Task 2

Salah Ayman Osman
3-D
The Human Digestive System

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
SE C T I O N 1
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING THE HUMAN DIGESTIVE SYSTEM

SECTION 2
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING

SE C T I O N 3
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
AFTER VIEWING THE PROGRAM

SECTION 4
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
The Digestive System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Types of Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Brain Twisters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Vocabulary Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .28
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
1
© Copyright 1997 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
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2
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides

you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehen-
sive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of

manageability, both in the classroom
and beyond, allows you to tailor spe-
cific activities to meet all of your class-
room needs.
3
RATIONALE
In today’s classrooms, educational ped-

agogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate stu-
dents’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judg-
ment or formulating an opinion).
The AIMS Teaching Module is designed

to facilitate these intellectual capabili-
ties, AND to integrate classroom expe-
riences and assimilation of learning
with the students’ life experiences, real-
ities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate abil-
ity to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emo-
tional diversities.
4
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manage-

ability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language pre p a re d n e s s ,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consum-
able assessment and extended activi-
ties, designed to broaden
comprehension of the topic and to make
connections to other curriculum content
areas.
5
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is

designed to accompany a video pro-
gram written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these compo-
nents:
Themes
The Major Theme tells how this AIMS

Teaching Module is keyed into the cur-
riculum. Related Themes offer sugges-
tions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of

content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide

guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
PREPARATION FOR VIEWING Discussion Ideas AFTER VIEWING THE
PROGRAM
SECTION 3 Discussion Ideas are designed to help
In preparation for viewing the video you assess students’ prior knowledge SECTION 4
program, the AIMS Teaching Module about the topic and to give students a After your students have viewed the
offers activity and/or discussion preview of what they will learn. program, you may introduce any or
ideas that you may use in any order Active discussion stimulates interest in all of these activities to interact with
or combination. a subject and can motivate even the other curriculum content areas, pro-
most reluctant learner. Listening, as vide reinforcement, assess compre-
Introduction To The Program well as speaking, is active participa- hension skills, or provide hands-on
tion. Encourage your students to par- and in-depth extended study of the
Introduction to the Program is ticipate at the rate they feel topic.
designed to enable students to recall comfortable. Model sharing personal
or relate prior knowledge about the experiences when applicable, and
topic and to prepare them for what model listening to students’ ideas and
they are about to learn. opinions.
Introduction To Vocabulary Focus
Introduction to Vocabulary is a Help learners set a purpose for

review of language used in the pro- watching the program with Focus,
gram: w o rds, phrases, usage. This designed to give students a focal
vocabulary introduction is designed to point for comprehension continuity.
ensure that all learners, including lim-
ited English proficiency learners, will Jump Right In
have full understanding of the lan-
guage usage in the content of the pro- Jump Right In provides abbreviated
gram. instructions for quick management of
the program.
7
SUGGESTED Critical Thinking In The Newsroom
ACTIVITIES
Critical Thinking activities are Each AIMS Teaching Module contains
The Suggested Activities offer ideas designed to stimulate learners’ own a newsroom activity designed to help
for activities you can direct in the opinions and ideas. These activities students make the relationship
classroom or have your students com- require students to use the thinking between what they learn in the class-
plete independently, in pairs, or in process to discern fact from opinion, room and how it applies in their
small work groups after they have consider their own problems and for- world. The purpose of In The
viewed the program. To accommo- mulate possible solutions, draw con- Newsroom is to actively involve each
date your range of classroom needs, clusions, discuss cause and effect, or class member in a whole learning
the activities are organized into skills combine what they already know experience. Each student will have an
categories. Their labels will tell you with what they have learned to make opportunity to perform all of the tasks
how to identify each activity and help inferences. involved in production: writing,
you correlate it into your classroom researching, producing, directing,
curriculum. To help you schedule your Cultural Diversity and interviewing as they create their
classroom lesson time, the AIMS own classroom news program.
hourglass gives you an estimate of the Each AIMS Teaching Module has an
time each activity should re q u i re . activity called Cultural Awareness, Extended Activities
Some of the activities fall into these Cultural Diversity, or Cultural
categories: Exchange that encourages students to These activities provide opportunities
share their backgrounds, cultures, for students to work separately or
Meeting Individual heritage, or knowledge of other coun- together to conduct further research,
Needs tries, customs, and language. explore answers to their own ques-
tions, or apply what they have
These activities are designed to aid in Hands On learned to other media or content
classroom continuity. Reluctant learn- areas.
ers and learners acquiring English These are experimental or tactile
will benefit from these activities activities that relate directly to the Link to the World
geared to enhance comprehension of material taught in the program.Your
language in order to fully grasp con- students will have opportunities to These activities offer ideas for con-
tent meaning. make discoveries and formulate ideas necting learners’ classroom activities
on their own, based on what they to their community and the rest of the
Curriculum learn in this unit. world.
Connections
Writing Culminating Activity
Many of the suggested activities are
intended to integrate the content of Every AIMS Teaching Module will To wrap up the unit, AIMS Teaching
the ATM program into other content contain an activity designed for stu- Modules offer suggestions for ways to
areas of the classroom curriculum. dents to use the writing process to reinforce what students have learned
These cross-connections turn the express their ideas about what they and how they can use their new
classroom teaching experience into a have learned. The writing activity knowledge to enhance their world
whole learning experience. may also help them to make the con- view.
nection between what they are learn-
ing in this unit and how it applies to
other content areas.
8
VOCABULARY CONSUMABLE TEST
ACTIVITIES
Every ATM contains an activity that The AIMS Teaching Module Test per-
reinforces the meaning and usage of The AIMS Teaching Module provides mits you to assess students’ under-
the vocabulary words introduced in a selection of consumable activities, standing of what they have learned.
the program content. Students will designed to specifically reinforce the The test is formatted in one of several
either read or find the definition of content of this learning unit. standard test formats to give your
each vocabulary word, then use the Whenever applicable, they are students a range of experiences in
word in a written sentence. arranged in order from low to high test-taking techniques. Be sure to
difficulty level, to allow a seamless read, or remind students to read, the
facilitation of the learning process. directions carefully and to read each
CHECKING You may choose to have students take answer choice before making a
COMPREHENSION these activities home or to work on selection. Use the Answer Key to
them in the classroom independently, check their answers.
Checking Comprehension is designed in pairs or in small groups.
to help you evaluate how well your
students understand, retain, and
recall the information presented in the CHECKING
AIMS Teaching Module. Depending VOCABULARY
on your students’ needs, you may
direct this activity to the whole group The Checking Vocabulary activity
yourself, or you may want to have provides the opportunity for students
students work on the activity page to assess their knowledge of new
independently, in pairs, or in small vocabulary with this word game or
groups. Students can verify their writ- puzzle. The format of this vocabular y
ten answers through discussion or by activity allows students to use the
viewing the video a second time. If related words and phrases in a dif-
you choose, you can reproduce the ferent context.
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
9
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS

Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of

other resources that you and your stu-
dents may find rewarding.
ANSWER KEY
Reproduces tests and work pages with

answers marked.
10
The Human Digestive System
THEMES
The digestive system is a highly pro-

ductive factory that makes energy out
of everything from orange juice to
asparagus. This breakdown and con- OVERVIEW
version of food is the main theme of
The Human Digestive System. Other Most young people are naturally curi-
themes include the role of enzymes ous about what happens to food after
and the passage of nutrients to each they eat it. In The Human Digestive
cell of the human body. System, students will gain a deeper OBJECTIVES
understanding of how their daily diet
is converted into the fuel that keeps To illustrate the digestive process.
them alive. Students will learn to
identify each organ involved in the To identify the organs of the
digestion process, along with the digestive system and investigate
organ’s various functions. The effects their functions.
of a modern diet and digestion-
related health concerns will also be To demonstrate how enzymes
discussed. work to break down food inside
the body.
To explore the different ways in

which the digestive system digests
proteins, fats and carbohydrates.
To explain how nutrients are

transferred from the digestive
organs to the cells of the body.
11
© Copyright 1997 AIMS Multimedia The Human Digestive System
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
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12
INTRODUCTION TO INTRODUCTION TO DISCUSSION IDEAS
THE PROGRAM VOCABULARY
Ask students to think about the
Ask the class to name as many diges- The word digestion means “to expression “you are what you eat.”
tive organs as they can. List the divide.” Discuss with students how Ask if they eat junk food or “fast
responses on the board and tell stu- this phrase applies to the digestion of food” and if so, why? Why is a diet
dents to write a sentence or two about food. Encourage the class to look up of high-fat, processed foods
the function of each organ. Tell them the word “digest” in the dictionary to unhealthy for humans? Remember to
to keep their list until the end of the find its secondary meanings. How consider the typical diets of our
unit to see what they have learned. are these meanings related to the bio- ancestors. What do you think a per-
logical definition of “digest”? son from the 1800s would think if
Of the organs listed, which one is the they ate a hamburger and French
first to begin breaking down food? Ask students if they are herbivores, fries?
Which organ absorbs the most nutri- carnivores or omnivores. Discuss the
ents? (Keep in mind that the small meaning of each word and explain How could students change their diets
intestine is 16 to 20 feet long, while the growing trend of vegetarianism. in a positive way? Discuss how
the large intestine is only about 5 feet How could a diet of no animal prod- important it is to form good eating
long.) ucts be beneficial? Aside from health habits early in life. What kind of
issues, what other reasons might problems could occur if a bad diet
prompt someone to become a vege- continued for many years?
tarian? How could a diet with no
meat or dairy products be harmful?
FOCUS
Discuss with students the link between

diet and state of mind. From past
experience, what kind of meals make
them feel sleepy? Which foods make
them feel more alert? Do any foods or
drinks make them nervous or jumpy?
What are other ways that food might
affect our moods?
13
JUMP RIGHT IN
Preparation Viewing THE HUMAN DIGESTIVE After Viewing THE HUMAN

SYSTEM DIGESTIVE SYSTEM
Read The Human Digestive
System Themes, Overview, and Set up viewing monitor so that all Select Suggested Activities that
Objectives to become familiar students have a clear view. integrate into your classroom cur-
with program content and expec- riculum. If applicable, gather
tations. Depending on your classroom materials or resources.
size and learning range, you may
Use Preparation for Viewing choose to have students view The Choose the best way for students
suggestions to introduce the topic Human Digestive System together to work on each activity. Some
to students. or in small groups. activities work best for the whole
group. Other activities are
Some students may benefit from designed for students to work
viewing the video more than one independently, in pairs, or in
time. small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
Duplicate the appropriate number

of Vocabulary, Checking
Comprehension, and consumable
activity pages for your students.
You may choose to have students

take consumable activities home,
or complete them in the class-
room, independently, or in
groups.
Administer the Test to assess stu-

dents’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
Use the Culminating Activity

as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
14
SUGGESTED ACTIVITIES
Connection to History
Many events throughout history were shaped by food or drink. Some examples include the
Boston Tea Party, the Great Potato Famine of Ireland, Thanksgiving, and Marie Antoinette’s
famous statement, “Let them eat cake.” Ask students to research a food-related historical event, 60 Minutes
and have them present their findings to the class.
Critical Thinking
Ask students if food moves down the esophagus because of gravity or by another mechanism.
(by peristalsis) Remind them that food can be swallowed, even when a person stands on his or
her head. Does this change the students’ answer? 15 Minutes
Explain the mechanism of peristalsis by comparing it to toothpaste being squeezed out of a

tube. Where else in the body might peristalsis be found?
Cultural Diversity
People from different regions of the world have unique customs and preferences concerning
food. In some areas, people will not eat pork because they consider pigs to be dirty animals.
In other places, people refuse to eat cheese because it has an unpleasant smell. 20 Minutes
Encourage students to learn more about the dietary habits of a specific culture different from
their own. Perhaps they will choose to study an ethnic group of their heritage, or they may
want to learn more about the cuisine of a foreign country they plan to visit in the future.
Connection to Art
Taking an honest look at how we perceive our bodies can help us take the right steps to improv-
ing our appearance and overall health.
45 Minutes
Tell students to draw two pictures of themselves. The first drawing should illustrate how they see
their bodies, including negative and positive aspects. The second drawing should illustrate how
they would like to appear.
What steps could the students take to make their bodies look more like the second drawing?
How could changes in diet and exercise help? What aspects of the first drawing are unchange-
able? How do students feel about the parts of themselves that cannot be changed?
15
Writing
Tell students to imagine they are a chicken sandwich being eaten for lunch. Ask them to use
their creative writing skills to describe their journey through the body. Remind them to include
paragraphs for each part of the sandwich, including the chicken (protein), bread (carbohy- 45 Minutes
drate) and mayonnaise (fat).
What do they see along the way? How do they feel? Where is each part of the chicken sand-
wich digested?
Connection to Health and Nutrition
Ask students to explain the meaning of the expression “butterflies in your stomach.” What are
some other ways that stress can affect the digestive system?
20 Minutes
Stress can play a large role in disease. Learning to relax can increase health and improve the
quality of life. Guide the class through the following simple relaxation techniques:
• Close your eyes and think of something you enjoy doing.
• Take slow, deep breaths. Start by expanding your stomach as you inhale, then move the
breath into your chest.
• Shrug your shoulders up and down several times. Roll your head in a circle to loosen your
neck muscles, and shake your arms and hands vigorously.
Tell students to try these techniques whenever they feel stressed during the next week. What
happens when they consistently remember to relax?
In the Newsroom
Magazines and newspapers are filled with stories about “miracle” diets, “lifesaving” vitamin
supplements and dangerous foods that may lead to health problems. So much has been writ-
ten about eating healthy that some of the information is contradictory. 60 Minutes
Instruct students to gather articles and books with information on healthy eating. Encourage
them to compare their findings to uncover any misleading or controversial advice. If audio or
video equipment is available, have the class create a news show focusing on the information
that their “investigative reporting” has uncovered.
16
Hands On
Distribute a small piece of bread to each student. Ask them to place the bread in their mouths
without swallowing. After a minute or so, what do they notice about the flavor of the bread?
Why does it taste sweet? 15 Minutes
Explain that the digestive enzyme salivary amylase has converted the complex starch mole-
cules in the bread into the simple sugars maltose and glucose. How else did saliva change the
bread to make it easier to digest?
Link to the World
Famine is a major problem in Africa, Asia and South America. Although enough food is pro-
duced to feed everyone in the world, millions of people eat less than 20% of what they need
to be healthy. 20 Minutes
How do students feel about living in a nation where many people eat twice as much food as
they need? If extra food is present, why can’t it reach people who are starving? How can peo-
ple of other countries help those who are less fortunate?
Culminating Activity
Serve as the host of a Digestive Talk Show. Assign a part of the digestive system to each stu-
dent and ask them to study up on their part before the show. Include the mouth, esophagus,
stomach, small intestine, large intestine, pancreas, villi, liver, gallbladder, and others. Interview 60 Minutes
each “guest” by asking them questions that will reinforce what the class has learned about the
digestive system.
17
Name
VOCABULARY
The following vocabulary words are from The Human Digestive System. Fill in the number of each
word next to its closest definition.
1. amino acids 7. lipids
2. bile 8. liver
3. carbohydrates 9. pancreas
4. duodenum 10. proteins
5. gallbladder 11. starches
6. hydrochloric acid 12. villi
_____ organic compounds such as fat and cholesterol
_____ gland which secretes enzymes for all types of digestion
_____ foods that include bread, pasta and potatoes
_____ organ that stores bile
_____ largest gland in the body and producer of bile
_____ group of compounds that includes starches and sugars
_____ aids protein digestion in the stomach
_____ building blocks of protein
_____ fluid which breaks down fats in the small intestine
_____ main building material of all cells
_____ fingerlike projections that increase surface area of the small intestine
_____ first portion of the small intestine
18
Name
THE DIGESTIVE SYSTEM
esophoges
stomach
liver
gallbladder
dodendum
pancreas
small intestine
rectum
1. Label the diagram above using the following terms: liver, rectum, pancreas, stomach,
gallbladder, esophagus, duodenum, small intestine.
2. Where does bile go after it leaves the gallbladder?
the duodenum
______________________________________________________________________________
3. Which organ is primarily responsible for protein digestion?
the stomach
______________________________________________________________________________
4. Where does fat digestion begin?
in the small intestine

______________________________________________________________________________
5. Where does starch digestion begin?
i the mouth
______________________________________________________________________________
19
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letters of the words that best fill each blank.
The human digestive system is a group of organs that break down food into _____1_____ to be used as
fuel by the body. Digestive juices, which are mostly _____2_____ , speed up this breakdown.
Carbohydrates are changed into _____3_____ , fats are digested into _____4_____ , and proteins are
broken down into _____5_____ and amino acids.
Digestion begins in the mouth, where food is ground into smaller particles, and an enzyme breaks down
some of the _____6_____. In the stomach, _____7_____ such as hydrochloric acid begin the breakdown
of protein. Fats and starches move on to the _____8_____, where most of the digestive process takes place.
Fluid secreted by the _____9_____ and _____10____ , which is made in the liver, help digest fat. Enzymes
secreted by glands in the walls of the small intestine continue to break down _____11____. Capillaries and
lymph vessels in the _____12____ absorb the digested food and carry it to the body.
1. A. cells
B. atoms
C. enzymes
D. molecules
2. A. acids
B. enzymes
C. bile
D. lymph fluids
3. A. amino acids
B. starches
C. simple sugars
D. fatty acids
4. A. starches and glycerol

B. starches and simple sugars
C. fatty acids and glycerol
D. peptides and fatty acids
5. A. peptides
B. starches
C. gastric juice
D. glycerol
(Continued on next page)
20
Name
CHECKING COMPREHENSION (Continued)
6. A. sugars
B. starches
C. proteins
D. carbohydrates
7. A. fatty acids
B. gastric juices
C. pancreatic juices
D. liver secretions
8. A. lymph vessels
B. blood vessels
C. small intestine
D. liver
9. A. stomach
B. large intestine
C. gallbladder
D. pancreas
10. A. bile
B. mucus
C. gastric juice
D. hydrochloric acid
11. A. fats and vitamins

B. starches and proteins
C. starches and vitamins
D. proteins and bile
12. A. liver
B. pancreas
C. villi
D. gallbladder
21
Name
WORD SCRAMBLE
Unscramble the words on the left, then match them to the definitions below.
2
_____ small intestine
lslam sitntenie ____________________
12
_____ glycerol
yocregll ____________________
10
_____ dippetes ____________________
peptides
6
_____ bacteria
carbaeit ____________________
8
_____ capillaries
iialcpslaer ____________________
9
_____ rectum
mertcu ____________________
3
_____ carbohydrates
dteharbsracoy ____________________
11
_____ salvia
valsia ____________________
5
_____ hydrochloric
lrhrihcdyooc ____________________
1
_____ mucus
suumc ____________________
4
_____ vitamins
naivmtis ____________________
7
_____ gallbladder
dlaaeglbdrl ____________________
1. protects the walls of the large intestine 7. stores bile before it’s needed
2. where most digestion takes place 8. found in the villi
3. another name for starches and sugars 9. final segment of the alimentary canal
4. absorbed by the large intestine 10. what proteins become
5. acid found in the stomach 11. begins the breakdown of starch
6. break down roughage in the large 12. what fats are digested into
intestine
22
Name
TYPES OF FOOD
1. Each of the following foods is primarily a carbohydrate, fat, or protein. Use the blanks
below to describe which group each food belongs to.
carbohydrate
_______________ toast protien
_______________ tuna
protien
_______________ steak carbohydrate
_______________ cereal flakes
carbohydrate
_______________ soda carbohydrate
_______________ baked potato
fat
_______________ milkshake fat
_______________ ice cream
carbohydrate
_______________ spaghetti protien
_______________ ham
2. How would the milkshake be digested?

by the pancreatic juice and bile
______________________________________________________________________________
______________________________________________________________________________
3. What would the steak be broken down into?

peptides and amino acids
______________________________________________________________________________
______________________________________________________________________________
4. Where would digestion of the cereal begin?

in the mouth
______________________________________________________________________________
______________________________________________________________________________
5. Vegetables such as lettuce and carrots contain vitamins, minerals and some protein, but they
are mostly roughage. How is roughage digested?
by bacteria in the large intestine
______________________________________________________________________________
______________________________________________________________________________
23
Name
BRAIN TWISTERS
Do some research to find answers to the following questions.
1. Why are there more overweight people than overweight animals?

because animals eat because it is an instinct in them when they are hungry, but the humans eat to be happy
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. If potatoes only grow in warm weather, why can we buy them in the winter?
due the invention of the greenhouse
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why does your stomach growl when you’re hungry?

due to the gases that gragling in it
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Acid in the stomach can dissolve razor blades. Why doesn’t this acid eat through the lining
of the stomach?
muscus protect the lining of the stomach from acids in the gastric juice
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Why don’t we get as hungry when we’re hot?

______________________________________________________________________________
because we are already hot so we don't need energy to keep body going, so our nervous system discourage us to eat
______________________________________________________________________________
______________________________________________________________________________
24
Name
VOCABULARY SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally,
vertically, diagonally or backwards.
WORD BANK
bile lipids proteins

carbohydrates liver starches
esophagus pancreas stomach
gallbladder peptides villi
A C D T E E L I B B I L W N O
D X S S R E I L E R A L H N P
G G A L L B L A D D E R R E D
H R S S I A E T U V O V V L I
J I P E P E P T I D E S I E S
C P K L I A O L B E S N M L B
U E R A D W L O S S E K N S A
L H S O S I T O U L H I L S E
A C E S T T E G G A C L I A S
R A E N M E A N D T R R A E S
W M Q I A H I L U X A M E R T
T O O Z P M N N A E T C P C Y
R T A O B C E S S L S W I N L
D S S E T A R D Y H O B R A C
U E M L O I R X C A N O L P E
25
Name
TEST
Check the correct answer to each question.
1. How does saliva digest food?
q by breaking down starches

q by using bile to break down sugars
q by breaking down proteins
q by using peptides to break down fat
2. The first segment of the small intestine is called the:
q villus
q illeum
q colon
q duodenum
3. The volume of the human stomach is approximately:
q one liter
q two liters
q one-half of a liter
q four liters
4. What are the walls of the stomach lined with?
q blood vessels and bile ducts

q villi and mucus membranes
q blood vessels and intestinal glands
q lymph vessels and villi
5. Enzymes in the gastric juices break proteins down into:
q lipids
q amino acids
q amylase
q simple sugars
26
Name
TEST (CONTINUED)
6. What type of food begins the digestion process in the small intestine?
q starches
q proteins
q sugars
q fats
7. What happens in the duodenum?
q food is mixed with pancreatic juice and bile

q vitamins and minerals are absorbed
q food is crushed by strong muscles and mixed with digestive juices
q a large amount of water is absorbed from the food
8. What are the functions of the intestinal juices?
q to continue breaking down starches and proteins

q to begin breaking down fats
q to begin breaking down starches and proteins
q to break down vitamins and minerals
9. Where do amino acids and glucose go after being absorbed by the villi?
q to the gallbladder
q to the large intestine
q to the liver
q to the lymph vessels
10. Blood vessels in the large intestine absorb:
q protein
q minerals and water
q bile
q starches
27
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
How the Body Works: Skin, Bones and Muscles

Circulation of the Blood
Kidney Functions
Brain and Spinal Cord
Human Blood Circulation
Investigating the Nervous System
Lungs (Revised)
Mammalian Heart
Human Brain
28
Name
VOCABULARY
The following vocabulary words are from The Human Digestive System. Fill in the number of each
word next to its closest definition.
1. amino acids 7. lipids
2. bile 8. liver
3. carbohydrates 9. pancreas
4. duodenum 10. proteins
5. gallbladder 11. starches
6. hydrochloric acid 12. villi
7 organic compounds such as fat and cholesterol
9 gland which secretes enzymes for all types of digestion
11 foods that include bread, pasta and potatoes
5 organ that stores bile
8 largest gland in the body and producer of bile
3 group of compounds that includes starches and sugars
6 aids protein digestion in the stomach
1 building blocks of protein
2 fluid which breaks down fats in the small intestine
10 main building material of all cells
12 fingerlike projections that increase surface area of the small intestine
4 first portion of the small intestine
29
ANSWER KEY for page 19
Name
THE DIGESTIVE SYSTEM
1. Label the diagram above using the following terms: liver, rectum, pancreas, stomach,
gallbladder, esophagus, duodenum, small intestine.
2. Where does bile go after it leaves the gallbladder?
(the duodenum)
3. Which organ is primarily responsible for protein digestion?
(the stomach)
4. Where does fat digestion begin?
(in the small intestine)
5. Where does starch digestion begin?
(in the mouth)
30
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letters of the words that best fill each blank.
The human digestive system is a group of organs that break down food into _____1_____ to be used as
fuel by the body. Digestive juices, which are mostly _____2_____ , speed up this breakdown.
Carbohydrates are changed into _____ 3_____ , fats are digested into _____4_____ , and proteins ar e
broken down into _____ 5_____ and amino acids.
Digestion begins in the mouth, where food is ground into smaller particles, and an enzyme breaks down
some of the _____ 6_____ .In the stomach, _____7_____ such as hydrochloric acid begin the breakdown
of protein. Fats and starches move on to the _____8_____, where most of the digestive process takes
place. Fluid secreted by the _____9_____ and _____10____ , which is made in the liver, help digest fat.
Enzymes secreted by glands in the walls of the small intestine continue to break down _____11____.
Capillaries and lymph vessels in the _____12____ absorb the digested food and carry it to the body.
1. A. cells
B. atoms
C. enzymes
D. molecules
2. A. acids
B. enzymes
C. bile
D. lymph fluids
3. A. amino acids
B. starches
C. simple sugars
D. fatty acids
4. A. starches and glycerol

B. starches and simple sugars
C. fatty acids and glycerol
D. peptides and fatty acids
5. A. peptides
B. starches
C. gastric juice
D. glycerol
31
Name
CHECKING COMPREHENSION (Continued )
6. A. sugars
B. starches
C. proteins
D. carbohydrates
7. A. fatty acids
B. gastric juices
C. pancreatic juices
D. liver secretions
8. A. lymph vessels
B. blood vessels
C. small intestine
D. liver
9. A. stomach
B. large intestine
C. gallbladder
D. pancreas
10. A. bile
B. mucus
C. gastric juice
D. hydrochloric acid
11. A. fats and vitamins

B. starches and proteins
C. starches and vitamins
D. proteins and bile
12. A. liver
B. pancreas
C. villi
D. gallbladder
32
Name
WORD SCRAMBLE
Unscramble the words on the left, then match them to the definitions below.
2 lslam sitntenie small intestine
12 yocregll glycerol
10 dippetes peptides
6 carbaeit bacteria
8 iialcpslaer capillaries
9 mertcu rectum
3 dteharbsracoy carbohydrates
11 valsia saliva
5 lrhrihcdyooc hydrochloric
1 suumc mucus
4 naivmtis vitamins
7 dlaaeglbdrl gallbladder
1. protects the walls of the large intestine 7. stores bile before it’s needed
2. where most digestion takes place 8. found in the villi
3. another name for starches and sugars 9. final segment of the alimentary canal
4. absorbed by the large intestine 10. what proteins become
5. acid found in the stomach 11. begins the breakdown of starch
6. break down roughage in the large 12. what fats are digested into
intestine
33
Name
TYPES OF FOOD
1. Each of the following foods is primarily a carbohydrate, fat, or protein. Use the blanks
below to describe which group each food belongs to.
carbohydrate toast protein tuna
protein steak carbohydrate cereal flakes
carbohydrate soda carbohydrate baked potato
fat milkshake fat ice cream
carbohydrate spaghetti protein ham
2. How would the milkshake be digested?

(in the small intestine, by pancreatic juice and bile)
3. What would the steak be broken down into?

(amino acids and peptides)
4. Where would digestion of the cereal begin?

(in the mouth)
5. Vegetables such as lettuce and carrots contain vitamins, minerals and some protein, but
they are mostly roughage. How is roughage digested?
(by bacteria in the large intestine)
34
Name
BRAIN TWISTERS
Do some research to find answers to the following questions.
Answers will var y.
1. Why are there more overweight people than overweight animals?

(Most animals eat because they are hungry. People often eat because it is something they
enjoy.)
2. If potatoes only grow in warm weather, why can we buy them in the winter?
(New technologies involving greenhouses make many fruits and vegetables available year-
round. Better transportation methods also make it easier to import warm-weather crops.)
3. Why does your stomach growl when you’re hungry?

(Gases in the stomach, and in the small intestine, make a gurgling sound when the
stomach is almost empty.)
4. Acid in the stomach can dissolve razor blades. Why doesn’t this acid eat through the lining
of the stomach?
(Mucus protects the lining of the stomach from acids in the gastric juices.)
5. Why don’t we get as hungry when we’re hot?

(When we’re hot, we need less fuel to keep our body going, so our brain sends out signals
that discourage us from getting hungry.)
35
Name
VOCABULARY SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally,
vertically, diagonally or backwards.
WORD BANK
bile lipids proteins

carbohydrates liver starches
esophagus pancreas stomach
gallbladder peptides villi
A C D T E E L I B B I L W N O
D X S S R E I L E R A L H N P
G G A L L B L A D D E R R E D
H R S S I A E T U V O V V L I
J I P E P E P T I D E S I E S
C P K L I A O L B E S N M L B
U E R A D W L O S S E K N S A
L H S O S I T O U L H I L S E
A C E S T T E G G A C L I A S
R A E N M E A N D T R R A E S
W M Q I A H I L U X A M E R T
T O O Z P M N N A E T C P C Y
R T A O B C E S S L S W I N L
D S S E T A R D Y H O B R A C
U E M L O I R X C A N O L P E
36
Name
TEST
Check the correct answer to each question.
1. How does saliva digest food?

√
q by breaking down starches
q by using bile to break down sugars
q by breaking down proteins
q by using peptides to break down fat
2. The first segment of the small intestine is called the:

q villus
q illeum
q colon
q√ duodenum
3. The volume of the human stomach is approximately:

q one liter
q√ two liters
q one-half of a liter
q four liters
4. What are the walls of the stomach lined with?

q blood vessels and bile ducts
q villi and mucus membranes
q√ blood vessels and intestinal glands
q lymph vessels and villi
5. Enzymes in the gastric juices break proteins down into:

q lipids
q√ amino acids
q amylase
q simple sugars
37
Name
TEST (CONTINUED)
6. What type of food begins the digestion process in the small intestine?
q starches
q proteins
q sugars
√
q fats
7. What happens in the duodenum?

q√ food is mixed with pancreatic juice and bile
q vitamins and minerals are absorbed
q food is crushed by strong muscles and mixed with digestive juices
q a large amount of water is absorbed from the food
8. What are the functions of the intestinal juices?

q√ to continue breaking down starches and proteins
q to begin breaking down fats
q to begin breaking down starches and proteins
q to break down vitamins and minerals
9. Where do amino acids and glucose go after being absorbed by the villi?
q to the gallbladder
q to the large intestine
√q to the liver
q to the lymph vessels
10. Blood vessels in the large intestine absorb:

q protein
q√ minerals and water
q bile
q starches
38

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Salah Ayman Osman

The Human Digestive System

INTRODUCING THE HUMAN DIGESTIVE SYSTEM

PREPARATION FOR VIEWING

AFTER VIEWING THE PROGRAM

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .28

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

The AIMS Teaching Module provides

This ATM, with its clear definition of

In today’s classrooms, educational ped-

The AIMS Teaching Module is designed

To facilitate ease in classroom manage-

INTRODUCING EACH ATM

Your AIMS Teaching Module is

The Major Theme tells how this AIMS

The Overview provides a synopsis of

The ATM learning objectives provide

Introduction To Vocabulary Focus

Introduction to Vocabulary is a Help learners set a purpose for

After you have completed this AIMS

AIMS offers a carefully researched list of

Reproduces tests and work pages with

The digestive system is a highly pro-

To explore the different ways in

To explain how nutrients are

Discuss with students the link between

Preparation Viewing THE HUMAN DIGESTIVE After Viewing THE HUMAN

Duplicate the appropriate number

You may choose to have students

Administer the Test to assess stu-

Use the Culminating Activity

Explain the mechanism of peristalsis by comparing it to toothpaste being squeezed out of a

Connection to Health and Nutrition

Link to the World

1. amino acids 7. lipids

4. duodenum 10. proteins

5. gallbladder 11. starches

6. hydrochloric acid 12. villi

_____ organic compounds such as fat and cholesterol

_____ gland which secretes enzymes for all types of digestion

_____ foods that include bread, pasta and potatoes

_____ organ that stores bile

_____ largest gland in the body and producer of bile

_____ group of compounds that includes starches and sugars

_____ aids protein digestion in the stomach

_____ building blocks of protein

_____ fluid which breaks down fats in the small intestine

_____ main building material of all cells

_____ first portion of the small intestine

THE DIGESTIVE SYSTEM

2. Where does bile go after it leaves the gallbladder?

3. Which organ is primarily responsible for protein digestion?

4. Where does fat digestion begin?

in the small intestine

5. Where does starch digestion begin?

4. A. starches and glycerol

(Continued on next page)

CHECKING COMPREHENSION (Continued)

11. A. fats and vitamins

2. where most digestion takes place 8. found in the villi