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Inspirational Quote of the Day: “A wise man gets more use from his enemies than a fool from his friends.”

― Baltasar Gracian, The Art of Worldly Wisdom 

Objective: What happens to food molecules as they move through the small intestine and large intestine? 

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

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

1. Navigation- 4 min

Prompt students to turn and talk to discuss the big discoveries and questions they had from the previous lesson. Students wondered about what happens to the molecules that are not absorbed in the small intestine. 

2. Follow the Graham Cracker Using Digestive System Data- 15min

Support students in using the I2 sensemaking strategy to analyze graphed data for following starch from the mouth to the large intestine. Discuss what molecules remain in the large intestine in a healthy person and in M’Kenna, and confirm what is normal as poop leaves a healthy person’s system. Students look for patterns in the rates of change of the relative amounts of different food molecules in different parts of the digestive system. 

Graham Cracker Data

Analysis Strategy for Graham Cracker Data

3. Building Understandings Discussion about Graham Cracker Data- 5 min

Guide students to examine specific patterns in the complex carbohydrate data and help them connect that to what they know about systems. 

4. Examine Poop Data- 5min

As a whole class, have students look at poop data to see what we expect to see in a healthy person versus M’Kenna. 

5. Compare Fiber and Starch Molecules- 5min

Take a closer look at fiber and starch to generate ideas to explain why some molecules are changing and others aren’t. 

6. Add to Our Progress Tracker- 10min

With a partner, students record what they have figured out about what happens in the large intestine based on the data analysis. Progress Tracker

Our Progress Tracker

My Progress Tracker

7. Navigation- 5 min

Ask students to jot down ideas to add to the Progress Tracker in their science notebook. They should also brainstorm new questions they have about patterns in the food data. 

Check for Understanding:

Norm Focused Reflection 

Sponge Time

Homework:

None