digestive system lesson plan
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February 10, 2016Lesson Plan # 3
Science 8-B & 8-C
I. b!ec"ies$ At the end of the lesson, the students will be able to:a. ;b.; and
c.
Learnin% Co'e"ency$
II. Sub!ec" (a""er$
). *o'ic$ Digestive System: Digestion Process Part 1B. +eerence$ Science Learners anual. !am"o et.al, #ibal Publishing
$ouse, %nc "g. &'1 Page (eeley)s *ncovering Student %deas in Science,#ol.
+, "g.11C. (a"erials$ la"to", DLP-"roector
/Parts of the Digestive System !ards0, cracer, tissue "a"er, iodine
solution, teas"oons, long thin balloons, cooing oil, medicine
dro""er-"i"ette, white bread, 2i" loc baggies
III. *eacin% Proceure$
*eacer/s )c"ii"y Learner/s )c"ii"y
). Preliinary )c"ii"ies
3reetingsPrayers!hecing of Attendance!lassroom anagement
B. +eie
Let)s have a reca" in our "revious
lesson. 4hat was our lesson lastmeeting5
#ery 3ood6 (indly give some
human activities that a7ect the
ecosystem5
8hat)s right6 %n addition to that,
only the insect "ests that eat the
monocro" remain in the area and
if uncontrolled, these "ests can
totally wi"e out the monocro" in
a short time.
4hat else5
Sir6 4e discussed about the im"acts
of human activities in the ecosystem.
Sir6 onoculture. 8his is a cultivationof a single cro" in large areas. 9ylimiting the cultivation of di7erentinds of "lants, "eo"le also de"rivedmany animals of their food and home.
Sir6 8he use of herbicides andinsecticides. armers s"ray their cro"swith insecticides to ill "ests, and withherbicides to ill weeds. $owever, thechemicals also destroy otherorganisms including benecial insects
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#ery 3ood6 any insect "ests
become resistant to chemicals
which may lead to the use of
increased amount of "esticide.C. (o"ia"ion
!reate a list in your noteboos
consisting of your favorite lunch
foods.
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All of you are correct6 @ow,
distribute the set of /Digestive
System unction !ards0 to each
grou".
rite “)ccountabe *a" Stems”
()*S' on the board for students to
use for their discussion&+ thin" this goes #ith
,,,,,because ,,,,,,,.
+ disagreebecause,,,,,,,,,,,,,,,,,,,,,.+ agree because
,,,,,,,,,,,,,,,,,,,,,,,.
$ow did your grou" determine
which function went with each
organ5
@ow, how might the digestive
system change food into a form
that can be used by the body5
% told you yesterday to bring 1
"ac of Sy aes, each grou".
%sn)t5
Determine #hich functions go #itheach organ/structure of thedigestive system.
-se the foo#ing )* stems fordiscussion&
+ thin" this goes #ith ,,,,,,,,because ,,,,,,,,,.+ disagree because ,,,,,,,,,,,,,,,,,,,,,,.+ agree because ,,,,,,,,,,,,,,,,,,,,,,,,,,.
(Students have varied ideas'
9y reading the descri"tion, wematched the ones that seemed to gotogether rst, then what was left wecould tell by what we already new.
Sir6 8he teeth grind the food; stomachacids brea down the food.
Bes Sir6
Sir6 4hen cracer enters the mouth,
the teeth grind and brea u" thecracer.
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4hat ha""ened when you "ut the
cracer inside your mouth5
#ery 3ood6
8he more one chews the more
the cracer is broen u" into
smaller "ieces. 9reaing u" thecracer into smaller "ieces is a
"hysical change because itis still
a cracer. 9ut there is saliva in
the mouth.
$ow can saliva be hel"ful in
digestion5
!racers are a starch. Potatoes
and rice are also starches. %odineis used as an indicator for starch,
meaning iodine /reacts0 when it
comes into contact with starches.4hat does /reacts0 mean5
Explore 1: The Mouth
aterias& Crac"ers/S"y 0a"es 1 drops ofSaiva! 2 sheet of bond paper Droppers )s" students to pace the
crac"ers about 3 inches apart on
a paper to#e and to abe on the
paper to#e beo# the crac"ers&
42 5 4. 67pain that amyase is
a chemica that is found in humansaiva #here it begins the
chemica process of digestion.
Provide amyase soution and
have students use a dropper to
pace 1 drops of amyase
soution/ saiva on crac"er 42.
Pace drops of iodine soution
on each crac"er. Observe the
change that occurs$ recordobservations on chart.8ecord your observation using
the chart.
)fter recording their
observations! et one
representative each
group share the
Sir6 Saliva maes the food wet andmaes it easier to swallow so youdon)t choe.
4hen something reacts withsomething, it changes, so if the iodinereacts with a starch, somethingha""ens lie maybe a color change, atem"erature change, a gas formed;something lie that.
One representativeeach group presents the resut of their e7periment.
8he color of thecracer withoutamylase whenadded the iodine is
dar "ur"le. 8he cracer with amylase
did not turn dar blue-"ur"le whenadded with iodine.
Sir6 %t gets rid of the starch; itchanges the starch into somethingelse.
Crac"er2ith
saiva
Crac"er #/o Saiva
After minutesAfteradding
iodinesolution
Cracer 1
Cracer 2
Crac"er2
ithsaiva
Crac"er
#/o
SaivaAfter minutesAfteraddingiodinesolution
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resuts of their e7periment.
#ery 3ood6 4hat inference can
we mae about amylase5
=?actly6 Saliva contains
com"ounds that are im"ortant in
breaing down food.
8he eso"hagus is a long muscular
tube that leads to the stomach.
ood doesn)t travel by gravity;
rather it is "ushed by a wavelie
contraction of muscles nown as
.
#ery 3ood6 8he eso"hagus maes
Euic wor of this ob. %t can
sEuee2e food to the stomach in F
seconds.
Explore 2: The Esophagus 8he ne?t activity will simulate
how the eso"hagus wors.
aterias& 9alloon 1 teas"oon cooing
oil G "iece of bread
1> !ut the end of the balloon so
that it maes a long, e?ible tube.&> Pour 1 teas"oon of
cooing oil into the balloon.> 8ae the G "iece of bread and
mae it into a ball about the si2e
of a marble.+> Stic the bread into one end of
the balloon.H> SEuee2e the balloon behind
the ball of bread with one hand.
(ee"ing that hand in "lace, cross
your other hand over the rsthand, continue sEuee2ing to
move the bread down the
balloon.
8his activity simulates
/"eristalsis0 the rhythmic,
wavelie contractions of the
muscles that line the digestive
Sir6 Peristalsis.
(Students e7ecute the given procedure.'
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tract.
Explore #3: The StomachDistribute materials to each "air
of students: + unfrosted animal
cracers, 2i"Iloc bag, and G cu"
of water.
8ell students to "lace broencooies andwater into the 2i"Iloc bag and
sEuee2e thebag many times.
. )''lica"ionJ Lab sheet J !locProcedure:1. Mbtain & "lastic sandwich bags
from the teacher. !arefully ll
each sandwich bag halfway full
withwater.&. Add food items to both of your
bags. 9e sure you:a> do not overll the bagsb> add a""ro?imately the same
amount and ty"e of food to each
bagc> carefully remove air and 2i"
the bags closed ensuring that
they don)t lead> do not sEuee2e the bags in
any way
. Designate one bag tore"resent /@o uscular
Action0 and the other
bag to re"resent/4ith uscular Action0 .+. 8aing note of the time,
observe the contents of stomach
1. Cecord your initial observations
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under/@o uscular Action0 in Data
8able 1. Place the bag o7 to the
side and chec-record
observationsagain in H minutes. 8ry not to
move the bag too much as you
mae your observations. Bou willbeconducting trials.H. 8ae stomach & and gently
sEuee2e the bag N times being
sure not to ri" or accidently o"en
it.Cecord your initial observation
under /4ith uscular Action0 in
Data 8able 1. Place the bag o7 to
the side. =ach time you chec thebag sEuee2e it Nmore times, then
record your observations.Cecord your observations every H
minutes. Bou willbe conducting
trials.N. 4hile you are waiting, one
"erson from your grou" will
obtain a container lled with H
mL of vinegar
and a "iece of chal from yourteacher. Position the container in
an area where your entire lab
grou"can view it. Place the small "iece
of chal into the vinegar and
observe what taes "lace. %n
igure&draw, label, and e?"lain what
you observe.
F. @e?t, obtain from your teachera single tootsie roll. *nwra" the
tootsie roll and "lace it in your
mouth.(ee"ing your mouth closed, you
may suc but @M8 chew the
tootsie roll. 4ithout ever chewing
youare going to record in Data 8able
the time it taes for the tootsie
roll to com"letely dissolve in yourmouth from start to nish. 4hen
nished, record both your
sto""ing and total times.O. Mnce you com"lete all trials,
tae your /stomachs0 to the
designated dro" o7 areas in theclassroom.
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F. 4enerali5a"ion
I. alua"ion
. )ssi%nen"
@umber of students within the mastery level: @umber of students need remediation:
Activity-ies undertaen: Pre"ared by:
LS*+ . +PILL) Student *eacher
!heced by:
(+S. 7)** 9. )B) Cooperating *eacher! Science 9
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