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H. Kwait, Principal John Bowne High School J. Zelkind, A.P Science

Digestive system

Aim: How does the digestive system function?

Do now: analyze the diagram of the digestive tract.

Label the parts of the digestive tract:

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Reading Comprehension of the digestive tract

Digestion is a process that break-down food into small molecule called nutrient. These small molecule called nutrients
pass through the cell membrane or absorb into the cell. These different types of nutrients are used for building-blocks to
make new compounds and fuel to make energy. There are two types of digestion, which are mechanical and chemical.
In mechanical digestion teeth are used to cut and crush food into small pieces. The cutting and crushing of food increase
the surface area exposed for further process of digestion. The exposed surface area from the process of mechanical
digestion increased the area to be exposed to the chemicals to break-down the pieces of food into smaller pieces, so that
it can pass through the cell membrane. The chemicals used for digestion are enzymes, acid and saliva.

Proteases are enzymes that break down protein into amino acid. Amylase break down starch, which is a polysaccharide
( examples: rice, potato) into glucose (is a monosaccharide). Lipase break down lipid (fats) into small droplets of lipids.
All words that end in ase are enzymes.

Protein is made of many amino acid molecules.

Starch is made of many glucose molecules.

Examples of food made of protein are steak, fish, chicken, egg and soy beans, etc.

Examples of food made of starch are bread, rice, potato, etc.

Examples of food made of lipid are bacon, oil, grease, fat, and etc.

Analyze the diagram of peristalsis movement

Squeeze section-dilate section-Squeeze section-dilate section-Squeeze section-dilate section.

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Food or nutrients move through the digestive system by peristalsis movement. In peristalsis movement a section of the
digestive tract is squeezing and the other section of the tract is relaxed. Thus, food is push forward in the digestive tract.

The stomach secretes hydrochloric acid (HCl) and pepsinogen. Hydrochloric acid (HCl) lowers pH of the stomach so
pepsinogen is activated to pepsin. Pepsin is an enzyme that controls the hydrolysis or the breakdown of proteins into
peptides. The stomach also mechanically churns (or mix) the food. Chyme is the mixture of acid, enzyme and food in the
stomach, which leaves the stomach and enters the small intestine.

Accessory (extra) digestive organs that help digestion, but are not solely part of the digestive system are the: gall bladder,
liver, and pancreas secrete other enzymes and base to further digestion.

The liver is an organ that produces bile, which is a chemical that breaks down fats or lipids into small droplets that can be
further broken apart in the small intestine. The gall bladder is an organ that is connected to the liver that acts as the
storage area for bile, which was produced by the liver. The gall bladder is also connected to the small intestine by the
bile duct, which secretes bile into the small intestine to help the digest fats or lipids.
The pancreas is an organ that can act also as an exocrine gland that makes and releases or secretes enzymes (for
example lipase break down the small droplets of lipids or fats into molecules, protease break down proteins or peptides
into amino acids, amylase break down polysaccharides into monosaccharides.). The pancreas also secretes a pH base
into the small intestine that neutralizes the pH acid from the stomach or chyme that empties into the small intestine, so
that it will not damage the small intestine.
How can we absorb large quantity of nutrients in the digestive tract?

The small intestine has billions of villus and microvillus to absorb large quantity of nutrients. The villus and microvillus is
a finger-like projection to increase the amount of surface area to absorb nutrients. Therefore, increase of surface area
for absorption of nutrients in the small intestine is cause by the mircovilli of the villus. Thus, this provides a large area so
that, large quantity of food or nutrient can be absorbed into the body. The blood vessels which are the capillaries in the
microvillus take in amino acids & carbohydrates (monosaccharides), minerals, & vitamins. The lacteals of the microvillus
take in lipids or fats.
The majority of liquids or water is absorbed in the large intestine by the process of osmosis (diffusion).
The rectum is the continuation of the large intestine, and is a storage area for digestive waste product that is called fecal.
The fecal is release to the outside of the body through the anus, which is part of the excretory system.
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Key questions:

 1-How do we define digestion?

 2-Why must food is broken-down?

 3-What does the digestive system do to food?

 4-What are the different types of digestion?

 5-How is mechanical and chemical digestion different?

 6-What is the sequence or direction of food entering the human body? Use arrow to follow the flow of food.

 7-How does the esophagus move food to the stomach?

 8-What does the acid in the stomach do?

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 9-Where does the food go to from the stomach?

 10-How does the food in the small intestine break-down into small nutrients?

 11-How does the small intestine absorb large quantity of nutrients?

 12-What part of the microvillus of the villus absorb amino acids, minerals, vitamins?

 13-What part of the microvillus of the villus absorb lipid?

 14-What is the function of the liver as an accessory organ of the digestive tract?

 15-What is the function of the pancreas as an accessory organ of the digestive tract?

 16-What is the function of the gall bladder as an accessory organ of the digestive tract?

Aim: How does the digestive system function?

Standard 4
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Common Core Learning Standards for Literacy in History/Social Studies, Science, and Technical Subjects.
RST.11-12.4, RST.11-12.7, WHST.11-12.2a, WHST.11-12d, WHST.11-12.4.

INSTRUCTIONAL MODIFICATIONS FOR ELL/SP, ED, STUDENTS (IF APPLICABLE)

1-Provide dictionaries/glossaries
2-Provide alternate reading/writing material to differentiate task
3-Provide extra scaffolding for vocabulary attainment
4-Provide extra wait time for oral response to questions
5-Use of graphic organizers
6-Use more visuals through technology

- Instructional objectives: In addition to being provided with the opportunity to read, write, and speak in order to
increase literacy….SWBAT

Objectives –students should be able to:

-Name in sequence the anatomical parts of the digestive system.
-Explain the difference between mechanical and chemical digestion.
-Review or scaffold and explain the action of enzymes.
-Review or scaffold protein, carbohydrate, and lipids.
-Review or scaffold pH scale
-Explain the difference between endocrine & exocrine secretion.
-Explain peristalsis movement of the digestive tube.
-Explain the increase surface area for absorption of large quantity of nutrients from a meal.
-Explain the excretion of undigestive food from the body.
Aim: How does the digestive system function?
Key questions:
 1-How do we define digestion?
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 2-Why must food is broken-down?

 3-What does the digestive system do to food?
 4-What are the different types of digestion?
 5-How is mechanical and chemical digestion different?
 6-What is the sequence or direction of food entering the human body? Use arrow to follow the flow of food.
 7-How does the esophagus move food to the stomach?
 8-What does the acid in the stomach do?
 9-Where does the food go to from the stomach?
 10-How does the food in the small intestine break-down into small nutrients?
 11-How does the small intestine absorb large quantity of nutrients?
 12-What part of the microvillus of the villus absorb amino acids, minerals, vitamins?
 13-What part of the microvillus of the villus absorb lipid?
 14-What is the function of the liver as an accessory organ of the digestive tract?
 15-What is the function of the pancreas as an accessory organ of the digestive tract?
 16-What is the function of the gall bladder as an accessory organ of the digestive tract?

Assessing students’ prior knowledge, understanding, and misconceptions:

Do Now: Analyze the diagram of the digestive tract on the top of page 1, label the parts of the digestive tract on the
bottom of page 1.

Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the
Progress of the teaching by writing on the smart board. Ask key questions during the check point & scaffolding to
develop vocabulary/concept.

Motivation/Context: View short video “digestive system/animation.”

Development of lesson:
Reading comprehension individually and/or out-loud (volunteer) on page 2.
Answer regent type question #1 &#4 on page 5, & #9, #10 on page 6.

Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the
Progress of the teaching by writing on the smart board. Ask key questions during the check point & scaffolding to
develop vocabulary/concept.

Further development of lesson:

Written answer questions 1 to 6 on page 7.

Check Point(s): Progress of the teaching by writing on the smart board.

Aim: How does the digestive system function?

Key questions:
 1-How do we define digestion?
 2-Why must food is broken-down?
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 3-What does the digestive system do to food?

 4-What are the different types of digestion?
 5-How is mechanical and chemical digestion different?
 6-What is the sequence or direction of food entering the human body? Use arrow to follow the flow of food.
 7-How does the esophagus move food to the stomach?
 8-What does the acid in the stomach do?
 9-Where does the food go to from the stomach?
 10-How does the food in the small intestine break-down into small nutrients?
 11-How does the small intestine absorb large quantity of nutrients?
 12-What part of the microvillus of the villus absorb amino acids, minerals, vitamins?
 13-What part of the microvillus of the villus absorb lipid?
 14-What is the function of the liver as an accessory organ of the digestive tract?
 15-What is the function of the pancreas as an accessory organ of the digestive tract?
 16-What is the function of the gall bladder as an accessory organ of the digestive tract?

Assessing students’ prior knowledge, understanding, and misconceptions:

Do now: Answer questions 1 to 5 on page 7.

Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the
Progress of the teaching by writing on the smart board. Ask key questions during the check point & scaffolding to
develop vocabulary/concept.

Motivation/Context: View short video “digestive system/animation.”

Ans. Regent type questions #1 & #4 on page 5, & #9, #10, #14 on page 6.

Development of lesson: Analyze the diagram of peristalsis movement & explain it on page 2.
Students will design a flow chart of the digestive tract: (Sequence map of the digestive tract).
Students will work in pair share-thinking technique & can use the diagram on top of page 1.

Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the
Progress of the teaching by writing on the smart board. Ask key questions during the check point & scaffolding to
develop vocabulary/concept.

Further development of lesson: Reading comprehension individually or out-loud (volunteer) to class of top of page 3.
Students work in pair share-thinking techniques for questions 57 & 7 to 10 on pages 7 & 8.

Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the
Progress of the teaching by writing on the smart board. Ask key questions during the check point & scaffolding to
develop vocabulary/concept.
Aim: How does the digestive system function?
Key questions:
 1-How do we define digestion?
 2-Why must food is broken-down?
 3-What does the digestive system do to food?
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 4-What are the different types of digestion?

 5-How is mechanical and chemical digestion different?
 6-What is the sequence or direction of food entering the human body? Use arrow to follow the flow of food.
 7-How does the esophagus move food to the stomach?
 8-What does the acid in the stomach do?
 9-Where does the food go to from the stomach?
 10-How does the food in the small intestine break-down into small nutrients?
 11-How does the small intestine absorb large quantity of nutrients?
 12-What part of the microvillus of the villus absorb amino acids, minerals, vitamins?
 13-What part of the microvillus of the villus absorb lipid?
 14-What is the function of the liver as an accessory organ of the digestive tract?
 15-What is the function of the pancreas as an accessory organ of the digestive tract?
 16-What is the function of the gall bladder as an accessory organ of the digestive tract?

Assessing students’ prior knowledge, understanding, and misconceptions:

Solve regent type problem question #57 on page 7.

Check Point(s) Have students report to each other and/or to the entire class what they have learned as a check on the
Progress of the teaching by writing on the smart board. Ask key questions during the check point & scaffolding to
develop vocabulary/concept.

Motivation: Show short video on digestion

Ask key questions and/or solve in pair share-thinking technique #7 to # 9 on pages 7 & 8.

Development of lesson:
Reading comprehension out-loud on accessory digestive organs in the middle of page 3. Ask questions to class.
1-What does accessory mean? ; 2-What are the accessory organs of the digestive tract?
3-Where is bile made or produced? ; 4-What is the function of bile? ; 5-Where is bile stored in the digestive system?
6-Where is bile secreted into the digestive tract? ; 7-What type of gland is the pancreas & why?
8-What does the exocrine gland pancreas secrete into the small intestine? ; 9-What does protease do to protein?
10-What does lipase do to lipids? ; 11-What does amylase do to polysaccharides? ;
12-Why does the pancreas secrete the pH base into the small intestine?

Further development of lesson: Analyze diagram of villi & microvillus on page 3 & explain.
Reading comprehension of small intestine’s villi & microvillus.
Students work in pair share-thinking technique on page 4.
Check point.
Aim: How does the digestive system function?

Key questions:
 1-How do we define digestion?
 2-Why must food is broken-down?
 3-What does the digestive system do to food?
 4-What are the different types of digestion?
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 5-How is mechanical and chemical digestion different?

 6-What is the sequence or direction of food entering the human body? Use arrow to follow the flow of food.
 7-How does the esophagus move food to the stomach?
 8-What does the acid in the stomach do?
 9-Where does the food go to from the stomach?
 10-How does the food in the small intestine break-down into small nutrients?
 11-How does the small intestine absorb large quantity of nutrients?
 12-What part of the microvillus of the villus absorb amino acids, minerals, vitamins?
 13-What part of the microvillus of the villus absorb lipid?
 14-What is the function of the liver as an accessory organ of the digestive tract?
 15-What is the function of the pancreas as an accessory organ of the digestive tract?
 16-What is the function of the gall bladder as an accessory organ of the digestive tract?

Assessing students’ prior knowledge, understanding, and misconceptions:

Analyze diagram on page 3 “How can we absorb large quantity of nutrients in the digestive tract?”
Explain the ability to increase surface area by the means of folding.

Motivation: Show short video on the digestive system.

Development of lesson: Reading comprehension out-loud (volunteer).

-Why does the small intestine have the ability to increase surface area to absorb large quantity of nutrients?
-What type of blood vessel is in the microvillus of a villus? Introduce capillaries.
-What type of nutrients do the capillaries of the villus take in?
-What is the main function of the lacteals?
-What part of the digestive tract is water absorbed? & By what function? Scaffolding osmosis.
-What is the main function of the rectum?

Further development of lesson:

Solve problem questions & labeling on page 4.
Solve regent type questions #3 ,#5, #6, #7 on page 5.

Homework #14. Write the question & solve problem # 10 to #16 on page 8.