Lesson #3: disorders of digestive anatomy and chemicals
• Hook: Disorder videos
- Show a variety of videos with the following premise: students are to deduce the shown organ but the teacher does not state it directly, apart from answering questions that students pose.
- If students are stuck, provide ‘hints’ regarding the function corresponding to the video.
- Emphasis: Focus on how the disorder, at any size, can produce a large negative effect if not dealt with swiftly and effectively.
- Some ideas of digestive orders to consider:
* Please refer to "References: Videos" for various links to several videos related to the respective disorder*
• Action: Brainstorm + Sharing
- Brainstorm: Students (organized into groups) are tasked with a specific component of the digestive anatomy. Students are instructed to come up with as many potential problems that may occur with the given organ – Cancer? Ulcer? Bloating? Undigested food? Diarrhea?
- Research: If available, provide research tools for students to consult.
(Literacy address) – Students are given an opportunity to practice essential literacy skills by practicing transference of their understanding of digestive systems into their own words on paper. Students commit to paper their digestive process of their respective organ. Transference will require 1) a full understanding, and 2) comfort in reassembling that knowledge into their own words. Said practice allows for students to approach science as a subject that can be more easily understood given time and space. Encourage them to be as free as they would like with their creative writing process.
- Sharing: Students share their findings with the class in their interpretative style. Students will feel more comfortable should they be placed into teams. This will be an excellent opportunity for them to practice team building and leadership skills.
• Debrief: Assessment of learning
- Teacher coordinates students to provide assessment and feedback to student groups on their presentation.
- Students address presentation items such as 1) creativity, 2) preparedness, 3) appropriate and effective in teaching the topic, 4) clear and easy to follow, and 5) allows for peers to use for themselves.
- Teacher collects the list of potential list of problems for the following lesson.
- Show a variety of videos with the following premise: students are to deduce the shown organ but the teacher does not state it directly, apart from answering questions that students pose.
- If students are stuck, provide ‘hints’ regarding the function corresponding to the video.
- Emphasis: Focus on how the disorder, at any size, can produce a large negative effect if not dealt with swiftly and effectively.
- Some ideas of digestive orders to consider:
- Stomach ulcers
- Diarrhea
- Constipation
- Gallstones
- Appendicitis
* Please refer to "References: Videos" for various links to several videos related to the respective disorder*
• Action: Brainstorm + Sharing
- Brainstorm: Students (organized into groups) are tasked with a specific component of the digestive anatomy. Students are instructed to come up with as many potential problems that may occur with the given organ – Cancer? Ulcer? Bloating? Undigested food? Diarrhea?
- Research: If available, provide research tools for students to consult.
(Literacy address) – Students are given an opportunity to practice essential literacy skills by practicing transference of their understanding of digestive systems into their own words on paper. Students commit to paper their digestive process of their respective organ. Transference will require 1) a full understanding, and 2) comfort in reassembling that knowledge into their own words. Said practice allows for students to approach science as a subject that can be more easily understood given time and space. Encourage them to be as free as they would like with their creative writing process.
- Sharing: Students share their findings with the class in their interpretative style. Students will feel more comfortable should they be placed into teams. This will be an excellent opportunity for them to practice team building and leadership skills.
• Debrief: Assessment of learning
- Teacher coordinates students to provide assessment and feedback to student groups on their presentation.
- Students address presentation items such as 1) creativity, 2) preparedness, 3) appropriate and effective in teaching the topic, 4) clear and easy to follow, and 5) allows for peers to use for themselves.
- Teacher collects the list of potential list of problems for the following lesson.