Topic/Title Digestive System

Grade Level Grade 8

Time Allotment 120 minutes
Prepared by Glenda S. Lagmay
School San Juan High School(Mexico)
Learning Competencies /Objectives
At the end of the cycle, the students should be able to:
1. List down the parts and their functions in the digestive process
2. Locate the parts of the digestive system
3. Enumerate the importance of the digestive system

ELICIT (3mins.) Materials

The teacher will show pictures of blender and grinder and ask them LCD
to describe and give the function of these materials. projector
Animated
images

ENGAGE (3mins.)
The teacher will show different pictures of digestive organs and ask LCD
them to name the parts. projector

Guide questions:
1. Name the organs that you see
2. To what system of the body do these organs belong?
EXPLORE (20mins.)
Designing the Experiment
Divide the class into 4
Using an old t-shirt or apron, draw an anatomically correct diagram of the
digestive system.  This activity is to assess your knowledge of the anatomy
(or body parts and location) of the digestive system.  You may use any type
of materials to do so including paint, markers, glitter, iron-ons, fabric, or
anything else that you can imagine.  Be sure to include and label the
following: esophagus,stomach, liver, gall bladder, pancreas, small
intestine (duodenum, jejunum, and ileum), appendix, large intestine
(ascending, transverse, descending), rectum and anus.  Feel free to
include any other relevant organs you can think of.  Just be sure not to
forget the ones listed.  Use these directions and the rubric below as your
guide.  Let your imagination run free, but remember to keep it anatomically
correct! 
Be as creative as you can, but remember to include the major functions of
digestive organs.

EXPLAIN (15mins.)
● Presentation of outputs Apron
 One representative from each group will present their output Marker
in front of the class. Colored
pencil
paint
ELABORATE (10mins.)
The teacher will show a video clip about the digestive organs and its LCD
functions. projector
Class Interaction Laptop
Digestive System Parts and Functions PowerPoint
Mouth Presentation
Video clip
This is where the process of digestion begins. The smell of food
itself triggers the secretion of saliva by the salivary glands in the
mouth. Saliva contains the salivary amylase enzyme which helps in
the breakdown of starch. In the mouth lies the tongue, which is
vital for mixing and tasting food. Teeth help in the grinding of food.
Pharynx (Throat)
The throat or pharynx is a funnel shaped tube that is connected to
the mouth. It is charged with passing chewed food into the
esophagus from the mouth.
Esophagus
After you have swallowed your food, it passes through the throat
and into the esophagus. Here, food is passed through the hypo-
pharynx and the oropharynx. Through a process called peristalsis,
 food is converted into a small round mass and transported into the
stomach
Stomach
In the stomach, food is coated with a mixture of digestive enzymes
and acid. This helps break down food..
Small Intestine
The small intestine is divided into 3 parts: the duodenum, the
jejunum and the ileum. The walls of the small intestine have finger-
like projections called villi. They facilitate the absorption of
nutrients into the bloodstream.
Accessory Organs
In the duodenum (the first part of the small intestines),
carbohydrates, protein and fats are broken down with the help of
enzymes from the pancreas. Bile juice is released from the gall
bladder to further break down fats into a form that the body can
use.
Large Intestine (Colon)
After the small intestine, we have the large intestine which is
charged with absorbing water and breaking down waste. It contains
bacteria that help with the breakdown of waste that is passed on
from the small intestine. Once the remaining nutrients are
extracted, it becomes feces that are excreted through the anal
canal.
Rectum and Anus
The rectum receives stool from the large intestine. The anus is
surrounded by sphincter muscles that allow you to control the anus
function.
Guide question:
Enumerate the importance of the digestive system
EVALUATE (7mins.)
What Am I? LCD
projector
• I’m the first organ used in digestion. What am I? Laptop

• I break food into pieces. What am I?

• I mix with food and help to make swallowing easier. What am I? •

I roll the food to the back of your mouth. What am I?

• I’m a tube located between the mouth and the stomach. What am
I?

• Food is mixed up in me. What am I?

• When digestive juices and food are mixed, they make me. What am
I?

• I am 20 to 25 feet long and work to digest your food. What am I?

• Your body uses me for energy, growth and health once food has
been digested. What am I?

• The final stage of digestion takes place inside of me. What am I?

• I help maintain body temperature and aid digestion. What am I? •

Your body is not able to digest me. What am I?

EXTEND (2mins.)
Laptop
Digestion Rocks, Writes and Acts!  Projector
Digital
Independently or in groups of no more than 4, write a images

creative work about the physiology (or actions) of the

digestive system, tracing what occurs as the body digests
food.  The writing can be a song, poem, or role-play (act it
out).   Keep the performance to 5 minutes or less!  (Note:
a typical song on the radio averages three minutes and one
can read a significantly long poem in five minutes!) Use
the rubric as your guideline.
REFERENCES
LM pp. 291-295
http://www.medguidance.com/thread/Digestive-System-Parts-and-
Functions.html
https://www.he.k-state.edu/fnp/educators/graphics-lab-
materials/fiber/fiber-handouts/University_of_Missouri-
Columbia_Material.pdf
 The rubric for the t-shirt:

  4 points 3 points 2 points 1 point

Identification of Student Student Student might Student has
major organs and correctly correctly incorrectly incorrectly depicted
 accessory organs depicts structure depicts function depict structure and
and placement and placement placement or placement of most
parts, having only
of all parts to of most parts. function in one few identified
the digestive or two cases. correctly.
system.  
   
 
Aesthetic appeal Project is well Project is Project lacks some Project is poorly
planned, neat, and planned, but planning, is messy, planned, unclear, or
well-diagramed. not aesthetically is not aesthetically
messy in parts pleasing in some pleasing.
 
or not clearly parts or diagram is
diagramed. unclear in several  
  parts.
 
 

Evidence of Project leaves Project reveals that Project reveals Project does not
knowledge gained no doubt that learning has taken little knowledge exhibit knowledge
place but some gained with several gained. 
the learning has critical content is critical errors.
taken place and missing.
the critical
content pieces
have been
processed.

The rubric for the creative writing:

 
   4 points 3 points 2 points 1 point
Identification of Student correctly Student correctly Student might Student has
structure and communicates communicates incorrectly identify incorrectly stated
function function and
function and function and placement or placement of most
placement of all placement of most function in one or parts, having only
parts to the parts. two cases. few identified
digestive system. correctly.
   
   

Performance Performance is well Performance is Performance lacks Performance is not

planned, well-done with planning, substance or planned or cohesive.
enthusiastically enthusiasm.
performed, and well-
some enthusiasm
 
communicated. but might lack  
clarity or focus.
 
 
 

Evidence of Performance Performance reveals Performance reveals Performance does

knowledge gained leaves no doubt that learning has little knowledge gained not exhibit
taken place but some with several critical knowledge gained. 
that the learning critical content is errors.
has taken place missing.  
and the critical  
content pieces
have been
processed.