Beaconhouse School System,Jauhar Campus

SCIENCE WEEKLY LESSON PLAN FOR CLASS VIII

Rotation: 04 Topic: Food And Digestion Duration :Sep 2019 1st Term

Plan Learning outcomes Teaching/learning Resources

strategies

 Recognized the organs of the alimentary canal Jigsaw strategy Digestive system 3D model
1  Interpreted the functions of different parts of digestive Flip class room
( 80 minutes ) system group work Traffic lights
discussion
 Enumerated the importance of enzymes as a catalyst in Predict-Observe- Predict-Observe-Explain sheet
2 most of biological processes and functions of enzymes, in Explain Activity. clear plastic cups, ice cubes, water, salt
( 80 minutes ) relation to things they come across in everyday life. Teachers exposition and thermometers.Potato puree
 Predicted and observed the breakdown of hydrogen Group work Fresh 3% hydrogen peroxide
peroxide by catalase from potatoes Hands on 5 large test tubes, 25 x200 cm
Disposable plastic transfer pipettes
Sharpie or other marker
Stirrers, ruler
3 Group Work Traffic lights
( 40 minutes ) Recognized that blood transports the products of digestion to Whole class
other parts of body and the undigested products get egested. discussion

4  Evaluated their prior understanding of the taught concepts. Mark work Marked work sheet
( 40 minutes )

Prepared by: Dr.Beenish Khurram

Checked by:__________________________

Teacher’s Names: Ms Ayesha Siddiqui

Learning outcome Plan Methodology (plan 1) Time (80 Resource Assessment
mins)
By the end of the Starter Activity: (flip class room) https://you Students will
lesson students will  Teacher will take the feedback from students about the home work link shared 10mins tu.be/zr4o be assessed on
have: on Edmodo by asking the names of organs in correct sequence that are involved nA2k their ability
in digestion. to:
 Recognized the  Teacher will write the names of organs on white board and tell the students that
organs of the all these organs combine together to form an alimentary canal that helps in the  Recognize
alimentary canal. breakdown of macro nutrients into microscopic parts for absorption and release the organs
 Interpreted the of energy to perform different body functions. of the
functions of  Teacher will encourage the students to predict the topic “organs of alimentary alimentary
different parts of canal and their functions.” canal.
digestive system. Development: (Jigsaw strategy)  Interpret
 Teacher will display the model of digestive system to students and ask them is Digestive
the
there any organ missing in the model or not? Teacher will mark all the organs functions of
10mins system 3D different
written previously on board in correspondence with organs present in the model.
model
 Upon approval from students about the presence of all organs in the model, parts of
teacher will divide the whole class into 5 groups with mixed ability students; 1. digestive
Mouth 2. Esophagus 3. Stomach 4.small intestine 5. Large intestine. system
 Teacher will ask the members to come and collect their specific organ from the Through;
model, write the key function of assigned organ after discussing among the
members and later present their work in front of the class. 17mins
Traffic  Class
 Teacher will ask the students to use traffic lights to evaluate the understanding discussion
lights
of the assigned task.  Organ
03mins selection
Brain break
 Group work
 Verbal
responses
 Written
work
  Students will give presentation according to the correct order of organs in 20 mins
alimentary canal. (3mins to each group and 5 mins for Q/A session)
 Teacher will facilitate the students while presentation and may resolve their
queries.
Written work: Students will do try it out on pg 23 of textbook. 10mins
Homework: students will do Q9 and 10 on textbook pg 26 in journals. 05mins

Wrap up: Students will place the organs back to their correct position in the 05mins
model.

Evaluation of student learning: Evaluation of Teaching:

What did the children learn in this lesson? If you were to teach this lesson again, what would you do
differently

What did they actually do?

 Learning outcome Plan Methodology (plan 2) Time (80 Resource Assessment
mins)
By the end of the Starter Activity:. Predict-Observe-Explain Activity. Predict- Students will be
lesson students will  Students will draw 3 columns in journal: predict, observe and 10mins Observe- assessed on their
have: explain in their journals. Explain sheet ability to:
 In this activity students will observe the melting of ice cubes in
 Enumerated the saltwater and freshwater, using basic materials.  Recognise the
importance of  Give time to students to write their predictions before moving clear plastic relationship
enzymes as a catalyst on to the observing stage. cups, ice between
in most of biological  Teacher will conduct the experiment as dissolving salt in water cubes, water, respiration and
processes and will lower the freezing point of water. After all students have salt and circulation.
functions of enzymes, had time to observe and written their observations, they will thermometers.
in relation to things explain what they actually saw and why they think things  Investigate the
they come across in happened the way they did. relationship by
everyday life. Development: recording pulse
 (Teacher’s exposition)Teacher will ask the students: Do you rate.
 Predicted and ever wonder why hydrogen peroxide bubbles when you pour it
observed the
on your open wound? Catalase, an enzyme made in many cells  Evaluate the
breakdown of
hydrogen peroxide by like those of your blood, as well as in turnips, liver, and 10mins effect of
catalase from potatoes, causes the decomposition of hydrogen peroxide. In Potato puree exercise on
potatoes our cells, catalase breaks down hydrogen peroxide to form Fresh 3% pulse rate.
oxygen gas and water. hydrogen Through;
peroxide  Predict-Observe-
Measuring potato catalase activity: 5 large test Explain sheet
tubes, 25 x  Verbal responses
1. Place a mark on a test tube at 2 cm and 5 cm from the tube 200 cm  Written Work
bottom. Disposable
2. Transfer potato puree using a spatula to the 2 cm mark on plastic
the test tube. (You can also use a Popsicle stick to transfer 25mins transfer
the potato puree.) pipettes
3. Add approximately 3 cm of hydrogen peroxide using a Sharpie or
disposable plastic transfer pipette (DPTP) or some other other marker
pipette. Stir the contents with a stirring rod. Stirrers, ruler
4. Observe the formation of the oxygen gas bubbles that
develop from the action of the potato enzyme acting on the
hydrogen peroxide.
5. Wait one minute and then measure the height of the foam
by measuring from the top of the liquid to the top of the
 foam.
6. Now measure the height of the foam each minute for a total
of 5 minutes.
7. Test the presence of oxygen with a burning splint.
 After the activity teacher will ask the students:
Q1. How enzymes are related to catalysts? 15
Q2. What happens to food substrate in the absence of an mins
enzyme during digestion?
Q3. Enlist the consequences of excessive secretion of enzyme
in human body.
 Teacher will take the random feedback from students.

Brain break: the deep dive breath. 03mins

Written Work: students will do Q8 pg26 of textbook in journals.
12mins
Wrap up: Teacher will call any one student to summarise the
lesson 5mins
 Learning outcome Plan Methodology (plan 3) Time (40 Resource Assessment
mins)
By the end of the Introduction: Students will be
lesson students will  Teacher will take a biscuit in the class and ask the students to 10 mins assessed on their
have: tell the expected ingredients of this biscuit. ability to:
 Then ask the students to recall all the steps required in the  Recognize that blood
 Recognized that digestion of that biscuit if consumed. transports the
blood transports the  Take random feedback and write all the steps on products of digestion
products of digestion board.(ingestion, digestion and absorption) to other parts of
to other parts of Development (teacher’s exposition): body and the
body and the  Teacher tell the students that large intestine is the last part of undigested products
undigested products alimentary canal where no digestion occurs and after 10 mins get egested.
get egested. maximum absorption taken place in the small intestine, the
undigested food is eliminated from the body here in the form Through;
of feces through defecation or egestion. Traffic lights  Graphic
 Teacher will use traffic lights to assess the understanding of organiser
discussed topic from students.  Verbal response
 Students will draw a graphic organizer in their journals where 10mins  Written work.
they will write all the four steps of digestion and write the
organs involved in those processes.

ingestion digestion absortion egestion

• organs? • organs? • organs? • organs?

Home work:
Student will revise the topic of food and digestion and come up in 05mins
the next lesson with their concern questions.
Wrap up:
 Students will write muddy points on a chit related to the taught 05mins
topic.
 Teacher will clear their ambiguities.
 Learning outcome Plan Methodology (plan 4) Time (40 Resource Assessment
mins)
By the end of the Starter Activity: Marked work Students will be
lesson students will Teacher will ask the following questions from the students: 10mins assessed on their
have: Q1.What is the role of enzymes in human digestive system? ability to:
 Evaluated their Q2. Name the major organs of digestive system Evaluate their prior
prior Q3. The lacking of which nutrient leads to prolong bleeding? understanding of the
understanding of Take random fee back from the students. taught concepts
the taught Development: Through;
concepts.  Students will do revision questions of workbook. 10mins  Verbal responses
 Students will do the marked wok on digestion in the 15mins  Written Work
journals.

Wrap up: Teacher will take the random feedback of the marked 5mins
work from the students.