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Objective: What is the function of the digestive system, and how is M'Kenna's digestive system 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:

1. 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.

Our Progress Tracker

My Progress Tracker

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.

- Food Molecule Cards

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.

Progress Tracker Update

Our Progress Tracker

My Progress Tracker

NAVIGATION

Review M’Kenna’s symptoms and the investigations we have completed, thus far, to figure out how M’Kenna can experience symptoms in so many different parts of her body.

WHAT CAN WE EXPLAIN NOW?

Look back at the initial models we developed to explain M’Kenna’s symptoms. Consider the investigations we have done since then. Compile all of the pieces of our models from our Progress Trackers into one model.

Compiled Model from Progress Tracker

GOTTA-HAVE-IT CHECKLIST

Develop a Gotta-Have-It Checklist to list the important ideas we have figured out so far that we need to include in our new models to answer the question, “How does a healthy digestive system work?”

Gotta Have it Checklist

●The digestive system is a long tube with different parts to it (Lesson 1). 

●In the small intestine, one part of the digestive system small food molecules are absorbed and large food molecules aren’t (Lesson 3).

●Absorption (in the small intestine) means that the molecules cross the lining of the small intestine and go into the body (Lesson 3).

●Fiber is not digested at all and is excreted from the body (Lesson 4). 

●Large food molecules (most complex carbohydrates, proteins, and fats) can be broken down into smaller food molecules (Lessons 5 and 6).

●In the mouth, another part of the digestive system some types of complex carbohydrates are broken down into smaller pieces through chemical reactions (Lesson 5).

●Other types of food molecules (proteins and fats) are broken down in other parts of the digestive system (stomach and small intestine) (Lesson 6).

DEVELOP MODELS IN SMALL GROUPS

Work in small groups to develop a model to explain, “How does a healthy digestive system work?” Use your Gotta-Have-It Checklist to help. Check off ideas on the list that you used or did not use to develop the model.

Check for Understanding:

Norm Focused Reflection 

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