1. (SNC2D, SBI3U) Wendy Chui July 22 nd, 2010

2. Some Food for Thought… 1.What are the key structures and processes that aid in the digestion of the food that you just ingested? 2.How long do you think it will take for the food to travel through your body and be digested?

3. How long does it take to digest a donut? It takes 72 hours for a donut to digest completely in your body! You usually will pass it within 24 hours but it is the sugar that lingers around… …so before you eat a sugary donut again, just think how long it’s going to stay within you!

4. Section of Digestive Tract Time Mouth7 sec. Esophagus3 sec. Stomach10 min. Small Intestine7 hrs Large Intestine17 hrs It takes food from 12 hours – 2 days to go through our body.

5. Outline of Presentation 1.Background information 2.Curriculum expectations 3.Student Misconceptions and Solutions 4.Placement of concept within unit 5.Lesson Sequence 6.Applications 7.Assessment and Evaluation 8.References

6. Background Information Digestion is briefly introduced in Grade 10 and studied in more detailed in Grade 11 Biology – The Grade 10 Biology unit includes topics such as cell division, cell specialization, organs and systems in animals and plants. – The Grade 11 Animals Functions and Structures unit provides more focus on three organ systems: Respiratory, Circulatory and Digestive.

7. Expectations In both SNC2D and SBI3U: – Dissections are used to compare the relationships between the organ systems. – The use of technology in medical treatments is discussed.

8. Expectations in Grade 10 and 11 B3.4- Explain the primary functions of a variety of systems in animals B3.5- Explain the interaction of different systems within an organism and why such interactions are necessary for the organism’s survival SNC2D E3.2- Explain the anatomy of the digestive system and the importance of digestion in providing nutrients needed for energy and growth (ex. mechanical and chemical processes, essential nutrients) E3.4- Describe some disorders related to the respiratory, digestive, and circulatory systems SBI3U

9. Student Misconceptions Misconceptions 1.Gravity causes food to move through our digestive tract. 2. We can extract nutrients from our food because it is broken down mechanically by the mouth. 3. The small intestine is shorter than the large intestine. 4. Confusion between the esophagus and the trachea 5. Food travels quickly through our digestive system.

10. 1. Gravity causes food to move through our digestive tract. Many students believe that gravity is primarily responsible for moving food to the stomach. Although gravity helps, peristaltic motions of the esophageal muscles ensure that food reaches the stomach. That is why even astronauts are able to swallow and digest food.

11. Solutions: Peristalsis demonstration (sock/pantyhose and tennis ball) Video on astronauts living in space (Bill Nye on Digestion) Video on food movement through digestive system 1. Gravity causes food to move through our digestive tract.

12. Peristalsis Demo Materials: Long sock or pantyhose Small ball Squeeze the ball along the length of the sock to simulate peristaltic motion (contraction of circular and longitudinal muscles)

13. Video on astronauts living in space (Bill Nye pt.2, 3:26-4:15)

14. 2. We can extract nutrients from our food because it is broken down mechanically by the mouth. There are two types of digestion: mechanical and chemical Mechanical digestion: mouth (teeth and tongue), peristalsis, stomach muscles Chemical digestion: acids and enzymes in saliva, stomach, intestine, accessory organs (gall bladder, pancreas)

15. Solutions: Graphic organizer that illustrates the different types of digestion Breakdown of Carbohydrates Mini-Lab Digestive System video (http://www.youtube.com/watch?v=Z7xKYNz9 AS0)http://www.youtube.com/watch?v=Z7xKYNz9 AS0 2. We can extract nutrients from our food because it is broken down mechanically by the mouth.

16. Mini-Lab: Breakdown of Carbohydrates Place a piece of cracker or bread in your mouth and note the original taste. Chew the cracker several times and allow it to dissolve in your mouth for 3-5 minutes. Discussion: What did you notice about the taste of the cracker over time? How can you explain these results, based on what you know about enzymes in the saliva?

17. Explanation: Starches (a type of carbohydrate) are made up of smaller sugar molecules. An enzyme found in the saliva, amylase, breaks down starch into simple sugars so that the it can be used as energy for the body. Q: How could you extend the activity?

18. Saltine Cracker Challenge How many soda crackers can you eat in 60 seconds?

19. Digestive System Animation http://www.youtube.com/watch?v=Z7xKYNz9 AS0 http://www.youtube.com/watch?v=Z7xKYNz9 AS0

20. 3. The small intestine is shorter than the large intestine. A human’s small intestine is 7 metres long, whereas the large intestine is 2 metres long The large intestine has a bigger diameter

21. Solutions: Provide a physical model of the length of the small intestines vs. large intestines (ex. measuring string) Pig Dissection: unravel the large and small intestines and measure or compare 3. The small intestine is shorter than the large intestine.

22. 4. Esophagus vs. Trachea Students often confuse the esophagus (part of digestive system) with the trachea (part of respiratory system) Anatomically, they are very close to each other and often linked (ex. choking)

23. Solution: Pig dissection: anatomical differences – Esophagus: white muscular tube beneath trachea – Trachea: has cartilaginous rings that provide strength and structure 4. Esophagus vs. Trachea

24. Placement of Digestion in SBI3U Respiratory System Circulatory System Digestive System Genetics Diversity of Life Evolution Animal Structure and Function Plants

25. Lesson Sequence Types of FeedingHuman digestionMethods of DigestionHealth and Nutrition

26. Lesson Plan- Day 1 Topic.Expecta- tions Teaching StrategiesLearning styles Assessment Types of Feeding Feeding devices Evolution of the digestive tract E3.2 Discussion: Do all organisms obtain food the same way? Individual work: Fill out chart on different feeding types using textbook Activity: Determine the feeding types of different organisms (independent and group inquiry) Direct instruction of concept via handout Visual Verbal Auditory Diagnostic: What do students already know about digestion? Formative: Ability to apply concept to new organisms

27. Day 2 Topic.Expecta- tions Teaching StrategiesLearning styles Assessment Human Digestion E3.2 Video clip: Digestion intro (Bill Nye) Direct instruction of structures using PPT and handouts Demo: Peristalsis (pantyhose/sock and ball) Label diagrams Visual Auditory Formative: Homework questions, labeling diagrams

28. Day 3 Topic.Expecta- tions Teaching StrategiesLearning styles Assessment Methods of Digestion chemical and mechanical digestion E3.2 Mini-Lab: Breakdown of Carbohydrates Direct instruction of types of digestion using PPT and handouts Class activity: Digestive System Simulation (Caitlin’s Best Practice) Graphic organizer: Chemical vs. Mechanical Digestion Visual Auditory Kinesthetic Formative: Class discussion, Ability to connect activity with function of structures Exit pass: What is an example of chemical and mechanical digestion?

29. Day 4 Topic.Expecta- tions Teaching StrategiesLearning styles Assessment Health and Nutrition E1.2 E3.2 Introductory Question: Which essential nutrients do we need to obtain from our food? Articles on healthy eating Direct Instruction on essential nutrients, diets, drugs and toxins, fitness Verbal Visual Auditory Formative: What do students already know about nutrition? Class discussion, Homework questions

30. Day 5 Topic.Expecta- tions Teaching StrategiesLearning styles Assessment Pig Dissection (at the end of this Unit) E2.2 In pairs, students follow dissection guide and identify anatomical structures students analyze the relationship between the respiratory, circulatory and digestive systems Kinesthetic Visual Summative: Bell ringer, quality of dissection, ability to identify structures

31. Addressing Different Learning Needs Learning NeedsTeaching Strategies Visual learners Label diagrams, graphic organizers, word webs, animations, Virtual body (http://www.medtropolis.com/VBody.asp)http://www.medtropolis.com/VBody.asp Logical- mathematical learners Flowchart of a meal Length of each section ELL and Special Needs Preview vocabulary, label diagrams More teacher guidance and scaffolding Extra time

32. Applications Development of dietary products and fitness equipment (E1.2) Investigate disorders related to digestive system (E3.4) – Medical Detectives assignment – Student sample

33. Assessment and Evaluation Possible ideas for activities and projects in Animal Structures and Functions Unit Medical Detectives – You are a doctor! Diagnose this patient. Digestive Amusement Park – How does our digestive system relate to Wonderland?

34. Medical Detectives ER: A Webquest (from STAO) http://virtuallibrary.stao.ca/cruciblearticles/07Ja n6ERwebquest.pdf Thyna’s PPT Presentation

35. Digestive Amusement Park A Day at Destination Digestion (STAO) http://virtuallibrary.stao.ca/cruciblearticles/08Ja n6cdigestionpark.pdf

36. Activity: Create an amusement park ride for one of the following structures: 1.Mouth 2.Esophagus 3.Stomach 4.Small intestines 5.Large intestines 6.Anus

37. Annotated References Digestive System Animation. Retrieved July 20 th, 2010, from http://www.youtube.com/watch?v=Z7xKYNz9AS0 This video is great for reinforcing the concepts taught in digestion. Students can visually see the movement of food through the body. Discovery Kids: Yucky Gross and Cool Body. Retrieved July 20 th, 2010, from http://yucky.discovery.com/flash/body/ This site provides answers to fascinating questions that your students might ask about the human body. Medtropolis: The Virtual Body. Retrieved July 20 th, 2010, from http://www.medtropolis.com/VBody.asp This website allows students to highlight certain structures and learn about them in detail. STAO Virtual Library. Retrieved July 20 th, 2010, from http://www.stao.org/VL2/VL2.php This site has great resources for different grades and levels. It’s free to access and has many creative ideas for projects and assignments.

38. Thanks for being a great audience! …and special thanks to my mentor, Iris!

40. Activity: For a College-level Biology class (SBI3C), what would you include and omit from the following handout? Why? Expectations from this Unit: – E3.3- Describe the anatomy and physiology of the digestive system, the mechanisms of peristalsis, absorption, and mechanical and chemical digestion, and the function of the kidneys

41. 5. Food travels quickly through our digestive system. Q: How long does it take for food to travel through our digestive tract? It takes food from 12 hours – 2 days to go through our body.

42. Solution: Table displaying the time it takes for food to pass through each section of the digestive tract in an average adult human: 5. Food travels quickly through our digestive system. Section of Digestive Tract Time Mouth7 sec. Esophagus3 sec. Stomach10 min. Small Intestine7 hrs Large Intestine17 hrs

43. Other Activities Labs: Investigating the presence of nutrients in various food items (McGH- BLM 10-7)

44. Stomach Simulation Place crackers inside a zip loc bag The bag simulates the stomach, which is a muscle that squeezes food Pour a little orange juice or coke Squeeze the contents in the bag for 2 minutes Observe what happens to the bread

45. Materials Needed Socks Ball Crackers

46. Lab activities http://www.docstoc.com/docs/34097157/The- Digestive-System Activities: http://mypages.iit.edu/~smile/bi9706.html