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Friday, March 15, 2024 

It 's Women History Month!- Learn about the contributions of women scientists, engineers and mathematicians

LINK

Inspirational Quote of the Day: “Adapt what is useful, reject what is useless, and add what is specifically your own.”

― Bruce Lee 

Objective: Why do large food molecules, like some complex carbohydrates, seem to disappear in the digestive system? 


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

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. 

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

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

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

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

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

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. 

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As a whole class, look back to the previous lesson and summarize what students have figured out, their new questions, and how they decided to investigate those questions. 


Make predictions followed by observations about what happens when we eat a cracker, which has complex carbohydrates in it.  Animation of Person Chewing


Draw connections between student observations about eating the cracker and the previous unit about chemical reactions. Help students recall the science ideas related to chemical reactions and physical changes. 

Support students as they analyze graphed data showing what happens to a graham cracker in the mouth. Focus students on identifying patterns in molecules that increase and decrease. - Analyze Data from Eating a Graham Cracker

Obtain information about saliva by reading an article called, “What’s spit?” Connect the information in the article to our ideas about what might be happening to complex carbohydrates in the mouth. - What's Spit?

Check for Understanding:

Norm Focused Reflection 


Sponge Time


Homework:

None