digestive system lesson plan

8/20/2019 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

digestive system lesson plan

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