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Inspirational Quote of the Day: "We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within." - Stephen Jay Gould 

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

1. 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. 

2. 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

3. 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. 

4. 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

5. 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?

6. Look for Patterns in Food Molecules-7min

Provide students with cards of molecular representations of complex carbohydrates, other than fiber, and glucose to use to look for patterns in their structures. Ask students to use these food molecules to explain whether chemical reactions could be happening in the mouth that could cause complex carbohydrates, other than fiber, to turn into glucose. - Food Molecule Cards

7. Plan an Investigation to Test for Chemical Reactions in the Mouth. 10 min

Ask students to brainstorm ideas for how we might investigate whether a chemical reaction is taking place in the mouth. Introduce the materials that students will use, and have students work in groups to create a procedure for determining if their selected food has complex carbohydrates and/or glucose in it. 

Chemical Reactions in the Mouth

Data Table for Chemical Reactions in the Mouth

8. Conduct an Investigation to test For Reactions in the Mouth- 15min

Monitor students as they work in small groups in lab to complete parts 3-6 of the investigation

9. Building understanding Discussion- Interpreting Our Data- 10 min

Pull students together in a Scientists Circle. Ask students to make claims, supported by evidence, about whether chemical reactions occur in the mouth. 

10. Navigation-3min

Students complete an exit ticket to help them think about where else in the digestive system chemical reactions occur. 

Check for Understanding:

Norm Focused Reflection 

Sponge Time

Homework:

None