Lesson Plan: Digestion

Teacher:  Abeer Obeid

Date:

Subject  / grade level: DIGESTIVE SYSTEM/ Grade 9

Materials: 1.    Sponge to represent the stomach 2.    Rope to represent the SI 3.    Plastic bag to represent the stomach 4.    Crackers 5.    Soda to represent the gastric juice 6.    Stress ball the bolus 7.    Socks to represent the esophagus 8.    2 Handouts: One to be filled during watching the video; One as evaluation 9.    Screen for the video to be watched.

Lesson objective(s): Content: Students will Label the three processes of mechanical digestion with the aid of an experiment Identify the enzymes responsible for chemically digesting the three types of food: Proteins, fat and carbohydrates Conclude the how mechanical digestion fasten up the chemical digestion by analyzing an experiment Design a solution for digestion malfunction through a group activity Process skills: Students will Translate an experiment into explanatory words Analyze an experiment and draw a conclusion with a logical explanation

Differentiation strategies to meet diverse learner needs: The activity is differentiated by: Using hands-on experiments of what happened inside the stomach to target kinesthetic learners Includes a video to target visual learners while taking notes of what they are observing Having the teacher summarizing the material discussed targeting auditory learners.

ENGAGEMENT (Can be in the form of a Do Now, after like Demo, clip, question, etc.) ·         Describe how the teacher will capture students’ interest. ·         What kind of questions should the students ask themselves after the engagement? Put the following Questions on the first slide (or in the board) What is the one thing you do everyday? What happens when you eat? Where does this food go? How does a big bite go through your body? Students need to reach to the points of: We eat to get energy. Food passes by our system. The system breaks down food into small pieces. BUT HOW WILL THE FOOD BE BROKEN DOWN TO PIECES?

EXPLORATION Show the student using a rope, a sponge and a sock how does the digestive system look from the outside. What happens when you eat your food? ·         When you put these crackers in your mouth what is the first thing you do? – use our teeth to cut them into pieces. ·         Where do they pass then? – through the esophagus (using a stress ball and a sock show how the food pass) ·         Where will the food reach then? – the stomach ·         What is the juice we find inside the stomach? – gastric juice which is acidic. ·         Explore what will happen inside the stomach. o    Provide each group of students with a plastic bag with zipper and give the students crackers. o    How will the crackers reach the stomach? Which shape? – students will need to cut the crackers into pieces. o    We said that inside the stomach, we will have a juice which is made up of the same as soda. So what will it include? – Acid o    The stomach needs to send to the intestine very small soluble molecules, so what do you think it does to give the intestine what it needs? o    How does the stomach work?

EXPLANATION (Next Period) Students will watch a video: Students will be asked to fill in a sheet of paper as they are watching the video. Questions will be asked from within their answers after the end of the video: ·                  What is the importance of digestion? ·                  Where will the food pass? ·                  What is the name of the mechanical digestion taking place in the mouth? ·                  What are the names of the enzymes responsible for: Proteins, Fat, Carbohydrates? ·                  Where does the chemical digestion for each of the following food types start?

ELABORATION With the aid of a poster, I will be mentioning the following information summing up all the activities which was taken place to make sure I target the students who can only learn by the teacher’s words. In our body, 2 types of digestion take place: Chemical and mechanical. The mechanical digestion is an aid for the food where it breaks down food into smaller parts: The teeth cut down the food with the aid of the saliva by which it wets the food: this is mastication The esophagus brings down the food into the stomach through peristaltic movement. The stomach will churn the food within its acidic gastric juice through churning. The chemical digestion break down the big molecules of proteins, fat and carbohydrates into smaller molecules as nutrients to be absorbed into the blood stream. Protein digestion starts in the stomach by protease Fat digesting starts in the small intestine by lipase Carbohydrate digestion starts in the mouth by amylase.

EVALUATION The class will be divided into four groups of students each will need to prepare a cardboard. Each group will be responsible for a topic and the cardboard will be hanged on the wall: ·         Group 1: The chemical digestion of food ·         Group 2: the mechanical digestion of food ·         Group 3: the different enzymes responsible for different types of protein. ·         Group 4: the track of food into the digestive system. A worksheet is to be given to the students to solve. This worksheet targets 2 different aspects of Bloom’s taxonomy: the analytic part and the creative part. Attached to the Lesson plan.