EdMedia Fall 2009<br />        Dominican College<br />           Fall Trimester 2009<br />                   Joseph Facey<...
LESSON PLAN<br />HUMAN DIGESTION <br />AND PRIMARY STRUCTURES<br />
Learning Standards<br />Students will understand and apply scientific concepts, principles and theories pertaining to the ...
Analytical description of students:<br />This is a class of fifteen adolescent students with<br /> disabilities within dem...
Goals<br />Students will demonstrate their <br />understanding of the functions of the <br />digestive system through thei...
Objectives: <br />At the end of the lesson<br />students should be able to<br /> name the primary <br />structures of dige...
Material:<br /><ul><li>     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</li></li></ul><li>Teacher’s Expectation<br />Teacher will acknowledge the technology prowess of the students an...
Anticipatory Set<br />Last time we looked at the different systems of the body<br /> and we did go into details of the ske...
Simple Diagram of Human Digestive System<br />
Procedure:<br />Teacher and students will examine the posters<br /> and all the material illustrating the process of <br /...
Procedure contd<br />Teacher will engage students<br /> in a discussion through which,<br /> teacher will be sure to bring...
Stomach  & Large Intestine<br />
Procedure contd<br />Students will learn the following facts about the digestive system:-<br /><ul><li>The digestive syste...
Along with these are accessory structures – (teeth, tongue, salivary glands, liver, bladder and pancreas)</li></li></ul><l...
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.</li></li></ul><li>Interaction Contd<br />Studen...
Motivation<br />From observation teacher knows the excitement that exist when it comes to the use of the computer and othe...
Procedure cont<br />Following students’ responses, teacher will verify<br /> that in the mouth chewing initiates the <br /...
Procedure contd<br />Teacher lets students know that there are three principal processes involved in this process of diges...
Closure:<br />Students will use the <br />     computer lab to research <br />            mechanical digestion, chemical<b...
THE STOMACH<br />
Evaluation:<br />Students will be given<br />   simple charts with the <br />   digestive<br />   system to label the part...
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Ed Media Fall 2009 Ac

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  • Mechanical digestion is comprised of two separate processes. The first is mastication, the process of chewing food mixed with salivary gland excretions. The second is a process known as peristalsis. Peristalsis is completed through smooth muscle contractions. These smooth muscle contractions are responsible for the movement of food throughout the digestive system
  • Ed Media Fall 2009 Ac

    1. 1. EdMedia Fall 2009<br /> Dominican College<br /> Fall Trimester 2009<br /> Joseph Facey<br /> Prof. Andrew Chalfin<br />
    2. 2. LESSON PLAN<br />HUMAN DIGESTION <br />AND PRIMARY STRUCTURES<br />
    3. 3. Learning Standards<br />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<br />
    4. 4. Analytical description of students:<br />This is a class of fifteen adolescent students with<br /> disabilities within demographics described, as a <br />moderate needs school.<br />Grade Level – 4th Grade<br />
    5. 5. Goals<br />Students will demonstrate their <br />understanding of the functions of the <br />digestive system through their ability to <br />discuss and describe (in their own words)<br /> the functions and the steps starting from the mouth.<br />
    6. 6. Objectives: <br />At the end of the lesson<br />students should be able to<br /> name the primary <br />structures of digestion<br />
    7. 7. Material:<br /><ul><li> Posters illustrating different parts of the digestive system
    8. 8. Lesson Plan
    9. 9. Model of different sections of the digestive system
    10. 10. Computer with internet access
    11. 11. Workbooks
    12. 12. Crayons
    13. 13. Drawing paper
    14. 14. Projector
    15. 15. Smartboard</li></li></ul><li>Teacher’s Expectation<br />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.<br />
    16. 16. Anticipatory Set<br />Last time we looked at the different systems of the body<br /> and we did go into details of the skeletal system. We <br />dealt with the functions and the different <br />sections.  Today we will be learning about the digestion <br />system. How is the digestive system different from the <br />other systems we have studied?  Are you ready for a <br />study of some of the different parts of the digestive system?<br />
    17. 17. Simple Diagram of Human Digestive System<br />
    18. 18. Procedure:<br />Teacher and students will examine the posters<br /> and all the material illustrating the process of <br />digestion.<br />Teacher will draw student’s attention to the <br />unfamiliar phrases and words, e.g. Esophagus <br />etc<br />
    19. 19. Procedure contd<br />Teacher will engage students<br /> in a discussion through which,<br /> teacher will be sure to bring <br />out and note on chalkboard,<br /> pertinent facts about the<br /> system in question<br />
    20. 20. Stomach & Large Intestine<br />
    21. 21. Procedure contd<br />Students will learn the following facts about the digestive system:-<br /><ul><li>The digestive system includes the gastrointestinal tract— (mouth, pharynx, esophagus, stomach, small and large intestine)
    22. 22. Along with these are accessory structures – (teeth, tongue, salivary glands, liver, bladder and pancreas)</li></li></ul><li>Procedure contd<br /><ul><li>Food materials are broken down to usable nutrients and absorbed into the bloodstream.
    23. 23. Teacher will reiterate that the process of digestion starts in the mouth.
    24. 24. Teacher will ask students to say what goes on in the mouth when we eat.</li></li></ul><li>Interaction Contd<br />Student will point to name of an organ which in turn lights up on model<br />
    25. 25. Motivation<br />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.<br />
    26. 26. Procedure cont<br />Following students’ responses, teacher will verify<br /> that in the mouth chewing initiates the <br />mechanical breakdown of food and is followed <br />by secretion of saliva, which moistens and <br />lubricates food for swallowing.<br /> Teacher will help students to understand the purpose of digestion (to break food down to molecules that can be used by cells) <br />
    27. 27. Procedure contd<br />Teacher lets students know that there are three principal processes involved in this process of digestion -:<br /> (a) mechanical digestion,<br /> (b) chemical digestion and <br /> (c) absorption.<br />
    28. 28. Closure:<br />Students will use the <br /> computer lab to research <br /> mechanical digestion, chemical<br /> digestion and absorption<br />
    29. 29. THE STOMACH<br />
    30. 30. Evaluation:<br />Students will be given<br /> simple charts with the <br /> digestive<br /> system to label the parts <br /> indicated.<br />
    31. 31. ORGANS NEED PRITECTION<br />
    32. 32. Modification/Differentiated Instruction :<br /><ul><li>Students who have difficulty keeping up with the rest of the class will be given modified material they will manage at a faster pace.
    33. 33. Student will sketch the digestive system and label it as best they can or label one provided.
    34. 34. 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.</li></li></ul><li> WORKSHEET 1<br />
    35. 35. Modification/Differentiated Instruction:<br /><ul><li>Students who have difficulty keeping up with the rest of the class will be given modified material they will manage at a faster pace.
    36. 36. Student will sketch the digestive system and label it as best they can or label one provided.
    37. 37. 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</li></li></ul><li>Worksheet 2<br /><ul><li>Complete the names of organs and name any other parts you recall</li></li></ul><li>Blooms Taxonomy Questions<br />1 Write a list of at least three pieces of any information you can remember<br />2 What happens after food is broken down to usable nutrients ?<br />3 From the information given develop a paragraph about digestion that you will take home and share with your parents.<br />
    38. 38. Questions contd<br />4 What do you see as a possible outcome if food is not chewed properly?<br />5 What would happen if a person’s salivary gland does not function well?<br />6What do you think about the process of digestion?<br />
    39. 39. Interactive Diagram<br />Students will be able to touch the different organs and get information<br />

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