15 min to work this out, so get started. What ever you don’t finish in class, you must finish at home!”

15 min has elapsed.

“OK, whatever vocabulary words that you do not have finished are now homework. This must be done, we will be returning to this once again tomorrow. As for now, we are going to work on our body mats. We must work swiftly on this. As we learned with our last system, this project takes awhile to complete. That means there is not room or time for talking and showing our friends our work. We are going to add the digestive system to our body today. There is a picture and a map in your book. You must include both your upper and lower system. Please use pencil to sketch your system in and later you may add the colors. We have been building our body for weeks now, so you should not have too many questions. If you do, please raise your hand. Don’t come find me, we have too many objects in our way today. I will come to you. No one is allowed in the hallway without my permission. Show me you are responsible and I may release you to work in the halls. You will have 20 min right now. If we have more time later, we may return to it. Get started.”

Extension-

No students should finish this completely. If a student gets the outline done, have them go back and add color.

The Digestive System- The Explain Activity

Concept- Each organ of our systems has an important role in keeping our body functioning correctly. These organs are always functioning together.

Grade Level- 5th Grade

Goals for the lesson- The goals for this lesson include accessing prior knowledge, visually understanding the functions performed in the digestive system, and recognizing that all functions are working together.

Objectives- The learners will be able to define and list the name and functions of the organs used in the digestive system with a 80 percent accuracy.

The learners will be able apply the new knowledge of the digestive system and explain the role it takes in the operation of the human body with a 90 percent accuracy.

The learners will be able to apply the new knowledge of the digestive system and explain how other systems work side by side with the digestive system with 100 percent accuracy.

Alignment- L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that perform functions that serve the needs of the organisms.

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

L.Ol.05.42 Explain how animal systems work together to perform selected activities.

Science Process Skills

Observation- the students will be observing what is happening to their “stomach bag” as well as watching the absorption process of the small intestine.

Communicating- the students will be answering questions throughout this lesson. We will also be using diagrams to show the digestive system organs and explain how these organs work. As we are demonstrating processes, we will be communicating about the happenings and apply them to the functioning of the digestive system.

Making and Using Models- The students will be given a chance to use a model of the stomach to experience the digestive process. The teacher will also use a model of the small intestine to show how the nutrients are absorbed into the blood stream.

Teaching Time- This lesson will take approximately 30 minutes.

Materials- One Zip-lock plastic bag per student

Enough coke or orange juice to provide a half bag of “acid” per student

Bread or crackers for each student

One leg cut from a pair of panty hose

Pre cooked and prepared oatmeal, about 2 cups

A container to catch the nutrients

Diagrams of swallowing and the lower half of the digestive system

Resources: Badders, W. (2000). Discovery works. Boston: Houghton Mifflin Company.

Anticipatory Set: Who in here wants to see some gross stuff and have a little fun today? Well, we are going to see how the Digestive System works. I have to give a fair warning ladies, it probably won’t be pretty!

Body

As we learn about our body systems, we are learning many ideas. You should begin seeing how all of these systems are working together to keep your body operating. Today we are going to start exploring the Digestive System. Who knows anything about the Digestive System? What do you know? Well, one thing you must know is the Digestive System is the system that breaks food down into a form our body can use. It breaks our food into nutrients that our body uses for energy, to build new cells, to repair damaged cells, and to control body processes.

Today our focus is on what steps this system uses and even why. We are going to do a hands-on activity and a demonstration. Unless, of course, we turn into first graders and can’t handle acting our age, we will have to go back to the traditional read your book and write answers to questions. Can we agree to behave?

Here is the first test to see if you can handle our activity today. If you are quiet and listen than we will have plenty of time to do our project. If we have to keep stopping and waiting, we may run out of time. We are going to work the Digestive System from the stomach on, but we have to learn how our food gets to our stomach. Think about eating one of your favorite foods. Where do you think the process of digestion begins? What about when you start thinking about that delicious, delectable, warm chocolate chip cookie your mom is about ready to pull out of the oven? You haven’t even ate it yet, but your mouth is watering just thinking about it. Am I right? Well, this water that appeared in your mouth is called saliva, or better known to you as spit. This saliva is produced to help break the food apart. Your teeth of course help tear the food down into smaller chunks too. After your saliva gets your food moistened, you start to swallow.

Swallowing is a much more complicated process than you or I would imagine. How many people have witnessed some one swallow and start coughing instantly? When they recover you ask them if they are O.K. and they reply, “Yeah, it just went down the wrong tube.” Does anyone know what in the world they meant by that? The wrong tube they are talking about is the windpipe or in scientific terms, your trachea. Here’s another funny question. Has anyone ever seen a friend shoot milk or pop out his or her nose? I’m sure most of us have probably done it, I know I have and it hurts. So, my question to you is why do these things happen sometimes and not others? Let’s take a look at this chart to answer this question.

Pull up the picture that displays the stages of swallowing. Explain to the students that the palate rises to prevent food from going up your nose. A flap covers the trachea to prevent food from going down it. Your throat than squeezes food into the top of the esophagus ( a muscular tube that connects your mouth to your stomach). After this, the palate rises and air is allowed through your nose and the flap covering your trachea rises allowing you to breathe again. What body system is functioning as we are allowed to breathe again? Food is now in the esophagus and moving into the stomach.

While we were looking at this picture we talked briefly about your throat squeezing food into your esophagus. This motion is known as peristalsis. During peristalsis, the top muscles tighten down and the bottom muscles relax, allowing food to slide down. Our esophagus ends in the stomach. Our stomach is the muscular organ that stores food and helps digest it.

Now, we have reached the “fun” part. But, let me give you fair warning… if you can not have fun and learn, we just won’t have any fun. If you cannot handle this and continue to talk, then we stop the hands on project. Before our paper passers pass out the bags does anyone have any questions about the first stage of digestion?

. Inside the bags is orange juice or coke and bread or crackers. It is very important that you do not open these bags. The last thing we need is to be cleaning up messes all afternoon. You can however, make sure they are sealed tightly. I’m going to have the students start handing out bags, but you must continue to listen for directions This bag is going to be our stomach. Before doing anything to your bag, look at the chunks of food inside. Notice the texture, the size, and the consistency of the food. While I explain to you what is happening into your stomach, you can quietly start squeezing your bag. Who can give me the vocabulary word we use to describe the muscles contracting and pushing food around? We talked about it earlier and it starts with a P.

Inside our stomach, the lining is producing very strong digestive juices. In fact, these juices are strong enough to eat through a chunk of carpet or even dissolve metal! Don’t panic though, your stomach wall is protected by a mucus lining, so it won’t dissolve away. These juices also have enzymes in them. These enzymes help the break down of proteins and other nutrients. As our stomach undergoes peristalsis, the food is turned into a thick, soupy liquid called chyme.

As we smash our bags together we can see this process beginning to take place. I want you to remember that food stays in the stomach for two to six hours and we only have a few minutes to smash our food, so we won’t see the full effect. Also, orange juice and coke may be acidic, but they are no where close to as strong as out stomach acid. So, everyone take a few minutes to notice the difference in the food that was in our bags. What kind of changes have happened? For now we are going to collect your bags. If you would like to bring them home to show your parents how your stomach works, you may get them back at the end of the day. Now, I am going to demonstrate the next stage of digestion. Once again, you must keep quiet or you won’t hear what is happening in our body.

You should already have the table set and ready to move right in to. It is time to demonstrate the operation of the small intestine. You must continue to demonstrate while you talk. The order of demonstration is pouring the oatmeal into the top of the panty hose and then continuously slide the mixture through the hose. You will repeat this as many times as needed in order to demonstrate food leaving the small intestine through absorption and to finish explaining what is happening to the students.

Allow the students to observe what the mixture looks like in the bowl as well as in the panty hose. They should take special note to the amount that is originally present.

After about two to six hours, the chyme begins to leave the stomach. Sugars and starches go first. Protein is next, followed by fats. The chyme is entering the small intestine as it leaves the stomach. The small intestine is a long, coiled organ where most digestion takes place.

At this point the oat meal mixture should be pored into the panty hose.

In the small intestine more digestive juices are produced along with more enzymes. The enzymes are breaking the food down into much smaller compounds. For example, the enzyme lactase is breaking lactose (found in milk) into a simpler sugar, glucose.

Other organs assist the small intestine with digestion. The liver produces bile, which is stored in the gallbladder, and the pancreas produces pancreatic juices to help with the break down.

Who can take a guess at what process helps move the food through the small intestine? I knew you were paying attention, that is right peristalsis.

The demonstrator needs to begin moving the mixture through the panty hose.

All throughout the walls of the small intestine are villi- which contain a network of blood vessels. Nutrients that have been dissolved pass into these villi and through the vessels. Can anyone tell me what system these nutrients are entering? Hint- they are entering through the blood vessels!

As the mixture is passing through the leg, small chunks should be seeping out of the holes.

As you watch what is happening up here, imagine the material that is being filtered out is the absorbed nutrients. The material that is still inside the intestine are not fully digested yet and cannot be absorbed through the vessels. So, their journey continues.

By the time the demonstrator is done running the food through the panty hose, maybe multiple times, there should be much less material left in the hose.

Unbelievably, even after all of these steps, not all of your food has been digested yet. Fiber is a good example of a material that will always be present until the final stage.

Once again, peristalsis takes place and waste is moved from one organ to the other. The final organ to aid in digestion is the large intestine. The large intestine is the organ that absorbs water and salt from undigested material. The main role of the large intestine is to remove waste from your body. After about 24 to 48 hours after you have eaten, the undigested material passes out of your body.

Closure

As I begin to clean up my mess does anyone have any questions? Well, I have some questions for you. We learned about a process that moves our food from organ to organ, and we heard about it multiple times. What is that process called? Since it is mentioned about 4 times do you think you might want to remember this vocabulary word and even take a few extra minutes to understand what it means? It is most important for you to know what organs make up the digestive system and what functions these organs carry out. Remind me of the six organs we talked about today. (Stomach, gallbladder, liver, pancreas, small intestine, and large intestine). Many of you have been looking at the center I brought in today. As time permits, you may continue your learning of the digestive system by using that learning center. Does any one have any questions?

The Digestive System- Elaborate and Evaluate Activity

Concept- Each organ of our systems has an important role in keeping our body functioning correctly. These organs are always functioning together.

Grade Level- 5th Grade, 28 students

Goal of Lesson- Goals for this lesson are to access students’ prior knowledge, introduce new vocabulary, and introduce the students into the concept of the digestive system.

Objective- The learners will identify new vocabulary with 100 % accuracy.

The learners will identify any prior knowledge with 100% accuracy.

The learners will discus the relationships between the other body systems and the digestive system with 90% accuracy.

The learner will show understanding of the digestive system and the role it plays in our body.

Alignment- L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that perform functions that serve the needs of the organisms.

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive.

L.Ol.05.42 Explain how animal systems work together to perform selected activities.

Science Process Skills- Communication- The students will be constantly communicating throughout this lesson by answering questions as well as asking them.

Teaching Time- 15 min

Materials- Science Book, page A38

Resources- Resources: Badders, W. (2000). Discovery works. Boston: Houghton Mifflin Company.

Lesson

“We are close to being masters on the digestive system. We have drawn it and labeled it, we have learned vocabulary, and we have witnessed it work. Before we take our test for the lesson, I want you to all take out your vocabulary sheets we have been working on. I also want the paper passers to pass out highlighters for everyone. Once you get your highlighters, you are going to connect the book’s definitions to your original definitions. This will help make a connection for you and you will be able to better understand and remember the definitions. Is there any questions? You only have 10 min. If you finish early please study for your test tomorrow.”

I will have the students take a unit review over the digestive system. However, my biggest assessment will be in the following essay:

Please use the following words to describe the digestive system; esophagus, peristalsis, villi, digestive juices, nutrients, blood stream, stomach, pancreas, small intestine, bladder, liver, bile, enzymes, large intestine, respiratory system, and circulatory system. Your descriptions must be thorough and thought out.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download