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Primary Subject Area: Science |
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Grade Level: 3 - 4
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Overview:
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The students will follow food visually through a model of the digestive system. They will discuss ways to move food more efficiently through the digestive system. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1 – 2 class period (50 minutes each) |
Content Standards:
- Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Benchmarks:
- SI-E-A2
planning and/or designing and conducting a scientific investigation; (1,4)- SI-E-A3
communicating that observations are made with one's senses; (2,3)- SI-E-A6
communicating observations and experiments in oral and written formats; (1,3)- SI-E-B3
choosing appropriate equipment and tools to conduct an experiment; (1,3)- SI-E-B5
presenting the results of experiments; (2,3,5)- LS-E-A5
locating major human body organs and describing their functions; (1,3)
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Grade-Level Expectations (GLEs):
- Grade 3
3.
Use observations to design and conduct simple investigations or experiments to answer testable questions
(SI-E-A2)
4.
Predict and anticipate possible outcomes
(SI-E-A2)
6.
Use the five senses to describe observations
(SI-E-A3)
11.
Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios)
(SI-E-A6)
16.
Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment
(SI-E-B5)
40.
Explain how the organs of the digestive system function
(LS-E-A5) - Grade 4
3.
Use observations to design and conduct simple investigations or experiments to answer testable questions
(SI-E-A2)
7.
Use the five senses to describe observations
(SI-E-A3)
12.
Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios)
(SI-E-A6)
19.
Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment
(SI-E-B5)
42.
Describe how the organs of the circulatory and respiratory systems function
(LS-E-A5)
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Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
( 1, 4, 5, 6 )- Evaluate electronic information for accuracy, relevance, appropriateness, comprehensiveness, and bias.
( 2, 4, 5 )
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Objectives:
The students will:
describe parts of the digestive system,
explain how food moves through the digestive system,
discuss way to facilitate movement of food through the digestive system, and make observations and perform an experiment on the process of digestion. |
Lesson Materials and Resources:
For each group of five students:
Bowl (represents the mouth)
Fork (represents the teeth)
Water (represents the saliva)
Paper towel holder (represents the esophagus)
Ziploc® bag (represents the stomach)
Food, such as toast (1 slice) or corn flakes (1/2 cup) per experiment
Vinegar (represents the stomach acid)
Rolled paper towel that has been taped (represents the small intestine and colon) |
Technology Tools and Materials:
Hardware:
Computer with Internet access
Software:
Websites:
•Inner Learning Online
www.innerbody.com
Other:
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Background Information:
The students should have basic knowledge of the digestive system and how it works. |
Lesson Procedures:
- Review with the students the information, including vocabulary, found in "The Process of Digestion" information sheet.
- Demonstrate this experiment first and then have the students work in groups. The students will mix food in a bowl with a fork to demonstrate how teeth grind up food.
- The students will create a thick paste by adding a little water to the bowl to show that the saliva mixes with the food. The students will observe and discuss what the "saliva" does to the food.
- The students will add 1-2 tablespoons of vinegar in a Ziploc ® bag.
- The students will pour the mixture from the bowl through the paper towel holder, which represents the esophagus, into the Ziploc ® bag, which represents the stomach. They will seal the bag.
- The students will mash the food in the Ziploc® bag. Have the students notice what is happening. Have them describe what the "stomach acid" (vinegar) is doing to the food.
- The students will snip one corner of the Ziploc® bag. The students will squeeze the mixture out of the Ziploc® bag into the rolled paper towel, which represents the small intestine and the colon.
- Have the students describe what is happening to the food as it passes through the intestines. (The liquid passes into the paper towel just as liquid nutrients are passed into the blood stream.
The solid food goes out the end of the rolled paper towel as waste, just as the solid food goes out of the colon as waste in the digestive system.)
- As the students perform the experiment, have them write down their observations of each step in an observation journal.
- The students will share and discuss observations with the class. Have students explain ways to move food more effectively through the digestive system (by drinking sufficient amounts of water, eating fiber daily and engaging in physical activity) and how this relates to good health.
- Students can explore and evaluate the Inner Learning Online web site. Within that web site, they will visit Human Anatomy and then Digestion.
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Assessment Procedures:
Participation in the lab experiment
Observation journal entries |
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student’s Individual Education Plan (IEP) or 504-modification plan.
Activity-Demonstration
STUDENTS WITH SENSORY IMPAIRMENTS
During this activity the teacher may sit the student up close, use an amplifier so that the whole class can hear it or that can be amplified in a headphone worn by this student. The teacher may also provide a hard copy with pictures so that the student can follow along easier. The student can also be paired with buddy to make sure that the student stays on track. (hearing) For the student with vision impairment the teacher can provide the materials used in the experiment so that the students can touch the items to get a better understanding of the demonstration. A buddy can also be provided to hand the items to the students as the teacher uses them in her demonstration.
STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES
The teacher may also have this student either sitting or keeling close to the demonstration. The student would get awarded for attentive behavior such as a ticket given to earn a reward or verbal praise. The student may also be given a stuffed weighted animal to sit with or foam like pad to sit on to encourage attention to the demonstration. (This colored vinyl animal is stuffed with material similar to a medicine ball.) You may also allow this student to stand at some point during this demonstration and you may also want to provide a hard copy with pictures so that the student can review.
(Grouping Activity) You may want to place this student in a small group in a secluded area (behind a large cardboard partition, or cubicle) to prevent distractions from the other groups, provide tasks in small amounts, and encourage cooperation with the other members of the group.
Additional General Classroom Accommodations found in “Helpful Links”
----- written by Melissa Guillory
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Reproducible Materials:
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Explorations and Extensions:
Students will research problems that some individuals have with their digestive systems.
Students will read The Magic School Bus unit on digestion. |
Lesson Development Resources:
Magic School Bus - http://www.Scholastic.com/MagicSchoolBus/index.htm
The Magic School Bus book. |
Reflections:
It is important for students to understand how the digestive system works and what health practices affect its proper functioning, including drinking adequate amounts of water, eating foods high in fiber and engaging in physical activity. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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Best Practices
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