Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Student Materials (per student) Pencil or pen Pre-/Post-Test (see attached document) Digestive System Word Search (see attached document) Bingo Cards-“Digestive System Vocabulary” (see attached document) Bingo card covers/tokens Student Procedure A-“Cracker and Avocado Activity” (see attached document) Student Procedure B-“Cracker and Avocado Activity” (see attached document) Note: Two variations of the Student Activity Procedure handout are provided, the teacher should choose the appropriate handout for his or her class. The “Student Procedure B” handout will allow students more creativity in designing a model of the digestive system, while the “Student Procedure A” handout provides more detailed instructions. Student Handout for Part 1 and Part 2-“Cracker and Avocado Activity Reflection Questions” (see attached document) Model the Digestive Tract (see attached documents) Student Lab Guide-“Baby Burps: Now That’s Gas” (see attached document) Student Materials (per group) Cracker and Avocado Activity Part 1 Saltine cracker Timer Part 2 Three saltine crackers Half of a peeled ripe avocado One pint size Ziploc bag One quart size Ziploc bag Five mL of water Ten mL of orange juice Ten mL of vinegar Flexible tubing Pantyhose cut at each end Duct tape Paper towels Eight-ounce paper cup with a hole cut in the bottom of the cup Plastic tub Gloves Aprons Model the Digestive Tract Masking tape Yardstick Digestive Organ Pictures (see attached documents)
Teacher Materials Teacher Preparation Guide (see attached document) Pre-/Post-Test Answer Key (see attached documents) Ins and Outs of Digestion Presentation (see attached PowerPoint presentation) Rubric for Assessment-“Baby Burps: Now That’s Gas” (see attached document) |
Technology Resources Needed: |
Teacher Technology Resources Teacher computer Interactive whiteboard or projector |
Background/Preparation: |
Student Background: As this lesson will introduce students to the organs and processes of the digestive system, students do not need to possess background knowledge about these concepts prior to participating in the lesson’s activities. This lesson will require students to participate in hands-on, inquiry-based lab activities. The students will need to be able to follow multi-step procedural instructions in order to complete the experiments. Students will be participating in lab activities in which household materials will be handled. Students should follow all appropriate safety precautions including wearing gloves, aprons, and goggles. All spills and splashes should be cleaned with water. Teacher Background: The teacher should preview the Teacher Preparation Guide prior to teaching the lesson to ensure that the lab activities are prepared for students before beginning the lesson’s activities. As written, the activities included in this lesson will require at least six class days to complete. The teacher can view the Ins and Outs of Digestion Presentation for additional background information about the concepts taught in this lesson. The teacher should review lab safety precautions with students and ensure students follow these procedures for the duration of the lesson. Prior to completing the second portion of the Cracker/Avocado Activity, the teacher should tape large garbage bags to the floor to provide an area for each group. The teacher should ensure that all supplies for each group are prepared before beginning Part 2 of the activity. Detailed instructions for setting up this lab are provided in the Teacher Preparation Guide. |
Before Strategy/Engage: 50 minutes (Day 1)
During Strategy/Explore & Explain: 100 minutes (Day 2 and 3)
Cracker and Avocado Activity Part 1:
Part 2:
Student Directions
After Strategy/Explain & Elaborate: 150 minutes (Day 4, 5, and 6)
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Assessment Strategies |
Formative: The teacher will informally assess student’s background knowledge by administering the Pre-/Post-Test prior to teaching the lesson. The teacher should carefully monitor students as they complete the lab activities with their groups to certify that students are correctly following the lab procedures. The teacher should review each group’s models of the digestive system to ensure that students are creating accurate models. Summative: The teacher will formally assess students at the conclusion of each lab experiment by reviewing each student’s answers to the reflection questions on the Student Handout for Part 1 and Part 2. The teacher will administer the Pre-/Post-Test as a summative assessment at the end of the lesson. A rubric is provided to assess the extension activity discussed at the conclusion of the lesson’s procedures. |
Acceleration: |
Students who have prior knowledge of the digestive system can use the Student Procedure B-“Cracker and Avocado Activity” lab sheet (see attached document). This lab sheet will allow students more personal creativity in creating the model of the digestive system and to further develop an understanding of the concepts taught in this lesson. |
Intervention: |
Students who require additional preparation prior to the lesson or review after the lesson can view the Ins and Outs of Digestion Presentation Presentation which succinctly summarizes the concepts demonstrated during this lesson’s lab activities (see attached PowerPoint presentation). |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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