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Monday, February 9, 2026
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Inspirational Quote of the Day: “People will forget what you said. People will forget what you did. But people will never forget how you made them feel.”– Maya Angelou
Objective: What happens to the different substances in food as it travels through the digestive system?
Lesson 6
Standards:
Develop models to describe the atomic composition of simple molecules and extended structures.
Warm-Up:
To Do List:
6. Look for Patterns in Food Molecules-7min
Provide students with cards of molecular representations of complex carbohydrates, other than fiber, and glucose to use to look for patterns in their structures. Ask students to use these food molecules to explain whether chemical reactions could be happening in the mouth that could cause complex carbohydrates, other than fiber, to turn into glucose. - Food Molecule Cards
7. Plan an Investigation to Test for Chemical Reactions in the Mouth. 10 min
Ask students to brainstorm ideas for how we might investigate whether a chemical reaction is taking place in the mouth. Introduce the materials that students will use, and have students work in groups to create a procedure for determining if their selected food has complex carbohydrates and/or glucose in it.
Chemical Reactions in the Mouth
Data Table for Chemical Reactions in the Mouth
8. Conduct an Investigation to test For Reactions in the Mouth- 15min
Monitor students as they work in small groups in lab to complete parts 3-6 of the investigation
9. Building understanding Discussion- Interpreting Our Data- 10 min
Pull students together in a Scientists Circle. Ask students to make claims, supported by evidence, about whether chemical reactions occur in the mouth.
10. Navigation-3min
Students complete an exit ticket to help them think about where else in the digestive system chemical reactions occur.
ADD TO OUR PROGRESS TRACKERS Facilitate a Building Understandings Discussion to update Progress Trackers to represent the idea that chemical reactions occur in our mouths, which helps explain why some molecules in our foods decrease by the same amount that other molecules increase during digestion.
2.ANALYZE DATA TO DETERMINE IF CHEMICAL REACTIONS HAPPEN IN OTHER ORGANS Support students as they analyze graphed data for following a graham cracker from the mouth to the large intestine in a healthy system. Focus students on identifying patterns in food molecules that increase and decrease as they travel through the digestive system.
Table to Organize Food Molecules Data- Or Kami
Food Molecule Data for a Healthy Person
3.LOOK FOR PATTERNS IN FOOD MOLECULES
Provide students with food molecule cards of complex carbohydrates, proteins, fats, glucose, amino acids, and fatty acids to use to look for patterns in their structures. Ask students to use these models to explain whether chemical reactions could be happening in other parts of the digestive system beyond the mouth.
4BUILDING UNDERSTANDINGS DISCUSSION TO MAKE SENSE OF PATTERNS IN THE DATA
Engage students in a Building Understandings Discussion to make sense of patterns in graphed data for following a graham cracker from the mouth to the large intestine in a healthy system. Focus students on the role that the specialized structures in the digestive system play in the breakdown of large food molecules.
5.NAVIGATION
Support students in summarizing what they’ve figured out during this lesson and connecting their ideas back to M’Kenna’s symptoms.
Check for Understanding:
Homework:
Vocabulary Quiz Thursday February 13th
https://quizlet.com/904333847/lessons-1-6-flash-cards/?i=fcc2&x=1jqt
https://kahoot.it/challenge/06169562
https://www.gimkit.com/join/67954998433368154236bf02
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