FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

Term 3, Weeks 1 & 2 Year 8 Human Biology/
Body Systems/
The Digestive System

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
  thinking   Competence  Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

It is expected that each student has a personal, windows based laptop available for each class. For lessons utilising IOS based software, the school has numerous class sets of
iPad’s available for loan. For the purposes of this assessment, these class sets are fully charged have been booked in advance. There is also a consistent and reliable internet
connection available across all mobile devices. iMotion has also been installed on iPads and checked.

***The pop-stick method mentioned in the lessons refers to a collection of numbered popsicle sticks situated in the teachers pocket or in a holder. Each student is given a
number at the start of the term which they will keep for all of your classes. When a question is asked, a random numbered stick is removed and the question is asked.
(Students may wish to write this number in their textbook for reference. This has proven to be a fair way to spread questioning randomly across the class.

The following three lessons have been developed in response to the Year 8 Biological Sciences Curriculum strand below;

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150)

 identifying the organs and overall function of a system of a multicellular organism in supporting the life processes.
 describing the structure of each organ in a system and relating its function to the overall function of the system.
 examining the specialised cells and tissues involved in structure and function of particular organs.
 comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish and mammals.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 1, ACSSU150 Lesson 1 in this series revolves around an introduction to the

Lesson 1 1. Recognise that specific digestive system; Including its functions and components. Lesson 1
Multi-cellular organs and structures focuses on the GI Tract.
organisms work together to form the https://answergarden.ch
contain systems Answer garden Introduction – Answer Garden
digestive system. /705586
of organs carrying designed to pre- Designed to check understanding at the very beginning of the unit.
out specialised test students and Students are required to list as many organs and components as Digestive System
functions that establish possible that associated with the digestive system. Components
2. Explain that the primary
enable them to understanding.  “How Many Digestive system components can you list?”
function of the digestive
survive and (Check extent of
reproduce system is to provide knowledge Body - What is the primary function of the digestive system? (I.e. https://www.youtube.co
nutrients and expel waste. retention from what is the main role within the body?) Utilise a descriptive video m/watch?v=Og5xAdC8E
previous modules.) to establish the basics. UI
ACSIS148 How your digestive
3. Differentiate between  Discuss the video with the class and ensure that all key system works
Communicate organs of the GI Tract and components of the system are highlighted.
ideas, findings Accessory Organs based  Briefly explain the why organs are grouped into the GI Tract and
and evidence on the function they Accessory.
based solutions
perform.  Note the key organs on the board and ask the class to help you
to problems using organise them into the GI Tract and Accessory Organs using the Utilise the padlet
scientific attached padlet link. developed at
language, and GI Tract – Mouth, Pharynx, Oesophagus, Stomach, Small Int., Large https://padlet.com/2005
4. List the organs of the GI
representations, Int. & Anus 0577/b3yghfye9vtu
tract and describe at least
using digital Accessory Organs – Teeth, Tongue, Salivary Glands, Liver,
technologies as one function that each
Gallbladder, Pancreas,
appropriate performs.

KTP - GI tract contains organs where material passes through while

the Accessory organs provide additional digestion through
secretions etc.

After brief discussion to check learning before moving on, highlight

the components of the GI tract, discuss the function of each and
how it relates to digestion in basic terms.
  Mouth - Ingestion of Food
Brief Socrative EXIT  Pharynx - Delivers food to Oesophagus
QUIZ designed to  Oesophagus - Delivers food to Stomach (Peristalsis)
check  Stomach - Mechanical and Chemical digestion, some
understanding and absorption, holding area The digestive system
promote student  Small Intestine - Provides most nutrient absorption and overview - 3d
reflection. digestion http://www.innerbody.c
(Formative)  Large Intestine - Formation & storage of faeces, om/image/digeov.html
absorption of water, salt and vitamins
 Anus - Expels waste

Use the digestive system overview at innerbody.com to illustrate
the position of each GI Tract organ within the body. Engage with
the class using the pop stick method to help identify the organs
shown. Room - TRAS7IP
https://b.socrative.com/l
Conclusion – Utilise a 3 question, 'Exit Ticket' on Socrative for ogin/student/
students to self-reflect on the content. (Questions relate to
understanding of content, outlining 1 thing they have learnt, and 1 EXIT QUIZ
question they want clarified.)
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 1, ACSSU150 1. List each of the digestive Lesson 2 is designed to continue on from lesson 1 but shift the
Lesson 2 systems accessory organs focus from the GI tract to the Accessory organs of the digestive
Multi-cellular and describe at least one system
organisms
function of each.
contain systems 5 Question Intro - Students are to complete the 5 question quiz on Socrative Room - TRAS7IP
of organs carrying Socrative quiz to to refresh content from GI Tract Organs completed last week. https://b.socrative.com/
out specialised check knowledge Check class responses, explain and answer any questions the login/student/
2. Highlight or label the
functions that and follow up from students may have.
position of each of the
enable them to lesson 1 content. The Digestive System -
survive and accessory organs on a (Formative) Body - Note the name, function and position of the accessory GI Tract Organs &
reproduce diagram or image organs within the digestive system; Functions
Accessory Organs – Teeth, Tongue, Salivary Glands, Liver,
Gallbladder, Pancreas,
ACSIS148 3. Demonstrate a basic
understanding of the 6  Teeth - The teeth are designed to break food into smaller
Communicate primary processes and link pieces via mechanical digestion
ideas, findings these with the organs of  Tongue - The tongue moves the food, 'bolus' towards the
and evidence back of the mouth and into the pharynx.
the system.
based solutions  Salivary Glands - Contain enzymes designed to begin
to problems using chemical digestion in the mouth and to moisten food.
scientific  Liver - Secretes bile and acts as a particle filter
language, and  Gallbladder - Stores and recycles excess bile
representations,  Pancreas - Secretes digestive enzymes
using digital
technologies as Discuss the 6 main primary processes of the digestive system and
appropriate link these with the GI tract and accessory organs using basic
terminology.

1. Ingestion of food (Eating Food)

2. Secretion of fluids and digestive enzymes
3. Mixing and movement of food and wastes through the
body
4. Digestion of food into smaller pieces
 5. Absorption of nutrients
6. Excretion of wastes

Students are to create a simple, individual poster using a Canva www.canva.com

template of their choice including the following information. This Students will use their
Canva poster of the will be used as a study aid and uploaded to the class padlet as a own accounts to create
digestive system. collaborative resource.) an e-poster (Study
Functions as a Aid/Collaborative
study aid. Title - The Digestive System Resource)

GI Tract - Organs and 1 function of each  Pixabay.com

Accessory Organs - Organs and 1 function of each  Photosforclass.com
6 primary processes of the digestive system
1 image of their choosing from a royalty free site - Pixabay.com or
photosforclass.com are recommended. Image may be food,
digestive system, body etc. (Anything relating to Science)

Record 2 accessory
organ names and Conclusion - Each student must write down 2 Accessory tract
functions on a post- organs and their functions on a post-it note as an, 'Exit Pass.' Pad of post-it notes
it note as an exit Students will stick these on the whiteboard as they exit and they
pass will be collected by the teacher.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 2, ACSSU150 Lesson 3 is designed to incorporate all aspects discussed over the
Lesson 3 1. Illustrate the pathway of past two lessons. This lesson includes a Quizzizz based assessment
Multi-cellular food from ingestion to and requires students to trace the pathway of food through the
organisms excretion using an ICT tool system by using iMotion.
contain systems https://quizizz.com/adm
such as iMotion.
of organs carrying Quizzizz Intro - Quizzizz Quiz in/quiz/start_new/589b
out specialised questionnaire "Digestive System" 2fa881b37dfa554bb029
functions that designed to cover 24 Questions related to the Digestive System, including GI tract Digestive System
2. Label each structure on
enable them to the content from and Accessory organs.
the diagram and explain
survive and the last 2 lessons.
reproduce the role of each organ that Body - iMotion Project
the food passes through. Using a preloaded excel class list, use a group randomiser tool
iMotion project is such as ClassDojo or www.randomlists.com/team-generator Class set of iPads -
ACSIS148 designed to check create groups of 3 students or less. Display the groups at the front Enough for 1 per group
student learning by of the class using the projector. of 3 students. Students
Communicate applying will use the pre-installed
ideas, findings understanding to Each group of 3 is to use an outline of the digestive system and iMotion app to create a
and evidence real world coloured play dough, provided by the teacher. Each group must stop-motion video,
based solutions applications. construct a stop motion video using the following parameters; illustrating the pathway
to problems using (Summative) from ingestion to
scientific  Video must be shot the 'manual' movie option. expulsion. Use check
language, and  Video must be shot using the 720x1280 rectangular sheet attached at the
representations, orientation. end of this FPD.
using digital
 Students must include a 5 - 10 shot title section, including
technologies as
appropriate the presentation title and student names.
 Students must label the main organs on the diagram
before the movie is shot.
 Students must include 40 - 50 shots for the pathway of
the food from ingestion at the mouth, to excretion from
the anus. (Use a short sausage shape with the play
dough.)
 The video is to be played back at 2 fps.
 Each group is to upload their video to the attached padlet from
the App before the end of class.

Students are permitted to use their text books, notes and group
discussion for guidance but are not permitted to use Google or
other search engines. (Content can differ hugely from site to site.)

Whole class teacher Conclusion - Utilise one or more of the videos to help explain the All videos are to be
led dialogue pathway of the food to the class. Check learning and uploaded to class padlet.
intended to understanding by asking members of the class to help you with the Select a few videos to
informally assess description of organs and their main functions as the bolus moves show the class as time
understanding. through the body. (Utilise the pop-stick method of selecting permits. (Collaborative
random students to provide responses) Resource)
https://commons.wikimedia.org/wiki/File:Digestive_system_without_labels.svg