Title of Lesson: The Adventures of PB & J UFTeach Student Names: Kristen Quintana Teaching Date and Time: October

2 at 10 am Length of Lesson: 50 minutes (1 class period) Grade / Topic: 5th grade Source of the Lesson: Adapted from AIMS, From Head to Toe Concepts: The digestive system is a series of processes (both mechanical and chemical) that breakdown food that is eaten into useable components for the organism. These components are the nutrients that build and nourish the cells of the organism and provide energy necessary to sustain life. Digestion begins with the mouth and ends with the release of the solid waste from the body. Students will identify the major components in this process while they demonstrate the process and in turn identify why it is not an example of a scientific experiment. In order to be a valid scientific experiment a variable must be manipulated, data is collected and analyzed, and a conclusion is formed. Florida State Standards (NGSSS) with Cognitive Complexity: Benchmark Number SC.5.L.14.1 Benchmark Description Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. Explain the difference between an experiment and other types of scientific investigations. Cognitive Complexity moderate

SC.5.N.1.2

moderate

Performance Objectives: Students will be able to: Identify the major organs of the digestive system (mouth, esophagus, stomach, intestines, pancreas, liver, rectum and anus) and their role in the digestion of food. Explain how constructing a model to investigate how something works allows scientists to understand the natural world. Materials List, Student Handouts & Advance Preparations Small pieces of of a peanut butter (smooth) and jelly sandwich. 7 quart size plastic bags, re-closeable and labeled with organ 3 marbles 1 cup distilled white vinegar baking soda 3 9oz plastic cups 1

5 1oz or 30 ml condiment cups (3 filled with water, 1 filled with vinegar, 1 half filled with baking soda) 1 plastic spoon 3 pieces of sponge cut in cubes tray to catch any spill, 1 for each station and 1 to carry from station to station scissors paper towels 1 copy of script index cards with instructions for each of 7 stations copies of digestive system for each student to label copies of assessment for each student

Safety Do not eat any of the materials in or out of bags Wash hands after activity Students may be allergic to peanuts substitute cream cheese for peanut butter 5E Lesson: Engagement Time: minutes What the Teacher Will Do Ask students to observe the video (show without sound). Make sure your mentor teacher can show the video. You have to download it as they cannot access youtube.

Teacher Directions and Probing Questions Observe the video and turn to the person next to you and tell them something you observed. http://www.youtube.com/watch? v=Z7xKYNz9AS0 Questions: Based on your observations what do you think you were watching?

Student Responses/Pos sible Misconceptions

What happens after you eat

Ball moves into What are some names of the large sack. places where the pizza went? Moves through long and short tubes. Exits the tube at the bottom 2

How long do you think it takes?

1 hour, 1 day, ? [this is a model of digestion]

Introduce explore

What would you call what you just observed? Today we are going to investigate digestion through a model we will make together. Every student will have a different job to complete so it is very important that youre always paying attention so you know what all the jobs are and what they do for when I as you guys questions! Before we start though, I want us to come up with a question to answer by the end of the investigation. Who has suggestions?

-What is the digestive system? [-What are the different parts of the digestive system? -How does the digestive system work?]

Exploration Time: minutes What the Teacher Will Do Prepare all materials and set up 7 stations in a line in the classroom so students are able to observe each station from their assigned place (refer to attached sheet for directions).

Teacher Directions and Probing Questions I have broken you into groups and have given you the materials you need for your part. Please do not open the bags with the materials until I call on your group to do so.

Student Responses/Pos sible Misconceptions

Remember that we are working as Assign students to groups a team to complete the digestive and give them their bags process so pay attention not only full of all the materials to what you have to do in your they need (including group but also to what your handouts). classmates are doing because its -Tables will be set in a long just as important. rectangle and the groups 3

will sit across one another so the materials can be slid along the table when I cue the transfer. Thank you (part that just went), now show us your job (next part).

(*If the students get the questions wrong dont say no, ask someone else to help them out.) So, ________, what do you not do when I give you all of the materials? And ________, what is the most important thing you have to do during the WHOLE lesson? (After every part of the digestive system allow them a few seconds to fill in the corresponding labels on their handouts and quickly review what happened as a class.)First Question for each part______, what part of the digestive system did we just cover? Can you point it out on your diagram? 1. Mouth and teeth -What do you think was the most important part of this first step?

[Touch them] [Pay attention so that we always know what is going on]

Assign one student to read the scrip (see attached sheet). Have students tell class what they are doing as they follow their instructions. Cut corner when read and move material to next bag. Make sure that each group understands what they are supposed to do and how to do it. Repeat the same process for each bag. When done, collect all 7 bags and use them to highlight points during explanation. Return students to their seats.

[Chewing because it helps break down the food (to fit through the esophagus)] [Connects the mouth and stomach] -eat the food [break down the food more] [breaking down to a form that is useful to us] [nutrients from food]

2. Esophagus -Why is the esophagus important? 3. Stomach -What is the most important function of the stomach? 4. Small Intestine -Whats going on here? 5. Large Intestine -What benefits do we get from this step of digestion? 6. Rectum/ Anus -What is the benefit of this last

step? [gets rid of everything we dont need] (Fill in blanks after discussion on smart board so theyre already filled in when we do the elaboration part of the lesson) Explanation Time: minutes What the Teacher Will Do Review each part of the digestive system, including elements that were not covered in the basic investigation in order to strengthen the understanding of the digestive system and the benefits it has on the body.

Teacher Directions and Probing Questions Now that weve completed the investigation, we are going to do a final review and elaborate a little on what we saw. Lets watch the video we started class with, but this time with sound. Pretty cool, right? 1. Mouth and teeth Teeth and saliva break down food into bolus 2. Esophagus Pathway from mouth to stomach - Peristalsis- contraction of muscles in wave-like motion 3. Stomach Acids break down bolus into chyme 4. Small intestine Duodenum - Juices from the gallbladder and liver - Bicarbonate from pancreas

Student Responses/Pos sible Misconceptions

General Misconceptions: -Order of small and large intestine -Role of villus (no big deal because its an extra- not required as part of the benchmark just put in to give the kids something more to think about) -Breakdown of the small intestine into 3 parts -Role of rectum (holds feces) v. anus (expels feces) 5

(last step of breakdown) Jejunum and Ileum - Absorption of nutrients by villus

5. Large intestine Absorption of all other valuable characteristics of chyme - Water - Makes vitamins 6. Rectum/Anus Holds and expels feces - Left over parts of food the body doesnt need Elaboration Time: minutes What the Teacher Will Do Provide opportunity for students to design their own experiment using the design of the 7 bags. Possible variable that could be changed: Large piece of food with no marbles No acid or extra acid in stomach No baking soda No sponges Provide them with the sheet of instructions for the original investigation so they can identify what they will change. Let them run their experiment if there is time. Evaluation Time: minutes What the Teacher Will

Teacher Directions and Probing Questions Now that we have modeled how the digestive system works we might want to investigate how it might change if something in the body changed. An example might be no teeth how would you test having no teeth? What else might change and how could we test the effects of that? Write down a procedure and make sure you identify the variable you will change and how you will measure the difference.

Student Responses/Pos sible Misconceptions Dont use marbles and leave food in one piece Too much acid in the stomach Dont drink enough water

Teacher Directions and Probing

Student 6

Do

Questions Think about what you saw today and then what we discussed. Tell me what you learned by answering the questions on the sheet. Dont forget your name!

Responses/Pos sible Misconceptions

Step 1: Inquiry Approaches to Teaching