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Practicum 2 Lesson Plan on Digestive System

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Practicum 2 Lesson Plan on Digestive System

  1. 1. Cheska Lorena Wednesday, November 12, 2008 1 Email: cmlorena@gmail.com Formal Lesson Plan 3 – 2nd Practicum LESSON PLAN DETAILS Grade Level: Sixth Grade Number of Students: 25 Time: Period 2 (9:11-10:01 AM) Subject: Life Sciences, Magnet Lesson Topic: The Stomach and the Digestive System Keywords: Human Body, Body Systems, Organs, Functions of Organs NV 6-8 STANDARDS/CCSD K-12 POWER STANDARDS L.8.B.4 Describe how cells combine to form tissues that combine to form organs and organ systems that are specialized to perform life functions. L.8.B.7 Discuss the general organization and function of the digestive, circulatory, respiratory, and excretory and nervous systems. TEACHING OBJECTIVES 1 To differentiate between mechanical and chemical breakdown of digestion 2 To name examples of organs that function in the mechanical and chemical breakdowns of digestion 3 To enact the pathway of food and nutrients in the digestive system through role play MATERIALS For the teacher For the students 25 textbooks 1 Textbook PowerPoint slides 1 Science Notebook Computer and projector Writing utensils Internet access 1 Digestion Poster 1 box of crackers 4-6 clear large Ziploc bags 2 small plastic bags Crumpled newspaper 2-4 spray bottles filled with water 6 table-tent organ labels 1 Trash can 1 large Digestive System chart 1 Torso model 50 Digestion Posters Array of picture books ACTIVITIES (50 minutes total) A. INTRODUCTION (10 minutes) a. Prime Time/Essential Question review b. Previous Concept Recap B. LESSON OF THE DAY (30 minutes) a. New Concept Introduction b. “Digestion: An Absorbing Tale” Reading Activity 15 p. B23-B29
  2. 2. Cheska Lorena Wednesday, November 12, 2008 2 Email: cmlorena@gmail.com Formal Lesson Plan 3 – 2nd Practicum c. Acting Out The Digestive System Activity C. CLOSURE (10 minutes) a. Textbook Analysis Questions p. B29 b. Student FAQs D. BACKUP/EXTENSIONS a. Torso Model b. Digestion System Chart c. Student Digestion Posters d. Digestive System picture books e. Flash Animation: http://kitses.com/animation/swfs/digestion.swf INSTRUCTIONAL METHODS (50 minutes total) Introduction (10 minutes) Breakdown of Introduction: PT/EQ Review –8 minutes Previous Lesson Recap – 2 minutes Prime Time Questions will be assigned by cooperative teacher. Essential Question: “How does your digestive system work? Set aside the first 8 minutes of class for student completion and review of the PT/EQ questions. Review previous content by highlighting the last activity. Students performed an experiment with antacid tablets, simulating mechanical and chemical breakdown of food in the digestion system. Today students will put together their new knowledge of the functions of the organs in the digestion system by reading textbook excerpts and reenacting as a class what happens to food when it passes through the digestive system. These activities will provide students with an auditory, visual, and kinesthetic experience which will help students become familiar with how the digestion system works. Lesson/Activity (30 minutes) Breakdown of Lesson: Role Playing/Reading Assignment – 30 minutes Direct students to open their textbooks to page B23. As students are flipping the pages, place the organ labels on the appropriate tables. Distribute the spray bottles to groups in the 2nd and 3rd tables.  1st and 2nd tables = teeth and salivary glands  In transit/teacher = esophagus  3rd table = stomach and pancreas  4th and 5th tables = small intestine, liver and blood  6th table = large intestine and rectum Pick one student in each consecutive group to read a paragraph. Hand out a small plastic bag filled with crumpled newspaper and 3 clear Ziploc bags containing soda crackers to the first organs. Pass the Ziploc bags to the next set of organs as the students act out the food process after each paragraph. After the first paragraph, instruct the teeth to gently pound on the soda crackers to break them up in the plastic bags and tear up the newspaper. Count to 5 seconds and then have the teeth pass the crackers to the salivary glands. The salivary glands will open the Ziploc bags and spray the crumbs and newspaper twice with the spray bottles. Instruct the salivary glands to make sure they close the Ziploc
  3. 3. Cheska Lorena Wednesday, November 12, 2008 3 Email: cmlorena@gmail.com Formal Lesson Plan 3 – 2nd Practicum bags tightly and place them back in the small plastic bags. Place all small plastic bags into the large trash bag. Students have simulated mechanical breakdown and the start of chemical breakdown. Read the second paragraph. After the paragraph, take the large trash bag and squeeze it as you make your way towards the 3rd table. This simulates peristaltic movement down the esophagus. Read the third paragraph. After the paragraph, the stomach, liver and pancreas will spray the cracker contents 3 xs. This simulates additional chemical breakdown. Take the bag to the small intestine, which will gently squeeze the bags to form a thick pasty mixture, simulating nutrient absorption. Continue with the fourth and fifth paragraphs. After the paragraphs, some members will act as blood and will take 2 or 3 bags and relocate to another part of the room. This simulates nutrients going to fuel different parts of the body. Continue with the last paragraph. Some of the bags will not be taken by blood and go to the large intestine. The large intestine will throw away the bags in the trash can. Make sure to have students answer the “Stopping to Think” Questions during the activity. To transition from the lesson to closure, tell the students that they just reenacted the pathway of food in the digestive system. Thank them for their participation and applaud them. Direct their attention to the Analysis Questions. Closure (10 minutes) Breakdown of Lesson: Analysis Questions – 10 minutes If time is limited, forego copying #2 in the science notebook. Let the students answer as a whole class instead by show of hands. Go in this order: #1, #3, #2 and #4. For #3, pass out the student digestion posters and have a student describe the process by using the poster. If time allows, open up the floor for student FAQs and discussion. Thank the students for their participation in class. HOMEWORK ASSIGNMENT To be assigned by cooperative teacher. ASSESSMENT & EVALUATION OF LEARNING  Informal in-class observations: Are students raising their hands to answer questions? Are they volunteering to read? Are their attentions focused on you when you walk around; on their textbooks when they are reading; or on their classmates as they watch them role play? Or are they avoiding eye contact; reading novels under the desk? What kind of student response are you receiving—are they excited and involved, or do they look bored? Is there laughter? Are they smiling? What kind of comments do you hear from the students?  Indirect assessment through show of hands when asked questions. What quality of answers are you receiving? Do students elaborate on their answers; provide original ideas or examples?  Performance assessments through tasks based on the acting activity.
  4. 4. Cheska Lorena Wednesday, November 12, 2008 4 Email: cmlorena@gmail.com Formal Lesson Plan 3 – 2nd Practicum CONTINGENCY/ EXTENSION PLAN  Locate the digestive organs on the torso model.  Color in, cut out and create digestion posters.  Browse through digestive system picture books.  Create their own illustrated short stories based on their new knowledge of the human body and the digestive system. ACCOMODATIONS/ MODIFICATIONS  Speak clearly and enunciate words while talking.  Walk around the room, but take care not to face away from students.  Unfamiliar vocabulary words should be listed on the board and later discussed.  Provide an instruction checklist for the acting activity on the whiteboards.  A PowerPoint slide can serve as an alternate visual to relay objectives and instructions.  Words are listed in large legible handwriting.  A large visual image of the digestive system is provided through a chart.  A large torso model is provided for visual learners.  Texts are read aloud by teacher and students. POST-LESSON REFLECTION

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