EdMedia Fall 2009

Dominican College Fall Trimester 2009 Joseph Facey Prof. Andrew

Chalfin

LESSON PLAN

HUMAN DIGESTION AND PRIMARY STRUCTURES

Learning Standards

Students will understand and apply scientific concepts,

principles and theories pertaining to the physical setting

and living environment and recognize the historical

development in science. Students will access, generate,

process, and transfer information using appropriate

technologies

ANALYTICAL DESCRIPTION OF STUDENTS:

This is a class of fifteen adolescent students with

disabilities within demographics described, as a

moderate needs school.

Grade Level – 4th Grade

GOALS

Students will demonstrate their

understanding of the functions of the

digestive system through their ability to

discuss and describe (in their own words)

the functions and the steps starting from the mouth.

OBJECTIVES:

At the end of the lesson students should be able to

name the primary

structures of digestion

MATERIAL:

• Posters illustrating different parts of the digestive system• Lesson Plan• Model of different sections of the digestive system• Computer with internet access• Workbooks• Crayons• Drawing paper• Projector• Smartboard

Teacher’s Expectation

Teacher will acknowledge the technology prowess of the students and be sure to let students know that everyone of them can learn. Teacher will stress the importance of technology in the classroom and students will be told that the lesson will be concluded using the computer to work with interactive models. The more advanced students will be required to assist their slower classmates.

Anticipatory Set

Last time we looked at the different systems of the body

and we did go into details of the skeletal system. We

dealt with the functions and the different

sections.  Today we will be learning about the digestion

system. How is the digestive system different from the

other systems we have studied?  Are you ready for a

study of some of the different parts of the digestive system?

Simple Diagram of Human Digestive System

Procedure:

Teacher and students will examine the posters

and all the material illustrating the process of

digestion.

Teacher will draw student’s attention to the

unfamiliar phrases and words, e.g. Esophagus

etc

Procedure contd

Teacher will engage students

in a discussion through which,

teacher will be sure to bring

out and note on chalkboard,

pertinent facts about the

system in question

Stomach & Large Intestine

Procedure contd

Students will learn the following facts about the digestive system:-

•The digestive system includes the gastrointestinal tract— (mouth, pharynx, esophagus, stomach, small and large intestine)

•Along with these are accessory structures – (teeth, tongue, salivary glands, liver, bladder and pancreas)

Procedure contd

•Food materials are broken down to usable nutrients and absorbed into the bloodstream.

•Teacher will reiterate that the process of digestion starts in the mouth.

•Teacher will ask students to say what goes on in the mouth when we eat.

Interaction Contd

Student will point to name of an organ which in turn lights up on model

Motivation

From observation teacher knows the

excitement that exist when it comes to the

use of the computer and other gadgets in the

classroom and so teacher will borrow laptops

from other teachers in order to accommodate

every student of the class.

Procedure cont

Following students’ responses, teacher will verify

that in the mouth chewing initiates the mechanical breakdown of food and is followed by secretion of saliva, which moistens and lubricates food for swallowing.

Teacher will help students to understand the purpose of digestion (to break food down to molecules that can be used by cells)

Procedure contd

Teacher lets students know that there are three principal processes involved in this process of digestion -:

(a) mechanical digestion,

(b) chemical digestion and

(c) absorption.

Closure:

Students will use the

computer lab to research

mechanical digestion, chemical

digestion and absorption

THE STOMACH

Evaluation:

Students will be given

simple charts with the

digestive

system to label the parts

indicated.

ORGANS NEED PRITECTION

Modification/Differentiated Instruction :

• Students who have difficulty keeping up with the rest of the class will be given modified material they will manage at a faster pace.

• Student will sketch the digestive system and label it as best they can or label one provided.

• In groups of three students will, in a narrative form, write a story about the journey of a piece of bread through the digestive system.

WORKSHEET 1

Modification/Differentiated Instruction:

• Students who have difficulty keeping up with the rest of the class will be given modified material they will manage at a faster pace.

• Student will sketch the digestive system and label it as best they can or label one provided.

• In groups of three students will, in a narrative form, write a story about the journey of a piece of bread through the digestive system

Worksheet 2

• Complete the names of organs and name any other parts you recall

Blooms Taxonomy Questions

1 Write a list of at least three pieces of any information you can remember

2 What happens after food is broken down to usable nutrients ?

3 From the information given develop a

paragraph about digestion that you will take home and share with your parents.

Questions contd

4 What do you see as a possible outcome if food is not chewed properly?

5 What would happen if a person’s salivary gland does not function well?

6What do you think about the process of digestion?

Interactive Diagram

Students will be able to touch the different organs and get information