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Lesson Title: Digestive System
Unit Title: Anatomy
Lesson Purpose/Goal: Explain and describe the functions and parts of the digestive
system.
Teacher Name: Jones
Time: 45 min.
Instructional Objectives: (Students…)
1. Describe the monogastric digestive system.
2. Describe the ruminant digestive system.
3. Compare/contrast the non-ruminant and ruminant digestive systems.
TEKS: 130.7.c(8)(B)
TAKS:
LifeKnowledge Precept: (If Applicable)
Materials/Supplies Needed:
 Projector
 Non-ruminant & Ruminant Digestive Tract V.A.
 Digestive System Handout
 Digestive System Quiz
 Ruminant Viscera from TSU Meat Lab
References:
 Modern Livestock and Poultry
 A Digest of Digestion
Global Contextual Set: (1. Where we have been; 2. Where we are going & why; 3. What we are doing today; 4. How learners should conduct themselves)
1. Yesterday we explored the functions and anatomy of the muscular system.
2. We are gaining a better understanding of the anatomy of animals so that we can manage and utilize
them to their full potential.
3. That brings us to today in which we will explore the ruminant and the non-ruminant/monogastric
digestive systems.
4. Remember to be active in participation and be prepared to get a good grip on how digestion works.
Focus/Interest Approach/Anticipatory Set:

(Captures attention and focuses students’ thinking through physical/cognitive engagement. Principle – Experience before label.)
Lesson Content:
4. Objective 1: (Describe the monogastric digestive system.)
Teaching Method: Lecture
(Include all content, activities, directions, scripting, etc. below. Use as much space as needed)
As you can see we have our non-ruminant/monogastric digestive tract up here. This
includes swine, dogs, you, me, and a number of other animals. So let’s just get on
the magic school bus and take a ride through the system. We begin at the mouth
where the bolus of feed is chewed and enzymes found in saliva are added. The feed
is then sent through the esophagus by peristalsis (rhythmic action) and into the
stomach. In the stomach, gastric juices and enzymes begin to break down the feed.
After digestion in the stomach, the feed is moved into the small intestine which
consists of three sections; duodenum, jejunum, and ileum. The three areas receive
secretions from the liver, pancreas, and cells within the walls of the small intestine
making it the major site of nutrient digestion. The feed then passes by the cecum
which is known as a blind gut because it has little function is most animals. The feed
travels into the large intestine which is divided into the large and small colon. The
last portion of the digestive tract is the rectum where it is stored until being excreted
through the anus.
Notes: When explaining the
process, utilize the nonruminant visual aid to further
show the process.
Checking for Understanding:
 What questions do you have over the non-ruminant digestive system?
Contextual Bridge:
 We have covered the non-ruminant digestive, so now it is time to move on to the ruminant.
Objective 2: (Describe the ruminant digestive system.)
Teaching Method: Lecture
(Include all content, activities, directions, scripting, etc. below. Use as much space as needed)
First thing, why do we call cattle ruminants? Their stomach is composed of four
functional parts; rumen, reticulum, omasum, and abomasums. The rumen is the
largest compartment, in front of the rumen is the reticulum (Honeycomb) that aids in
the regurgitation process. The third compartment is the omasum (many plies) that
aids in grinding the feed, and the fourth is the abomasum which is known as the true
stomach.
Let’s move on with the digestive process. Feed stuff enters the mouth and is rapidly
sent through the esophagus via peristalsis to the rumen. Solids stay in the rumen and
the liquids portions of feed move into the reticulum. In the rumen and reticulum,
bacterial and protozoal enzymes and stomach muscles begin breaking down the feed
stuff. On a side note, when the rumen gets full, that is when they lie down and
ruminate, and the process is called rumination. This is why when you see cattle lying
down and chewing constantly. When the feed stuff enters the omasum some of it is
grinded further. The actual purpose of the omasum is not exactly known. The feed
then goes to the abomasums and this is where just like non-ruminants digestive
enzymes are secreted for break down. It then goes on to the small intestine where
most absorption takes place. Goes through the three sections; duodenum, jejunum,
and ileum and into the large intestine. It then goes to the rectum where it is stored
until secretion.
Notes: When explaining the
process, utilize the ruminant
visual aid to further show the
process.
Checking for Understanding:
 Why are cattle, deer, sheep, and many more labeled as ruminants?
Contextual Bridge:
 Alright, now that ruminant digestion is out of the way, we can move onto comparing the two digestive
systems.
Objective 3: (Compare/contrast the non-ruminant and ruminant digestive systems.)
(Include all content, activities, directions, scripting, etc. below. Use as much space as needed)
I need one volunteer. Okay, here is what we are going to do. ______(vol. name) is
going to led the class in discussing the similarities and differences between nonruminant and ruminant digestion. Your job is to think of as many similarities and
differences that you can and ______ is going to write those down on the board. Are
there any questions? You may begin.
Teaching Method: Student
Led Discussion
Notes:
(You might have to get them started talking by asking some probing questions; What -------------------about rumination? Do the two systems possess the same kind of stomach? After the
stomach do they follow the same route to secretion? Can non-ruminants utilize
grasses for nutrients?)
(After the students get a list made or run out of thoughts, go over one or two of the
points that they made.)
Checking for Understanding:
-So what questions do you have over these two types of digestive systems?
Contextual Bridge:
 Well we have a pretty good idea about these two different types of digestive systems. But wouldn’t it
help to actually see them in person?
Guided Practice: (Group oriented and teacher supported. Include all activities, directions, and description below.)
 I have called ahead to arrange the viscera of a steer to be here so we could check it out. Viscera
meaning the internal organs. Here in a little bit, we will go out into the lab then out the back door. You
don’t have to touch anything, but if you want to feel the viscera AFTER we get done, you need to get a
pair of these surgical gloves that are on the work tables in the lab. Before we go, let’s get one thing
straight. We are going to do this in a mature and responsible manner. Okay? Let’s go.
 Now I’m going to act like my hand is the feed stuff. I want you all to tell me where my hand should start
and where in the digestive system it should move to next. (Go through the digestive tract and as they tell
you where to go make sure they see the actual parts.)
 Okay great job, if ya’ll want to feel it, now is the time. Feel it and then head back to the classroom and
throw your gloves in the trash.
Contextual Bridge:
 We have discussed the two digestive systems, and we have even looked at an actual ruminant digestive
tract, so we have one more practice activity to complete.
Independent Practice: (Individualized and independent activity occurring in the classroom. Include all activities, directions, and description below.)
 Follow the directions to the quiz to complete it. Then hand it to me as you are going out the door. If
there are any questions you may ask me but not your neighbor.
Closure - Global Contextual Set: (1. Where we have been; 2. Where we are going & why; 3. What we will do next; 4. How learners should conduct themselves or what supplies are needed next.)
1. Today we have discussed the ruminant and non-ruminant digestive system and the similarities and
differences between them.
2. We are heading to a better understanding of the anatomy of animals so we can better raise and utilize
livestock in our future endeavors.
3. Next time, which is this Friday, we will have a test over the skeletal, muscular, and digestive systems.
Study your quizzes and notes because that is where the questions will come from.
4. Come prepared and don’t be too excited about it…haha.
Extension Activity: (Optional)
 On the count of three break up into groups of three. 1-2-3. Now, every group needs to get the Modern
Livestock and Poultry book and turn to page 116. From pages 116 to 121 are different illustrations of
various digestive systems. I want you to pick one, draw and label it, and write a brief description about
it. Then each group will give an oral presentation on the digestive system they have chosen.
Assessment: (What formal method will be utilized to measure students’ knowledge/learning?)
 Students will be tested over the objectives at the conclusion of the unit.
(*Note: All supplemental materials including but not limited to handouts, visuals, worksheets, etc. required for
the lesson is to be included on the following pages. Each should be separated by a page break.)
Digestive System Quiz
Name:
Circle T if the statement is true, or circle F it the statement is false.
1. T/ F Non-ruminants are characterized by having four stomach compartments.
2. T/ F The first part of the digestive system is the stomach.
3. T/ F The abomasum is commonly referred to as the “true stomach.”
4. T/ F The small intestine is composed of three sections; Duodenum, Jejunum, Ileum.
5. T/ F Swine are ruminant animals.
Circle the correct answer.
6. This part of the ruminant stomach is where the liquid portion of the feed is sent.
a. Rumen
b. Reticulum
c. Omasum
d. Abomasum
7. Most absorption of nutrients takes place in the…
a. Large Intestine
b. Stomach
c. Cecum
d. Small Intestine
8. When the rumen of an animal is full, the ________ process begins.
a. Rumination
b. Absorption
c. Lactation
d. Motivation