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5-1-06 - Digestive System - Lesson

This lesson plan teaches students about the digestive system through an experiment using a blender to model the stomach. Students will observe food being blended with liquids representing saliva, stomach acid, and enzymes. They will record their observations and consider how physical and chemical processes break down food. The lesson aims to help students understand how the digestive system works as an integrated system and the importance of enzymes in digestion. The teacher will assess students' understanding through questioning and having students create a model of the digestive system.

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Wwelkin Sstudents Uunion
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215 views5 pages

5-1-06 - Digestive System - Lesson

This lesson plan teaches students about the digestive system through an experiment using a blender to model the stomach. Students will observe food being blended with liquids representing saliva, stomach acid, and enzymes. They will record their observations and consider how physical and chemical processes break down food. The lesson aims to help students understand how the digestive system works as an integrated system and the importance of enzymes in digestion. The teacher will assess students' understanding through questioning and having students create a model of the digestive system.

Uploaded by

Wwelkin Sstudents Uunion
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan on Digestive

System

How is food broken down

Learning about the digestion process


Learning Outcomes/Goal Focus

Teacher Reminders

Cluster: 1: Maintaining A
Healthy Body
Grade: 5
SLO: 5-1-03 & 5-1-06

Learners Tasks

Equipment Required

A. Scientific Inquiry
Initiating, Researching & Planning
Questions:
How is food broken down?
What is an enzyme?
The process of breaking down food
for digestion and absorption happens
in the mouth and stomach by
enzymes. Students have learned that
food is initially broken down by
chewing, but will now learn about
enzymes in breaking food down
further.
Implementing; Observing, Measuring
& Recording
Students will observe teacher
blending various fruits, vegetables
and protein noticing what happens to
all solid substances when they reach
the stomach and get ready to be
absorbed in the small intestine.
Analyzing & Interpreting
Students will consider factors in
breaking down food (physically and

Set up blender and have food items


ready to conduct experiment.

Introduce the
blender as a model stomach and
what it does to prepare food to
be absorbed in the small
intestine.
Hand-out
observation sheet with
questions.
Conduct the
experiment by having food
chopped into smaller portions
and moistened by water
(saliva). Put food in to the
blender and start the blender on
slow for a few seconds, then
stop and add orange juice (acid)
and a couple drops of water
(enzymes). Start up the blender
on a faster speed that turns food
into a thick liquid and stop
blender.

Blender
Orange juice
Water
Food items
Observation sheet
Small drinking
glasses

Read and answer


questions on the observation
sheet.

Students record
what happened and what each
substance was acting as on their
observation sheet.

Overhead
Digestive system
diagram

Questions to consider in your


planning/delivery
1.

How long will each phase


last?

2.

How am I going to organize


working groups?

3.

How will I organize and


distribute equipment?

4.

What specific skill and


knowledge development am
I emphasizing?

5.

Is there evidence of clear

chemically). Interpret how food is


digested.
Concluding & Applying

instructions and purposeful


question?
Psychological Stage (making sense
of the experiment):

Base conclusion on observations


gathered through each lesson, as well
as, discussion.

B. STSE Issues/Design
Process/Decision Making

Appreciate the role of the digestive


system in breaking down food and
providing essential nutrients to the
body.

C. Essential Science Knowledge


Summary
Students will understand the final
process in food digestion that takes
place in the stomach and small
intestine. Learn the importance of
enzymes and chemicals to break
down food. Understand the digestive
process is a system and if one part of
the system is not working properly
food will not be properly digested.
Will you Assess? If so, what?
Understanding the physical and
chemical role in the breakdown of

Review digestive
system diagram, on overhead,
explaining the role of the small
intestine.
Hand out glasses
of fruit juice and discuss with
the class the types of food in the
glass and how it becomes
absorbed in the small intestine.
Project: Design a
science exhibit explaining each
part of the digestive system (use
recyclable products to construct
and represent each part. Ensure
to label and explain each part of
the digestive system

Final Question:
What happens if one part of the
system is not working?

Express
understanding of how food is
broken down by physical and
chemical actions of the digestive
tract.

6.

What must I be looking for


in monitoring student
learning?

7.

How can I diversify


instruction?

food. Understand food is absorbed


differently depending on the category.
How will you assess it?

Students ability to
answer probing questions, as
well as, questions on
observation sheet.
Students
observation of what happened
in experiment and what
chemicals were working.

Culminating Assessment Activity

Students are to
create a science model of the
digestive system and explain
each part of the system.

Observation Sheet
Questions to complete:

Your body needs food for energy and strength. The digestive system breaks down food into
energy. Consider what you know about digestion so far.

How are various organs all connected and the roles they play in the digestive process.

Why is digestion described as both a mechanical and a chemical process?

Experiment: Record your observations about each step done in the process, from chopping food up,
pouring into the blender, grinding food, and adding liquid substances.
Liquids: (1) _________________, (2) ______________________, (3) _____________________
Role of Liquids: (1) _____________________________________________________________
(2) ___________________________________________________________________________
(3) ___________________________________________________________________________
Describe what happened to the food from beginning to end.
______________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________

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