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Descriptive Information
Skill Emphasis (NHES): Core Concepts
Grade Level: 9
Content Area of Health: Nutrition
Content Descriptor & Sub-Descriptor(s):
1. Healthful Eating
1.3 Benefits of consuming more water, fruits, vegetables, grains and calciumrich foods
Title of Lesson:
Destination Digestion
Horticulture
Behavioral Objective(s)
Cognitive: During the lesson, students will be able to fill out their helpful
notes and digestive tract body diagram by listening to the lecture and
PowerPoint given by the teacher.
Cognitive: At the end of class, the students will complete an exit slip based
on the movie Super-Size me by writing a paragraph explaining the changes
in the schools or fast food restaurants to become a healthier Nation.
Affective: After the lesson, the students will be able to take care of their
planted seeds at home by following the guidelines on the handout.
Skill-Based: During the in-class activity, students will be able to demonstrate
their knowledge of the digestive tract by creating an amusement park based
off of the digestive system.
Brief Outline of Todays Lesson
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1. Introduction
2. Bell Ringer
a. Planting Seeds out of recyclable containers
3. Content and Instructional Strategies
a. Digestion Tract
b. Digestion Diagram
4. In-Class Learning Activity
a. Destination Digestion
5. Learning Activity Rubric
a. Description of Assessment
b. Content and skills criteria
c. Analytical Rubric
6. Exit Slip
a. One paragraph explaining the differences fast food
Restaurants are making today to become healthier.
7. Conclusion
8. Classroom Management and Materials
Expanded Outline of Todays Lesson
1.Introduction to the Lesson (Set Induction):
Good morning class. Most of you were wondering why we need the nutrients
that we learned about in class and how our body absorbs these nutrients.
Today is your lucky day, we are going to be talking about how our body
absorbs those important nutrients through a process called digestion. Also to
tie the movie, Super-Size Me, into the lesson, we will be planting our own
Tomatoes, spinach or lettuce seeds in our recyclable products. Fast food
restaurants are cheap and fast this is what appeals to most Americans. Today
I am going to show you that planting your own fruits and vegetables can be
just as cheap and convenient as fast foods.
2.Bell Ringer (Instant Activity):
Planting Seeds
Students had homework over the weekend to bring in their own recyclable
product that will act as a pot to plant their seeds in. In case some students
didnt bring in pots, bring in plastic cups, also bring in potting soil and seeds.
As soon as students come into the classroom have them get their pots out
and decorate them by putting their name on it and putting their own
creativity into their pots. While finishing the movie super-size me allow
students one at a time to go retrieve potting soil in their pots and allow them
to pick out a seed of their choice. Once the student goes back to their seat
the student to the right of them will then go. Once the movie is over and
everyone has their seeds and pots. Show the students how to plant their
seeds, by placing the tip of their pencil in the soil to create a hole about half
2
an inch deep. Place the seed in the hole and cover it up with the soil. The
students will then place the seeds on the windowsill of the classroom until
the class is over. The teacher will also hand out a worksheet explaining to the
students how to care for their plant inside their home.
3.Content & Instructional Strategies:
Digestion (lecture, question and answer)
I.
What is Digestion?
a. A persons capacity to breakdown food into substances that
can be used by the body
b. Digestion breaks down foods and turns them into nutrients
i. Question: What are the 6 nutrients we went over in
Class?
1. Carbohydrates
2. Proteins
3. Fat
4. Minerals
5. Vitamins
6. Water
c. Two types of digestion mechanical and chemical
i. Mechanical Digestion: Occurs in the mouth where the
food is physically broken down
ii. Chemical Digestion: Occurs in the gastrointestinal
tract where when the food is broken down into even
smaller molecules by digestive enzymes
II.
Two types of Organs in GI tract
a. Hollow: Mouth, esophagus, stomach, small intestine and
large intestine, rectum and anus.
b. Solid: Liver, pancreas and gallbladder
III.
IV.
V.
Mouth
a. The digestive system starts at the mouth through
Mechanical digestion
b. The food enters the mouth and is chewed up to break the
food down into smaller pieces
Salivary Glands
a. Secrete saliva to moisten the food to help it move down
the esophagus into the stomach
b. Saliva also contains an enzyme that starts to break down
the starches in foods
Esophagus
a. The food is then swallowed and moves through a tube
called the esophagus
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VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
Gallbladder
a. Stores and concentrates bile, then releases it into the
duodenum to help absorb and digest fats
b. You are able to live without your gallbladder
i. Example: Aunt had gallbladder stones and removed
whole gallbladder
Large Intestine (colon)
a. 6 feet long
b. Made up of the cecum, ascending colon, transverse colon,
descending colon and the sigmoid colon.
c. Connects the small intestine to the rectum
d. Waste enters as a liquid and ends in a solid form
e. Responsible for processing waste so that emptying the
bowels is easy and convenient.
f. Usually takes stool about 36 hours to pass through the
colon
g. The stool itself is mostly food debris and bacteria.
i. Bacteria performs several functions such as:
1. Synthesizing various vitamins
2. Processing waste products and food particles
3. Protecting against harmful bacteria
Rectum
a. Connects colon to anus
b. Once the waste is passed to the rectum it is ready to be
evacuated from the body
c. Messages are sent to the brain allowing the sphincter to
contract or release
Anus
a. Last part of the digestive tract
b. 2 anal sphincters
i. Internal: always tight except when stool enters the
rectum.
ii. External: holds the stool until reaching a toilet, it will
then relax and allow the stool to exit the body
c. The lining of the upper anus detects if contents are liquid,
gas or solids
and restaurants that represent the 11 organs that consist of the digestive
tract.
The creators will need;
A map of the created theme park labeling where each ride or
restaurant is (can look like a human body or you can create your
own landscape)
o This can be on a poster board or virtual map
A description of each ride or restaurant explaining in one
paragraph each, including but not limited too;
o The ride/restaurant name
o What the ride/restaurant does or cooks and how long it
lasts
o Which part/s of the digestive tract the restaurant/ride
reflects
o The age and height requirements
How much the amusement park will cost to build
How much tickets will cost for children, adults and seniors
The creators are looking for creativeness and correct information
relating to the digestive tract.
Once finished the builders will present their amusement park to the board of
Destination Digestion at State College High School, South Building, Room
104. Each group of partners will create a station representing and presenting
their amusement park for a round-a-bout show and tell.
This project will be scored using the analytical rubric found in the
assessment section based on core concept knowledge and additional
criteria/characteristics.
5. In-Class Learning Activity Assessment-Description & Criteria
An analytical rubric will be used to grade the activity
Destination Digestion on content (core concepts) and other
criteria.
Students must include content on the digestive system/tract on
their maps and ride/restaurant descriptions must be accurate,
comprehensive, show relationships between concepts and draw
conclusions. The core concepts criteria on the analytical rubric
below will be used to assess the content portion of the activity.
Additional criteria are characteristics of the activity that are not
content or skill-related. This criterion includes: Creativity, a map
of the amusement park, a paragraph description of the
rides/restaurants including the four parts included in the
instructions, all parts of the digestive tract were used and station
presentation.
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10
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The response is
Complex, accurate,
and comprehensive,
showing breadth
and depth of
information;
relationships are
described and
conclusions drawn
The response
Identifies
Relationships between
Two or more health
Concepts; there is
Some breadth of
Information, although
There may be minor
inaccuracies
The response
Represents some
Accurate information
About the
Relationships
Between health
Concepts, but the
Response is
Incomplete and there
Are some inaccuracies
The response
Addresses the
Assigned task but
Provides little
Or no accurate
Information
About the
Relationships between
Health concepts
Creativity
Amusement
Park
Map
Partners drew or
Virtually made a map
Showing where each
Ride or restaurant
Was with labels
Partners drew or
Virtually made a map
Showing rides and
Restaurants but
Forgot labels
Partner drew or
Virtually made a map
Showing rides
But forgot labels and
restaurants
1 Paragraph for
Each ride
Or restaurant
Partners wrote a
Paragraph for some
Of the rides and
Restaurants but not
All of them
Presentation
Partners set up
A station to present
But it wasnt organized
And was missing a
Few elements
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