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Objective:Why do molecules in the small intestine seem like they are disappearing? 

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

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

SLIDE SHOW

1. Navigation- 5 min

Review ideas and related questions from the previous lesson for what might be happening to the food molecules that go missing in the small intestine. 

2. Plan the Dialysis Tube representation of the Small Intestine Investigation- 10 min

Introduce the materials that students can use to investigate this lesson’s question. Ask students to work in groups to draw their representations in their science notebooks. 

3. Evaluate the Limitations of Our Dialysis Tube Model System- 5 min

Students examine the qualities of their models as a representation of the small intestine and discuss limitations. 

4. Conduct the Dialysis Tube System System Investigation- 15 min

 Dialysis Tube investigation Instructions Day 1

Dialysis Tube Investigation

Students complete Part 1 of the investigation in small groups by setting up the dialysis tube system with starch and glucose liquid inside of the dialysis tube. 

5.  Make a Prediction About Dialysis Tube Results- 5 min Dialysis Tube Investigation

Have students record a prediction of what kind of molecules they will find on the inside and outside of the dialysis tubing when they sample their lab systems in Parts 4 and 5 of their Dialysis Tube Investigation. 

Dialysis Tube investigation Instructions Day 1

Dialysis Tube Investigation

Check for Understanding:

Norm Focused Reflection 

Homework:

None