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Lesson 2 – Moving Right Along

Lesson 2 – Moving Right Along. Objectives Discuss the purpose of the digestive tract Build a model of the digestive tract and investigate how food moves along it Explore the function of mucus Bellwork (Engage) Answer the questions from the introduction on p 8 SG.

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Lesson 2 – Moving Right Along

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  1. Lesson 2 – Moving Right Along • Objectives • Discuss the purpose of the digestive tract • Build a model of the digestive tract and investigate how food moves along it • Explore the function of mucus • Bellwork (Engage) • Answer the questions from the introduction on p 8 SG. • 1. How can a snake swallow an egg? • 2. How does the egg get moved along its digestive tract? • 3. How long does it take to move along?

  2. Digestive Tract Lab Problem/Question – How does food move through the digestive tract? Prediction/Hypothesis-(Create If-Then-Because statement. May include some phrases or all blanks) (Example) Ifwe swallow food, thenit travels down the esophagus, because ___________

  3. Materials (Explore) Polyvinyl tubing, scissors, marker, tennis ball, tape measure Planning/Procedure (You may write the steps ahead of time, write them as a class after a discussion or simply refer to procedure on pgs 10-11) • Unroll tubing and place a tape measure at the opening • Measure the length of each section of the digestive tract and mark it on the tubing (use chart of pg 10) • Put a rubber band around each mark • Group members work together to squeeze an oiled tennis ball down the digestive tract • Data/Observations • (Copy Table 2.1)

  4. (Variations to Inquiry 2.1) Line the entire class up along the length of the tubing. Each student squeezes only when the ball is in front of them. Closer to what actually occurs in the body. Use a baked potato, banana, or other food instead of the tennis ball. Use rubber bands around all sections to indicate sphincters Use water to aid moving object along. Discuss how this affects diarrhea and constipation. Divide class into two groups and race

  5. Conclusion (Explain) Answer the original question Restate your hypothesis Include any problems you had and how you solved them Next Question What is another way to do it or a different question to explore Reflection Questions(Explain) 1. What did each thing (tennis ball, squeezing, rubber bands) represent? 2. Why was the ball soaked in oil? 3. How is the ball different from real food? 4. What problems occurred trying to move the ball 9.5 m? 5. Why does the tube get narrow between sections?

  6. Vocabulary (Explain) Bolus Peristalsis Feces Sphincter Flatus Mucus Homework(Extend) Read –Spies: All Systems Go pg 12-13 and answer questions 1. What are the four systems that we will learn about in this module? 2. Who are Peppi and Bollo? 3. What is their mission? 4. What is Peppi and Bollo’s special ability? 5. What equipment will this pair be carrying?

  7. Additional Homework (Extend) Writing- Write a paragraph about how digestion works using the vocabulary words Science – Extension 2 p 17 TM Research – Extension 3 p 17 TM Math - Add all the measurements in Table 2.1 p 10 in SG. Give the total in cm, then in meters. Assume a meter equals 3.25 feet. Convert the length of the digestive tract into feet. Show all work. Art – Use a series of drawings to show how food would move along the esophagus by peristalsis. (Evaluate) Do a notebook check, quiz, etc Reading questions Additional homework ideas

  8. Preparation for lesson 3 is extensive and time-consuming. You may want to begin accumulating, separating, and labeling items 2-3 days ahead, otherwise it may make for a long afternoon the day before you begin the Inquiry. Might be a good time to call your specialist for help. Reminder is at the bottom of page 17 in teacher manual. Directions are on page 21.

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