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Tuesday, February 17, 2026
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Inspirational Quote of the Day: “No one is perfect – that’s why pencils have erasers.”– Wolfgang Riebe
Objective: This week we will be doing a deep dive into the digestive system. Today we will be introduced to the simulation.
Standards:
Develop models to describe the atomic composition of simple molecules and extended structures.
Warm-Up:
To Do List:
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?”
●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.
Examine at least two other small-group models. “Take” ideas to use in your own model. “Leave” critique, based in evidence, to improve others’ models. Brainstorm parts of M’Kenna’s digestive system that you think may be functioning differently.
DEVELOPING OUR CLASSROOM CONSENSUS MODEL
As a class, develop a consensus model to describe how a healthy digestive system works. Then, discuss how you think M’Kenna’s digestive system is functioning differently than a healthy one. Consider the limitations of the classroom consensus model.
ADD TO OUR PROGRESS TRACKERS
Using the classroom consensus model, individually add to your 3-column Progress Tracker.
Check for Understanding:
Homework:
Submit Classwork to Schoology
7.3 End of Unit Exam Friday February 28th. 100 Multiple Choice Questions, One attempt
https://www.gimkit.com/join/67b39ac5a5a35b054abd39d8
https://play.blooket.com/play?hwId=67b39c51fe2d81a044a9d8ca
https://quizlet.com/1007088231/73-end-of-unit-examination-questions-flash-cards/?i=fcc2&x=1qqt
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