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Inspirational Quote of the Day: “Do not complain beneath the stars about the lack of bright spots in your life.”

― Bjørnstjerne Bjørnson 

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: 

Vocab Escape Room Race Starting Line

Take 5 Warm-up

To Do List:

DQB

SLIDE SHOW

6. Navigation - 3min

Instruct students to turn and talk about their predictions with a member of another group. 

7. Collect Data from Dialysis Tube System - 10 min

Monitor students working in small groups in the lab as they collect samples from inside and outside of their dialysis tube system in Parts 4 and 5. 

 Dialysis Tube investigation Instructions Day 1

Dialysis Tube Investigation

Dialysis Tube Investigation Instructions Day 2

8. Analyze and Interpret Data From Dialysis Tube System- 5 min

Direct students to return from the lab to complete “Making Sense” questions with groups in Part 6. 

9. Building Understanding Discussion About Our Results From Dialysis Tube System- 12 min

Pull students together to share findings across groups about the structure of the dialysis tubing and differences between large and small food molecules. 

10. Compare Molecular Representations of Glucose and Starch- 8 min

Show the molecular structures of starch versus glucose and have students compare the differences in the size and shape of the molecules (and similarities in the types of atoms that make them up) to inform the revision (or validation) of their initial models about the structure of the surface of the dialysis tubing. Starch and Glucose Molecules

11. Adding to Our Progress Trackers- 8 min

Ask students to argue from evidence with a partner for how these results help explain why some kinds of food molecules could be absorbed across the wall of the small intestine and why others cannot.  Progress Tracker

Our Progress Tracker

My Progress Tracker

12. Navigation- 3 min

Ask students to brainstorm what happens to food molecules that aren’t absorbed in the small intestine. Record this in the form of a new question to investigate next time. 

Check for Understanding:

Norm Focused Reflection 

Sponge Time

Homework:

None