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Friday, March 15, 2024
It 's Women History Month!- Learn about the contributions of women scientists, engineers and mathematicians
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:
Develop models to describe the atomic composition of simple molecules and extended structures.
Warm-Up:
Vocab Escape Room Race Starting Line
To Do List:
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.
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.
Analysis Strategy for Graham Cracker Data
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.
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.
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.
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
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.
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Navigation- 7 min
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 Observations About Eating Complex Carbohydrates- 9min
Make predictions followed by observations about what happens when we eat a cracker, which has complex carbohydrates in it. Animation of Person Chewing
Connect Observations to Chemical Reactions Unit- 7 min
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.
Analyze Data From Eating a Graham Cracker- 12 min
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
Read "What's Spit?"
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:
Homework:
None