Ed Media Fall 2009 Ac
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Transcript of Ed Media Fall 2009 Ac
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EdMedia Fall 2009
Dominican College Fall Trimester 2009 Joseph Facey Prof. Andrew
Chalfin
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LESSON PLAN
HUMAN DIGESTION AND PRIMARY STRUCTURES
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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
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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
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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.
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OBJECTIVES:
At the end of the lesson students should be able to
name the primary
structures of digestion
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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
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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.
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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?
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Simple Diagram of Human Digestive System
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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
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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
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Stomach & Large Intestine
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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)
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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.
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Interaction Contd
Student will point to name of an organ which in turn lights up on model
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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.
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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)
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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.
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Closure:
Students will use the
computer lab to research
mechanical digestion, chemical
digestion and absorption
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THE STOMACH
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Evaluation:
Students will be given
simple charts with the
digestive
system to label the parts
indicated.
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ORGANS NEED PRITECTION
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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.
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WORKSHEET 1
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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
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Worksheet 2
• Complete the names of organs and name any other parts you recall
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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.
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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?
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Interactive Diagram
Students will be able to touch the different organs and get information