080

Objective: Can we see anything inside M'Kenna that looks different?

Standards:

MS-PS1-1:

Develop models to describe the atomic composition of simple molecules and extended structures.

MS-PS1-2:

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-LS1-3:

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

MS-LS1-7:

Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

MS-LS1-5:

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms

Warm-Up: 

• • Circle of Trust- Pick a norm.

  • Today's Vocab Escape Room Race Starting Line

  • Take 5 Warm- up

To Do List:

DQB

SLIDE SHOW

9. Develop Initial Questions- 10 min

Write down different questions students have about M'Kenna's case and related experiences.

10. Driving Question Board 20 min

Develop a Driving Question Board to create a shared space for student questions.

11. Ideas for Investigations- 15 min

Have students generate ideas for investigations that the class could do to figure out what is going on inside of our bodies.

12. Updated the Table of Contents- 8 min- Our Progress Tracker

My Progress Tracker

DQB

SLIDE SHOW

1. Navigation - 5min

Students review some of the artifacts that the class created and notice that we seem to zero in on the digestive system as a key player for what might be going on with M’Kenna. The class decides that they need to know a little more about the digestive system. 

2. Look at Structures of the Digestive System- 10 min

3. Analyze Endoscopy images using the Computer Interactive- 15 min

Students engage with the interactive to compare organs in a healthy person's digestive system and M'Kenna's digestive system

                      LINK TO EXPLORE  LINK TO DOCUMENT

4. Building Understandings Discussion- 15 min

Build some agreement that there seems to be something wrong with M’Kenna’s small intestine. Motivate the next investigation, which is to follow the food through the small intestine. 

5. Navigation

Focus on the question- "What happens to food in the small intestine?"

6. Interpret Graphs of Food in the Small Intestine

Students examine data showing what happens when food passes through the digestive system of a healthy person as compared to that of M’Kenna’s. They realize that some food isn’t leaving M’Kenna’s small intestine. 

7. Add to the Progress Tracker

Update the two-column Progress Tracker with students to summarize what they have figured out in this lesson. 

Our Progress Tracker

My Progress Tracker

8. Initial Ideas and next Steps

Students share initial ideas about what is happening to the molecules that seem to be disappearing in the small intestine and how they might go about investigating them. 

What happens in the small intestine?

Check for Understanding:

Norm Focused Reflection 

Sponge Time

Homework:

None - End of the marking period is coming. Please check HAC, make up missing assignments, and finish the marking period strong.