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Target Audience:
7th grade general science course
Objectives:
Students Will Be Able To:
• Use LGL literacy strategy to learn more about the nutrient absorption process.
• Demonstrate understanding creatively through a student-made dance.
• Deepen knowledge of digestive system by expanding vocabulary.
• Work together in groups to produce a final project.
Standards Assessed: New York State Standards for Middle School Science
1.2a Each system is composed of organs and tissues which perform specific functions and interact with
each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination,
reproduction, and protection from disease.
1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste
removal.
1.2c The digestive system consists of organs that are responsible for the mechanical and chemical
breakdown of food. The breakdown process results in molecules that can be absorbed and transported to
cells.
Prior Knowledge: Cells, Circulatory System, & Respiratory System Units; some Digestive System
courses
Aim: To describe the process of digestion and absorption based on the enzymes and other chemicals
involved.
Necessary Preparation:
COPIES
• Copies of articles for each table
MATERIALS
• White paper
Becky McCoy
SET UP
• Have the document camera ready
Becky McCoy
Lesson Plan
Aim: To describe the process of digestion and absorption based on the enzymes and other chemicals
involved.
Procedure:
Spend a few minutes reviewing what students learned in the last few classes. This will include the major organs
involved in the digestive system and their roles:
• Esophagus – tube food travels through to get to the stomach from the mouth.
• Stomach – mechanical and chemical digestion occur.
• Small Intestines – nutrients are absorbed through the intestinal walls.
• Large Intestines – water is absorbed from waste.
• Liver – blood is filtered. Glucose and bile are produced. Vitamins are stored.
• Kidney – blood is filtered and urea is produced from ammonia.
• Gallbladder – bile is stored until needed.
• Pancreas – hormones, enzymes, and insulin are produced to regulate the body.
Explain to students that each table is going to get a few articles. As they read, students should circle words they
have never seen before. Once everyone has completed the reading and circling of words, students should
complete an LGL chart similar to what was done in the respiratory system unit.
Show students the class-made LGL chart from the respiratory system unit and remind them how to create the
chart. These instructions should be shown on the document camera using the LGL Instructions Sheet below.
1. List all the new vocabulary words in the first column.
2. Group the listed vocabulary into logical groups.
3. Label the groups accordingly.
Exit Strategy:
Hand in LGL worksheets on the way out.
Assessment:
Formative:
• LGL Charts
• Student-made dances
• Student questions and discussions
Resources:
Concepts and Challenges in Life Science, published by Globe Fearon
Human Body Systems, published by Glencoe Science
Atlas of the Body, published by Time and Rand McNally
Exploring the Human Body, by Ed Catherall