Life Sciences and Technology

1
Life Sciences and Technology

• Digestive System Inquiry Unit
• Presented By Amanda Anderson, Valerie Crim,
  Cora Fecht, Amy Cardin , and Jason Teel

2
Introduction

• Objective
• Students will research the digestive
• system, as well as its parts and
• functions.
• Students will discuss how different foods digest
  and how they affect the human body.
• Texas Essential Knowledge and Skills
• Science
• Health

3
TEKS for Science

• 6.2 Scientific processes. The student uses
  scientific inquiry methods during field and
  laboratory investigations. The student is
  expected to
• (A) plan and implement investigative procedures
  including asking questions, formulating testable
  hypotheses, and selecting and using equipment and
  technology
• (D) communicate valid conclusions and
• (E) construct graphs, tables, maps, and charts
  using tools including computers to organize,
  examine, and evaluate data.

4
TEKS for Science

• 6.3 (C) Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to represent the natural world using
  models and identify their limitations.

5
TEKS for Science

• 7.2 Scientific processes. The student uses
  scientific inquiry methods during field and
  laboratory investigations. The student is
  expected to
• (A) plan and implement investigative procedures
  including asking questions, formulating testable
  hypotheses, and selecting and using equipment and
  technology
• (D) communicate valid conclusions and
• (E) construct graphs, tables, maps, and charts
  using tools including computers to organize,
  examine, and evaluate data.

6
TEKS for Science

• 7.3 (C) Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to represent the natural world using
  models and identify their limitations.
• 7.9 (A) Science concepts. The student knows the
  relationship between structure and function in
  living systems. The student is expected to
  identify the systems of the human organism and
  describe their functions.

7
TEKS for Science

• 8.2 Scientific processes. The student uses
  scientific inquiry methods during field and
  laboratory investigations. The student is
  expected to
• (A) plan and implement investigative procedures
  including asking questions, formulating testable
  hypotheses, and selecting and using equipment and
  technology
• (D) communicate valid conclusions and
• (E) construct graphs, tables, maps, and charts
  using tools including computers to organize,
  examine, and evaluate data.

8
TEKS for Science

• 8.3 (C) Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions. The student is
  expected to represent the natural world using
  models and identify their limitations.
• 8.6 (A) Science concepts. The student knows that
  interdependence occurs among living systems. The
  student is expected to describe interactions
  among systems in the human organism.

9
TEKS for Health Education

• Grade 7
• 04(B) Develop evaluation criteria for health
  information.
• 04(C) Demonstrate ways to use health information
  to help self and others.

10
Inquiry Unit Outline

• Day 1
• Introduce Digestive System
• Day 2 Inquiry Learning
• In cooperative learning groups, students research
  questions to learn more about the digestive
  system

11
Inquiry Unit Continued

• Day 3
• Students continue research
• Students begin preparing for their presentations
• Day 4
• Research should be finished
• Students should be preparing presentations

12
Inquiry Unit Continued

• Day 5
• Presentations!
• Day 6
• Talk about how presentations explained how
  different foods affect our body.
• Explain the food guide pyramid.
• Introduce Day 7.

13
Inquiry Unit Continued

• Day 7
• Students complete a meal plan for one full day.
• Students give three reasons for their meal
  choices.
• Students explain at least one way their meals
  affect digestive system.

14
Inquiry Unit Websites

• http//www.webster.sandi.net/staff/
• http//www.digestivedisorders.org.uk/leaflets
• http//www.brainpop.com/health/digestive/digestion
  /index.html
• http//tgjunior.thinkquest.org/5777/dig1.html
• http//yucky.kids.discovery.com/noflash/body/pg000
  126.html

15
Inquiry Websites

• http//www.niddk.nih.gov/health/digest/digest.htm
• http//www.niddk.nih.gov/health/digest/pubs/digesy
  st/newdiges.htm1
• http//kidshealth.org/kid/body/digest_noSW.html
• http//library.thinkquest.org/15873/other/sitemap.
  shtml

16
Inquiry Unit Presentation

• Activity

17
NUTRITION ACTIVITY
Materials copies of the food guide
pyramid for every student 3 paper or
Styrofoam plates for every student glue 1
per group magazines with a lot of pictures
of a variety of foods food stickers if
desired Directions After discussing nutrition
and how different foods affect your body
differently upon digestion, have students create
3 meals on their plates. The meals must provide
adequate nutrition for healthy living. After
students have found and cut out pictures of the
foods they want for their meals, have them
arrange the food on the plate and glue into
place. Next have the students type or write a
paragraph explaining 3 ways the foods they chose
will affect their bodies, positively or
negatively. One of the ways must be how it
directly affects the digestive system. Research
may be necessary so computer access would be
desired.
18
Inquiry Unit Presentation

• TEKS
• Closing

19
Thank you for your attention!