Teaching the Concept of Digestion

1. Teaching the Concept of Digestion Jason Atanasoff and Lesley Wright

2. Background Information • All cells require energy; Energy to the cells must come from the food we eat • Energy from food is converted into ATP, which is a useable energy source for cells • The digestive system works by several organs working together to break down food • Each type of food we eat has different nutritional values

3. BackgroundInformation • Organs included in the digestive system are the mouth, esophagus, stomach, duodenum, small intestine, large intestine, colon, and anus • Digestive system is a long tube that spans the entire body • Digestive system connects to a multitude of other organ systems

4. Overview of the Digestive System

5. Lesson Sequence • Lesson #1: Introduction to the Digestive System • In this lesson, students will be introduced to the concept of the digestion system. • Brainstorming activity – functions and organs • Create their own labeling diagram of organs and functions

6. Lesson Sequence • Lesson #2: Organ Overview • In this lesson, students will go into more depth about the different organs • “One long tube” demonstration • Students will create their own analogy

7. Lesson Sequence • Lesson #3: Fluids in the Digestive System & Physical and Chemical Digestion • In this lesson, students will learn about the different fluids in the digestive system as well as physical vs. chemical digestion • Teacher demonstration of physical vs. chemical digestion • Students will complete chart of where and how each type of food (protein, fat, carbohydrates) are broken down

8. Lesson Sequence • Lesson #4: Accessory Organs • In this lesson, students will learn about the accessory organs to the digestive system • Learning stations in 4 corners • Students will complete a chart based on the research that they do during the learning stations activities

9. Lesson Sequence • Lesson #5: Other Systems that Connect • In this lesson, students will learn about the other organ systems that have the biggest connections to the digestive system • Ball and string activity • Students will complete mind map

10. Lesson Sequence • Lesson #6: Presentation of Digestive Sequence • In this lesson students will present their organ with respect to the digestive system • Students will present in a multiple intelligence format to engage students • Tennis ball pass • Peer assessment

11. Lesson Sequence • Lesson #6: Test • The test will be a more detailed version of the labeling activity done in the first lesson • Label organs, functions, what is digested there, and a problem associated with it

12. Curriculum Expectations • Overall: • D3 – Demonstrate an understanding of chemical components of and energy in food, and the processes by which food is digested • Specific: • D3.1 – describe the basic chemical components of proteins, carbohydrates, fats, and lipids, and vitamins and minerals, and explain their functions in the body • D3.4 – describe the structure and function of the components of the digestive system with respect to physical and chemical digestion

13. Central Idea • Digestive system organs • Physical vs. Chemical Digestion, and what is involved with that • Interconnectedness of Organ Systems • Digestive system as a continuous tube

14. Teaching Style • Hands-on activities • Multiple intelligences • Demonstrations • Group work

15. Potential difficulties • Idea of where blood flows – students might not know how many blood vessels are centered about the digestive system • Concept of food being “inside” the body – Since the digestive system is a continuous tube, food never “enters” the body, it is only passing through • Interconnectedness– Students might not see how other organ systems work with the digestive system

16. Potential Solutions! • Idea of where blood flows – Have students incorporate this concept into their initial mind map in Lesson #1, have students colour or write in words where blood flows around the digestive system, use analogies to explain • Concept of food being “inside” the body – Explain using the doughnut analogy, and relate food being inside the digestive track like you hold a stick in your hand – it is not inside you, you are around it

17. Potential Solutions! • Interconnectedness – using the ball and string activity will help to show students how each system relates to the other

18. Safety • Using proper safety equipment during physical vs. chemical digestion – safety glasses, no eating, no horseplay, etc. • Using general proper safety techniques in the classroom during all activities

19. Applications • Healthy eating – relating the next lessons to crash diets, fad diets, and eating disorders • Removing types of food for allergies and sensitivities • Chemical additives in food – are they needed? This can lead into a debate about the pros and cons of non-nutritive food additives

20. Differentiated Assessment • Lesson #1 – Assessment AS learning – students will self assess their background knowledge of the digestive system by highlighting and circling • Lesson #2 – Assessment FOR learning – students will exchange analogies with a peer to get feedback and fill in gaps in their understanding

21. Differentiated Assessment • Lesson #3 – Assessment OF learning – teacher will assess the accuracy of their food digestion tables • Lesson #4 – Assessment OF learning – teacher will assess their accessory organ chart for accuracy, and classroom participation

22. Differentiated Assessment • Lesson #5 – Assessment FOR learning – teacher will assess the students’ mind map for the number of connections, presentation, and accuracy. They will use this to study for the test • Lesson #6 – Assessment FOR learning – peers will complete a peer feedback form on the students presentations, based on information, engagement, and areas for improvement

23. Differentiated Assessment • Lesson #6 – Assessment OF learning – teacher will have students write a test based on organs, their functions, what is digested there, and problems with that organ