Nutrition for Sport and Exercise

Wednesday 11/29/2023

Focus: Option D4, in it's entirety (continued)

Learner Outcomes

1. D.4.1: State the approximate glycogen content of specific skeletal muscle fibre types.

2. D.4.2: Describe, with reference to exercise intensity, typical athletic activities requiring high rates of muscle glycogen utilization.

3. D.4.3: Discuss the pattern of muscle glycogen use in skeletal muscle fibre types during exercise of various intensities.

4. D.4.4: Define the term glycemic index (GI).

5. D.4.5: List food with low and high glycemic indexes.

6. D.4.6:Explain the relevance of GI with regard to carbohydrate consumption by athletes pre- and post-competition.

7. D.4.7: Discuss the interaction of carbohydrate loading and training program modification prior to competition.

8. D.4.8: State the reasons for adding sodium and carbohydrate to water for the endurance athlete.

9. D.4.9: Discuss the use of nutritional ergogenic aids in sports.

10. D.4.10: State the daily recommended intake of protein for adult male and female non-athletes.

11. D.4.11: List sources of protein for vegetarian and non- vegetarian athletes.

12. D.4.12: Discuss the significance of strength and endurance training on the recommended protein intake for male and female athletes.

13. D.4.13: Outline the possible harmful effects of excessive protein intake.

Bell Question:

1. Place your New Sport handout in the black tray at the front of the room

2. Students will then complete the How Much Protein Do I Really Need? worksheet as our BQ activity. You will need the following links for this activity:

   1. • *USDA List of Protein Content in Food (*Most extensive list)

      • Johns Hopkins List of Protein Content in Common Foods

      • Washington University Food Values List

      • Mom’s Team, Protein Content in Foods

Today's In-Class/Remote Class Tasks:

1. We will go over the Bell Question activity and then discuss the remaining D.4 Learner Outcomes.

   1. • Here is the link for the D.4 Lecture Notes I will use.

Assignments

• 1. Finish reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom. We are wrapping up this unit.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

  2. Prepare for an Option D assessment, this will be given on  Friday 12/1

Supportive Media

Monday 11/27/2023

Focus: Option D4, in it's entirety

Learner Outcomes

1. D.4.1: State the approximate glycogen content of specific skeletal muscle fibre types.

2. D.4.2: Describe, with reference to exercise intensity, typical athletic activities requiring high rates of muscle glycogen utilization.

3. D.4.3: Discuss the pattern of muscle glycogen use in skeletal muscle fibre types during exercise of various intensities.

4. D.4.4: Define the term glycemic index (GI).

5. D.4.5: List food with low and high glycemic indexes.

6. D.4.6:Explain the relevance of GI with regard to carbohydrate consumption by athletes pre- and post-competition.

7. D.4.7: Discuss the interaction of carbohydrate loading and training program modification prior to competition.

8. D.4.8: State the reasons for adding sodium and carbohydrate to water for the endurance athlete.

9. D.4.9: Discuss the use of nutritional ergogenic aids in sports.

10. D.4.10: State the daily recommended intake of protein for adult male and female non-athletes.

11. D.4.11: List sources of protein for vegetarian and non- vegetarian athletes.

12. D.4.12: Discuss the significance of strength and endurance training on the recommended protein intake for male and female athletes.

13. D.4.13: Outline the possible harmful effects of excessive protein intake.

Bell Question:

1. Take out your Common Foods and Glycemic Index activity or Muscle Fiber Reading Assignment.

   1. • Read through each to remember the last content we covered.

2. With your partners, discuss the following

   1. • What is the glycemic index?

      • What kinds of food have a high glycemic index and why?

      • What is the general GI difference between polysaccharides and mono/disaccharides

      • How do muscle fibers differ?

      • What are the roles of genetics and training on an individuals muscle fiber types?

Today's In-Class/Remote Class Tasks:

1. We will go over the Option D.2 Quiz

2. We will the discuss the Bell Questions and go over the Common Foods and Glycemic Index activity and Muscle Fiber Reading Assignment

3. Afterwards, we will discuss the remaining D.4 Learner Outcomes.

   1. • Here is the link for the D.4 Lecture Notes I will use.

Assignments

• 1. If not done in class, work on the New Sport handout, this will be Due on Wednesday 11/29

  2. Finish reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom. We are wrapping up this unit.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

  3. Prepare for an Option D assessment, this will be given on  Friday 12/1

Supportive Media

1.  Common Foods and Glycemic Index activity

2. Glycemic Index Food Guide

3. Muscle Fiber Reading Assignment

4. Fast and Slow Twitch Muscle Fiber With Performance article

Monday 11/20/2023

Focus: Pop/Non Pop Quiz on Digestion / Looking Ahead

Bell Question:

1. No Bell Question, I will explain the day's plan

Today's In-Class/Remote Class Tasks:

1. Students will complete the pop/non pop quiz on digestion

2. Students will then complete the Next Option Rank Choice Voting Survey, given in Google Classroom

3. Students will then begin to work on the New Sport handout, given in class

Assignments (all of this should be done already or due on 11/29, so no homework over the break)

• 1. If not finished with either the Common Foods and Glycemic Index activity or Muscle Fiber Reading Assignment, do so.

  2. Finish reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom. We are wrapping up this unit.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

  3. If not done in class, work on the New Sport handout, this will be Due on Wednesday 11/29

Supportive Media

1.  Common Foods and Glycemic Index activity

2. Glycemic Index Food Guide

3. Muscle Fiber Reading Assignment

4. Fast and Slow Twitch Muscle Fiber With Performance article

Thursday 11/16/2023

Focus: Muscle Fiber Types / Glycemic Index and Glycemic Load

Learner Outcomes

1. D.4.1: State the approximate glycogen content of specific skeletal muscle fibre types.

2. D.4.2: Describe, with reference to exercise intensity, typical athletic activities requiring high rates of muscle glycogen utilization.

3. D.4.3: Discuss the pattern of muscle glycogen use in skeletal muscle fibre types during exercise of various intensities.

4. D.4.4: Define the term glycemic index (GI).

5. D.4.5: List food with low and high glycemic indexes.

Bell Question:

1. We will start class with a streamlined version of the Carbohydrate Metabolism activity we did on Tuesday.

Today's In-Class/Remote Class Tasks:

1. We will discuss the Carbohydrate Metabolism activity and reinforce the role of glycogen in athletic performance.

2. The term glycemic index will be introduced and we will then watch a video on the GI Index

3. Students will be given instructions on how to complete the Common Foods and Glycemic Index activity.

   1. • The Glycemic Index Food Guide will be needed for the Low, Medium and High GI range.

4. Students will then be given the Muscle Fiber Reading Assignment.

5. Students will be given the remaining block time to complete the Common Foods and Glycemic Index activity and the Muscle Fiber Reading Assignment.

   1. • While students work on these assignments, I will discuss IAs with Year 2 students

Assignments

• 1. If not finished with either the Common Foods and Glycemic Index activity or Muscle Fiber Reading Assignment, do so.

  2. Finish reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom. We are wrapping up this unit.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1.  Common Foods and Glycemic Index activity

2. Glycemic Index Food Guide

3. Muscle Fiber Reading Assignment

4. Fast and Slow Twitch Muscle Fiber With Performance article

Tuesday 11/14/2023

Focus: Energy Balance

Learner Outcomes

1. D.3.1: Define the term basal metabolic rate (BMR)

2. D.3.2: State the components of daily energy expenditure.

3. D.3.3: Explain the relationship between energy expenditure and intake.

4. D.3.4: Discuss the association between body composition and athletic performance.

5. D.3.5: Discuss dietary practices employed by athletes to manipulate body composition.

6. D.4.4: Define the term glycemic index (GI).

7. D.4.5: List food with low and high glycemic indexes.

Bell Question:

1. Discuss with the people at your table:

   1. • With respect to energy balance. . .

        • How do you maintain a constant body mass?

        • How do you gain 1 pound of body mass?

        • How do you lose 1 pound of body mass?

        • What nutrients contain energy?

        • If you were a weightlifter or football player and you wanted to gain mass, which nutrient would you increase to gain that mass?

Today's In-Class/Remote Class Tasks:

1. We will discuss the bell question and your homework.

2. We will then discuss Learner Outcomes D.3.3 to D.3.5. Here is the link to my D.3.3 to D.3.5 Lecture Notes

3. We will then do an in-class Carbohydrate Metabolism activity that will lead to a discussion on glycogen.

4. We will watch a video on the GI Index

5. Students will finish class by starting the Common Foods and Glycemic Index activity.

   1. • Glycemic Index Food Guide will needed for the Low, Medium and High GI range.

Assignments

• 1. If not finished with #s 1 & 2 of the Common Foods and Glycemic Index activity, do so.

  2. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Calorie Calculator

2. BMR Calculator

3. Calories Burned Calculator

Thursday 11/09/2023

Focus: D.2 Quiz & Energy Balance

Learner Outcomes

1. D.3.1: Define the term basal metabolic rate (BMR)

2. D.3.2: State the components of daily energy expenditure.

3. D.3.3: Explain the relationship between energy expenditure and intake.

Bell Question:

1. No Bell Question, we will go over your homework and start the quiz

Today's In-Class/Remote Class Tasks:

1. Once students finish the D.2 Quiz, students will work on the Energy Balance Activity #2 independently.

Assignments

• 1. Complete the Energy Balance Activity #2, given in class and in Google Classroom.

  2. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Calorie Calculator

2. BMR Calculator

3. Calories Burned Calculator

Tuesday 11/07/2023

Focus: D.2 Hyponatremia

Learner Outcomes

1. D.2.8:  Discuss the regulation of electrolyte balance during acute and chronic exercise.

2. D.3.1: Define the term basal metabolic rate (BMR)

3. D.3.2: State the components of daily energy expenditure.

4. D.3.3: Explain the relationship between energy expenditure and intake.

Bell Question:

1. With the members of your group discuss the following:

   1. 1. What does the "hypo" and "na" refer to in the name hyponatremia?

      2. What are the two most common things to do to avoid hyponatremia?

      3. Some scientists question data regarding hyponatremia and sports drinks. Read this article from the Atlantic on a British Medical report on sports drinks. The Controversial Science of Sports Drinks

         1. • What are the negatives about sports drinks discussed in the article?

      4. Examine the data in Image 1. In what types of sports is EAH prevalent?

         1. • How should this influence your own hydration habits?

Today's In-Class/Remote Class Tasks:

1. We will discuss the Bell Questions

2. We will then go over the D.1 Quiz

3. We will finally discuss Learner Outcomes D.3.1 - D.3.3 and, if time permits, students will begin the Energy Balance assignment, given in class and in Google Classroom.

   1. • Here is the link for the Energy Balance Notes I will discuss.

Assignments

• 1. Complete the Energy Balance assignment, given in class and in Google Classroom.

  2. Prepare for a quiz on D.2.

  3. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. BMR Calculator

2. Calories Burned Calculator

Friday 11/03/2023

Focus: D.2 Osmoregulation & The Kidney (review) / ADH / Homoeostasis through Negative Feedback

Learner Outcomes

1. D.2.4: Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

2. D.2.5: Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

3. D.2.6: Describe how the hydration status of athletes can be monitored.

4. D.2.7: Explain why endurance athletes require a greater water intake.

5. D.2.8:  Discuss the regulation of electrolyte balance during acute and chronic exercise.

Bell Question:

1. We will do an activity for the Bell Question

Today's In-Class/Remote Class Tasks:

1. We will discuss the Bell Question activity and how osmoregulation is a negative feedback loop

2. We will then watch a short video on  feedback loops

3. This will be followed by a discussion of the  D.2.4 through D.2.8 Lecture Notes

4. Any time remaining will be spent working on The Dangers of Hyponatremia article assignment, given in Google Classroom.

Assignments

• 1. Complete The Dangers of Hyponatremia article assignment, given in Google Classroom

  2. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

Wednesday 11/01/2023

Focus: D.2 Osmoregulation & The Kidney (review) / ADH / Homoeostasis through Negative Feedback

Learner Outcomes

1. D.2.4: Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

2. D.2.5: Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

3. D.2.6: Describe how the hydration status of athletes can be monitored.

4. D.2.7: Explain why endurance athletes require a greater water intake.

5. D.2.8:  Discuss the regulation of electrolyte balance during acute and chronic exercise.

Bell Question:

1. Examine Image 1 and discuss the following with the members of your group:

   1. • Where is the Bowman's Capsule and glomerulus located?

      • Where is the Loop of Henle located?

      • In what part of the kidney is a concentration gradient of slats created?

      • What is the role of the vasa recta?

      • What role does ADH have on the collecting duct and the vasa recta?

      • What is the connection between the water volume in blood and blood pressure? See image 2

Today's In-Class/Remote Class Tasks:

1. We will discuss the answers to the Bell Question

2. We will then go over the answers to the homework assignments

3. We will continue the discussion of the last Bell Question.

   1. • Students will read the information on this Anatomy and Physiology Water Balance page.

        1. • Student groups will then create a shared Google Document titled When Blood Water Levels Get Low

             1. • On this page students will bullet each of the body's responses to low water level in the blood.

                  1. • Try to go in order of the reading

4. We will then discuss feedback loops

5. If time permits we will work through D.2.4 through D.2.8 Lecture Notes

Assignments

• 1. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • We are going to go rather quickly through D.2.6, D.2.7 & D.2.8, make sure you understand these Learner Outcomes as you take notes on them.

       • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

Monday 10/30/2023

Focus: D.2 Osmoregulation & The Urinary System

Learner Outcomes

1. D.2.1: State the reasons why humans cannot live without water for a prolonged period of time.

2. D.2.2: State where extracellular fluid can be located throughout the body.

3. D.2.3: Compare water distribution in trained and untrained individuals.

4. D.2.4: Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

5. D.2.5: Explain the roles of the loop of Henlé, medulla, collecting duct and ADH in maintaining the water balance of the blood.

Bell Question:

1. Explain what Image 1 is illustrating.

Today's In-Class/Remote Class Tasks:

1. We will discuss Learner Outcomes D.2.1 through 2.2.3 briefly through lecture. Here are the notes I will go over, Learner Outcomes D.2.1 - D.2.3 Lecture Notes.

2. We will then watch several Bozeman Science videos on The Urinary System & Osmoregulation.

   1. • During The Urinary System video, students will need to label diagrams given to them in class

        1. • We will discuss the answers at the end of the video

      • During the Osmoregulation video students will need to complete the Osmoregulation video worksheet

        1. • At the end of the video we will discuss the Loop of Henle diagram at the end of the worksheet.

3. Any time remaining will be spent completing the video worksheet and working on the  Osmoregulation & ADH Negative Feedback cut and paste activity

Assignments

• 1. Complete the Osmoregulation & ADH Negative Feedback cut and paste activity

  2. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

Tuesday 10/24/2023

Focus: D.1 Quiz / Water

Learner Outcomes

1. D.2.1: State the reasons why humans cannot live without water for a prolonged period of time.

2. D.2.2: State where extracellular fluid can be located throughout the body.

Bell Question:

1. No Bell Question, we will go straight into test-taking seats.

Today's In-Class/Remote Class Tasks:

1. Students will complete the Option D.1 Quiz.

2. We will then discuss the answers to the Topic 5 Assessment

3. We will finally discuss the podcast that was given for homework and the first two Learning Outcomes for D.2

Assignments

• 1. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. TED Talk How much water do we actually need a day? 

2. Body Stuff with Jen Gunter

Friday 10/20/2023

Focus: Review of Lactase Lab / Enzymes / Absorption & Water

Learner Outcomes

1. D.1.3: Describe the function of enzymes in the context of macronutrient digestion.

   1. • Limit to their role as a catalyst, that they are proteins themselves (thus activity is highest under optimum conditions of temperature and pH) and that each reaction requires a specific enzyme.

2. D.1.4: Explain the need for enzymes in digestion.

   1. • Refer to the need for increasing the rate of digestion at body temperature.

3. D.1.5: List the enzymes that are responsible for the digestion of carbohydrates, fats and proteins from the mouth to the small intestine.

   1. • Carbohydrates: salivary amylase & pancreatic amylase

      • Fats: pancreatic lipase, Bile is produced by the liver and is involved in the digestion of fats.

      • Proteins: pepsin, trypsin

4. D.1.6: Describe the absorption of glucose, amino acids and fatty acids from the intestinal lumen to the capillary network.

   1. • Glucose, fatty acids and amino acids cross the brush-border membrane, pass through the cytosol of the absorptive cell and cross the basolateral membrane before entering the capillary network (glucose and amino acids) or the lymphatic system (fats).

Bell Question:

1. How much water should you drink a day?

2. Which organ in your body is involved in regulating the amount of water in the body?

Today's In-Class/Remote Class Tasks:

1. We will discuss the Bell Question and then discuss the results of the Lactase Lab, enzymes and the article on performance and dairy

2. We will then discuss absorption

   1. • I will pass out an absorption notes template but I also sent it to students in Google Classroom.

3. Students will then begin work on a TED Talk How much water do we actually need a day? audio assignment, given in Google Classroom

   1. • If you liked Dr. Jen Gunter's discussion here is the link to her podcast Body Stuff with Jen Gunter

Assignments

• 1. Complete the TED Talk How much water do we actually need a day? audio assignment, given in Google Classroom

  2. Prepare for a quiz on D.1 on Tuesday.

  3. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Lactase Lab

2. TED Talk How much water do we actually need a day? 

3. Body Stuff with Jen Gunter

Wednesday 10/18/2023

Focus: Lactase Lab

Bell Question:

1. No Bell Question, we are going straight into lab procedures

Today's In-Class/Remote Class Tasks:

1. Students will complete the procedures of the Lactase Lab.

2. Once finished with procedures and collecting data, students will complete the Analysis & Conclusion Questions as well as the Extended Reading section of the lab.

   1. • You will need to access the Could Dairy be Inhibiting Your Athletic Performance? article for the last section.

Assignments

• 1. Complete the entire Lactase Lab lab sheet.

  2. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Lactase Lab

2. Could Dairy be Inhibiting Your Athletic Performance?

Monday 10/16/2023

Focus: Digestive System Lecture (completion) / Disorder Review / IA Review

Bell Question:

1. What is the job of the first 25 - 38 cm of the small intestine, the duodenum?

2. What is the job of the rest of the small intestine?

3. What is the structure depicted in image 1? Where can it be found? What is its job?

4. What is the lymphatic system?

5. What do vitamins A, D, E and K have in common with each other?

Today's In-Class/Remote Class Tasks:

1. We will begin class with a discussion involving the digestion/absorption and the lymphatic system.

   1. • To aid the discussion we will watch the  Crash Course Video, The Lymphatic System

2. We will then finish our lecture on the digestive system by discussing absorption that takes place in the large intestine.

3. We will then review the solution to the Digestive Disorder Case Study #1

4. We will finish class by discussing the IA assignment and the actual scores given to IA #s 1 and 10.

Assignments

• 1. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Digestive System lecture notes

Thursday 10/12/2023

Focus: IA Scoring

Bell Question:

1. No Bell Question

Today's In-Class/Remote Class Tasks:

1. I want you guys to get familiar with what an IA entails and how it is scored. In Google Classroom there are two IA assignments. Open IA 01.

   1. • Read the grading criteria. It is the document that explains how marks are awarded for each IA section.

      • You are to then read through the IA

      • Once you have read through the entire IA, score each section of the IA. Use the grading criteria to help you determine the score for each section.

        1. • You will also have to justify each score

2. Repeat the same process with IA Example 10

   1. • If the second IA is not finished during class, you will need to do it for homework.

Assignments

• 1. Complete evaluating both IA Examples, 01 and 10.

  2. If not done, complete the Sports Related Digestive Disorder Case Study #1, given to you in Google Classroom.

  3. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Digestive System lecture notes

Tuesday 10/10/2023

Focus: Macromolecules / The Digestive System Overview

Learning Outcomes:

• D.1.1: Outline the features of the principal components of the digestive system.

• D.1.2: State the typical pH values found throughout the digestive system.

• D.1.3: Describe the function of enzymes in the context of macronutrient digestion.

• D.1.4: Explain the need for enzymes in digestion.

• D.1.5: List the enzymes that are responsible for the digestion of carbohydrates, fats and proteins from the mouth to the small intestine.

• D.1.6: Describe the absorption of glucose, amino acids and fatty acids from the intestinal lumen to the capillary network.

Bell Question:

1. Complete the Digestive System handout, given to you in class.

   1. • You may work on this with folks at your table.

Today's In-Class/Remote Class Tasks:

1. We will go over the answers to the Digestive System handout.

2. Students will then receive the Anatomy of the Digestive System packet.

   1. • Student will complete this as I lecture on the digestive system.

3. We will then discuss the information in my Digestive System lecture notes

Assignments

• 1. Complete the Sports Related Digestive Disorder Case Study #1, given to you in Google Classroom.

  2. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Digestive System lecture notes

Thursday 10/5/2023

Focus: Macromolecules / The Digestive System Overview

Learning Outcomes:

• D.1.1: Outline the features of the principal components of the digestive system.

• D.1.3: Describe the function of enzymes in the context of macronutrient digestion.

• D.1.4: Explain the need for enzymes in digestion.

• D.1.5: List the enzymes that are responsible for the digestion of carbohydrates, fats and proteins from the mouth to the small intestine.

• D.1.6: Describe the absorption of glucose, amino acids and fatty acids from the intestinal lumen to the capillary network.

Bell Question:

1. Please get the following colored pencils from my colored pencil drawer and sharpen if needed.

   1. • blue, red , yellow, green and orange

2. Complete the Macromolecules worksheet.

   1. • Use this LibreTexts page on Macromolecules to help you if you get stuck  

        1. • Click on the link for each type of macromolecule to get information on that type of macromolecule

Today's In-Class/Remote Class Tasks:

1. We will go over the answers to the Macromolecules worksheet and the connection between macromolecules and digestion

2. After going over macromolecules, I will lecture on the organs and organ functions of the digestive system.

   1. • I am providing a copy of my Digestive System lecture notes

Assignments

• 1. Continue reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media

1. Macromolecules worksheet

2. LibreTexts page on Macromolecules

3. Digestive System lecture notes

Tuesday 10/3/2023

Focus: Topic 5 Assessment (completion) / The Digestive System

Learning Outcomes:

• D.1.1: Outline the features of the principal components of the digestive system.

• D.1.3: Describe the function of enzymes in the context of macronutrient digestion.

• D.1.4: Explain the need for enzymes in digestion.

• D.1.5: List the enzymes that are responsible for the digestion of carbohydrates, fats and proteins from the mouth to the small intestine.

• D.1.6: Describe the absorption of glucose, amino acids and fatty acids from the intestinal lumen to the capillary network.

Bell Question:

1. If you remember your Gizmos login information, login to Gizmos.

   1. • Once logged in, enroll into this class. The class code is: ELK6TT47

      • If you do not remember your login information:

        1. • Select "Have a Class Code"

           • Use the code above to enroll

           • Make a new account for yourself.

Today's In-Class/Remote Class Tasks:

1. After finishing the test students will work on the Digestive System Gizmo

Assignments

• 1. Complete the Digestive System Gizmo, Due on Thursday, 10/5

  2. Begin reading Chapter 16 and working on the Option D Learning Outcome Notes, given in Google Classroom.

     • • Notes are due when the unit test is taken.

       • Completion of the notes enables a push of the button.

Supportive Media