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Friday, April 12, 2024
Inspirational Quote of the Day: "Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less."― Marie Curie
Objective: What happens to food molecules as they move through the small intestine and large intestine?
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:
MAKE UP TESTS- M'Kenna Lessons 1-4 Quiz
Computer Games that involve graphing
What is going on with this graph?
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.
Objective: What does the surface of M'Kenna's small intestine look like up close compared with a healthy one?
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:
5. Consensus Building Discussion About the Structure and Function of the Small Intestine- 12min
As a class, have a Consensus Building Discussion about what we’ve figured out so far about the structures of the small intestine and their functions.
Connecting the Structure of the Villi to Their Function
6. Update The Progress Tracker- 5 min
Students independently use what they have figured out so far in this lesson to update their Progress Trackers.
7. Argue From Evidence: Diagnostic Task-15 min
Complete Part 3: Argue from Evidence What’s Causing M’Kenna’s Symptoms, which was started in Lesson 7. Argue from evidence which diagnosis best explains why M’Kenna is experiencing her symptoms.
Self Assessment: Giving and Receiving Feedback
8. Revisit the Driving Question Board
Revisit the Driving Question Board in partners, noting questions on which we’ve made progress and providing evidence to support those answers. Identify questions that have not yet been answered as possible next steps.
Check for Understanding:
Homework:
None
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