Download Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems

 Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems Stage 3: In this stage, students will understand that the cells in their bodies require nutrients and expel waste. They will also consider the consequences to their bodies if there is an imbalance in the amount and type of nutrients received. In the Welcome activity, students watch the BrainPOP video, “Digestive System,” with the sound off. Have students work in groups to write a narration for the video using what they already know about the digestive system. Lesson 1: The Digestive System Objectives Students learn about the Digestive System, including its parts and purpose. Task Descriptions Notes for Teacher Concepts Warm-­‐up: Students discuss the prompt, “You are what you eat,” deciphering what that means. Read & Discover: In pairs or individually, students read descriptive information (text and diagram) on the purpose of the digestive system. Check it Out: Students watch the Digestive System BrainPOP video again (same as the video from the Welcome) and write down its functions and parts in their notebooks. What do you say? Students play an interactive matching game about the Digestive System, matching names to system parts. Ask students to share as a whole class what this phrase means. Extension question: What happens to the process of digestion when one or more of the body parts isn’t working well (e.g., missing teeth or dry mouth)? Have students discuss this question with a partner, and then discuss it as a whole class. If there is extra time remember to ask students to complete the other BrainPOP activities that go along with the video. Walk around the room as students complete the activity, answering questions if needed. Digestion is the process of breaking down food into nutrients for our body. Digestion starts at the mouth with molars and saliva breaking down food. Food moves along the digestive tract and is absorbed by the small intestine. Blood takes nutrients to cells. The large intestine absorbs moisture and the rectum stores unused food and releases final waste as feces. Key Vocabulary Digestive System Excretory System Urinary System Cells Nutrients Function Anus Undigested Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems Lesson 2: Diffusion and the Movement of Materials through Cells Objectives Task Descriptions Notes for Teacher Students discuss what happens to scent as it is released into an area, and then conduct their own lab activity to understand how diffusion works. First, students read a passage and think about how food is broken down and absorbed into the body. Warm-­‐up: Students predict what will happen to a peppermint scent as it is released into the classroom. Then students read about diffusion. Check It Out: Students watch the BrainPOP “Active Transport” video and answer questions in their notebooks. Bring It to Life: Students complete a lab experiment on diffusion and write what they see happen in the experiment in their notebooks. What Do You Say?: Students write and draw a diagram to show the process of diffusion and how it works in cells and the Digestive System. Before class: Obtain a vial of peppermint oil or other strongly scented oil for the Warm-­‐up activity. If there is time, students can complete related BrainPOP quizzes and activities. Before class: Obtain lab materials for each student pair/group: • large container (e.g., baking tin) • empty Styrofoam/paper cup • food coloring • eyedropper • sharp pencil Look at students’ drawings; provide feedback if needed to ensure accuracy. Concepts Movement of substances from an area of higher concentration to lower concentration is called diffusion. Key Vocabulary Vial Peppermint Substance Concentration Diffusion Active Transport Passive Transport Endocytosis Process Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems Lesson 3: The Excretory System Objectives Task Descriptions Notes for Teacher Concepts Students complete demonstrations, modeling the urinary system. Then students read about the functions of the excretory and urinary systems before completing an interactive. Students learn about how the two systems work together. First, students read about what a cell needs (i.e., have nutrients, get rid of waste, keep important molecules, like DNA and proteins, inside the cell). Warm-­‐up: Students do a demonstration to see how an organelle works. Read and Discover: Students read about how diffusion can help the body get rid of waste. Students read about the Excretory and Urinary Systems. Check It Out: Students complete an interactive “Jeopardy”-­‐type game that tests them on what they have learned so far about the Excretory and Urinary Systems. What Do You Say?: Students read about nephrons and their purpose in the body. Then students look at two animals and decide which has nephrons with longer loops, given the animal’s habitat. Bring It to Life: After completing the “Feed the System” interactive, students answer questions in their notebooks. Before class, get these materials for each student group: • kitchen sieve • empty cup • cup with water and marbles Check in with students as a whole class after they read this section. Prompt students to share what they are learning. You can show students how to play by practicing a couple questions for the class, having students try to guess the answers. After students discuss in their groups, ask a couple groups which animal has nephrons with longer loops. (Answer: viscacha that lives in desert has longer loops because less access to water, so needs to concentrate urine; beavers have continuous access to water, so they don’t need to concentrate urine or reabsorbe lots of water, and therefore have shorter loops) ***An optional role-­‐play activity is provided, see lesson Plan below. The Excretory and Urinary systems get rid of waste in the body so that the body does not get sick. The main organs that remove waste from the body are the kidneys, bladder, large intestine, rectum, and anus. Key Vocabulary Molecules Proteins Sieve Filter Excretion Waste Urea Rectum Urine Nitrogen Kidneys Ureters Urinary Bladder Urethra Nephrons Blood Cells Substances Environment Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems Lesson 4: Energy Balance Objectives Students learn about energy balance, and how it relates to having a healthy weight. Task Descriptions Warm-­‐up: Give students time to brainstorm how our bodies respond to maintain a healthy condition. Read & Discover: Students read about how the body stays stable, and then watch a video about energy balance and obesity. What Do You say? Students calculate the BMI of three fictional adult characters. Notes for Teacher Concepts As a whole class, ask students what examples they came up with for how the body responds to the environment. Have students share their answers to the questions: “What happens if your body uses more energy than you get in your food?” [Answer: lose weight] and “What happens if you eat more food than your body needs?” [Answer: gain weight]. Watch the video as a whole class. IMPORTANT NOTE: The BMI formula is meant for adults. Children and teens' BMI calculations are more complex, so students should not use the formula given to determine their own BMIs. BMI also does not take into account muscle weight or differences in bone structure. The body reacts in different ways to its environment in order to stay stable, or have homeostasis. Energy balance includes eating food to keep the body healthy. When people eat foods with poor nutrition, they can become obese, which has serious health risks for the body. Key Vocabulary Stable Homeostasis Energy Balance Obese Nutrition Body Mass Index Forum Objectives Students examine the different factors contributing to obesity, especially in their own communities. Task Descriptions Students consider, identify, and discuss multiple factors that may contribute to obesity in a specific geographic region using the interactive U.S. map. Notes for Teacher Students may want to explore other regions in the country, such as places they have lived previously or where relatives and friends currently live. Concepts Cultural, social and environmental factors may play a role in obesity rates Key Vocabulary Inactive Community Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems Stage 3 Lesson 1: Optional Role-­‐Play “A Kinesthetic Experience of the Digestive System” (20-­‐30 minutes) Lesson courtesy of Laura Ruffner, Forest Grove School District, Oregon Objectives(s): Students will explore processes of the digestive system by acting out the digestion of a food particle Materials: • large, thin plastic bag • Masking tape • Labeled spray bottles of water • Newspapers • Markers and paper • Trash can • M&M’s (individually wrapped) or • Sponges other candy Procedure: Lay out parallel lines 3’ apart and long enough for half of participants to stand on each side. The food particle should be at one end, and the trash can at the other. Food particle: M&Ms placed in wadded newspapers in small paper sacks. Small sacks go into large sacks with added newspaper. Place all sacks into the large plastic bag and add newspaper until full. Tape or tie closed the food particle. Present to Class: Have you ever wondered what it looks like when our bodies are breaking down our food and extracting the nutrients? Today we are going to act out different portions of our digestive system. What is the digestive system? Discuss a few answers until main points are covered: Digestion is the process of breaking down our food into nutrients for our body Teacher Input: I am going to designate each of you to be a part of the digestive system. Once food has entered into the body, we will talk through each part as it is acted out. Who has a suggestion about what each of these tools might be acting as? Student Activity: Verbally point out each tool in order as they are organized along the peristaltic movement canal. • Peristaltic movement-­‐ muscle movement that continuously pushes food through our digestive system-­‐each of us will squeeze and push the food (gently) down the length of the food tube • Molars-­‐start to break down our food by tearing it apart-­‐our molars today will break the plastic bag open Lesson Plan STAGE 3: The Digestive, Excretory, and Urinary Systems • Saliva-­‐enzymes start to break down food-­‐spray water onto food • Pancreatic juices-­‐the pancreas makes enzymes to continue breaking down food-­‐spray on food • Small intestines-­‐absorb food-­‐finds M&Ms and gives them to the blood • Blood-­‐transports food-­‐distributes food to every cell/participant • Large intestine-­‐reabsorbs moisture-­‐sponges up water on floor • Rectum-­‐stores unused food particles and discarded solids until they are released as feces-­‐puts waste into the trash can Check for understanding that each student knows the names and their job in the activity. Ensure that students are using appropriate force. Ensure that students do not eat candies until all mess is cleaned up.