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Digestive System Student Lesson +NOW9OUR"ODY $)'%34)6%!.$%8#2%4/293934%-3 tableTABLE OF CONTENTS of contents Introduction ........................................................................................I Objectives ....................................................................................... VII Teaching Suggestions and Additional Activities ....................... VIII Research and Standards ................................................................ XI Digestive System Student Lesson ..............................................................................1 Activity Sheets ............................................................................... 7 Excretory System Student Lesson ............................................................................12 Activity Sheets ............................................................................. 18 Health Issues Student Lesson ............................................................................ 21 Activity Sheets ............................................................................. 26 Review Review Sheets ............................................................................. 29 Assessments Quizzes ........................................................................................ 36 Unit Test .......................................................................................43 Answer Key ..................................................................................... 50 introductionINTRODUCTION As growing and maturing individuals, adolescents must be prepared to care for themselves independently after graduation from high school. A basic understanding of their bodies and how they work is an important step in the process of moving from dependence to independence. Learning about the body systems, particularly how they interact and affect each other, enables students to better care for themselves and their health. The five binders that comprise the revised Know Your Body series now cover ten basic systems of the human body and include updated information. Each binder is considered a unit in the series and completely discusses two closely related systems. Students label, organize, categorize, associate, and relate terms and functions of these systems through various activities. A new section in each binder, Health Issues, addresses health topics related to each system, such as how to treat common illnesses and when to seek a doctor’s advice. Originally conceived by LD specialist Ellen McPeek Glissan, Know Your Body has been specifically written for struggling readers and students with learning disabilities. It is also appropriate for English language learners and adult learners. For this revision, contributing author Debra J. Weltha has written material that meets the unique needs of struggling and reluctant learners. A certified secondary science teacher and special education teacher, she has combined solid science concepts in the lessons with high-interest activities. While the reading level has been kept low, the material is presented in an age-appropriate fashion. Detailed illustrations help readers comprehend complex concepts. Ultimately, the Know Your Body series provides learners with important functional knowledge and helps them master concepts tested on high-stakes assessments. I Student Lessons The first three sections all begin with a student lesson that discusses important points and highlights interesting facts. The two system lessons begin with a labeled diagram of the system being studied. On the first page, important vocabulary words used in the lesson are presented with simple definitions. Then, to increase students’ comprehension of the lesson, two pre-reading activities are provided. The first activity summarizes major points students will learn in the lesson. The second activity asks students to make personal connections to the content by posing several “Have You Ever” questions. Lessons are deliberately kept short and contain easy-to-understand sentence constructions. In general, the reading level is 3.0–5.0. However, key science vocabulary is retained. As various parts of the system are discussed, appropriate drawings and diagrams are presented to illustrate important facts and concepts. These visuals help students better understand the text and increase the interest level. III Activity Sheets Three or more reproducible activity sheets accompany each lesson. Each of these activities has been carefully designed to reinforce student learning of the objectives while providing a variety of formats. Many activities tap into residual skills such as organizing, categorizing, reasoning, and analytical thinking. Worksheets can be used as individual assignments or as collaborativeactivities for partners or small groups. Review Sheets Reproducible worksheets that review key information about the digestive and excretory systems are also included. These sheets help prepare students for quizzes and unit tests. IV Quizzes and Unit Tests Two levels of assessment are provided for measuring mastery of the objectives. Quizzes test key concepts from each lesson. The unit test covers all of the material in the binder. Two different types of quizzes are included: fill-in-the-blank and multiple-choice. Teachers can choose the type of assessment that best fits their students’ needs. Alternatively, one type of quiz can be used as a pretest and the other as a posttest. There are two forms of the unit test, each with two distinct parts. Form A includes word banks and fill-in-the-blank test items in part one. Part 1 of Form B asks students to choose and circle the correct answer from two possible choices. Part 2 of both Forms A and B requires students to label diagrams of the digestive and excretory systems as well as identify the parts of each system. Teachers should administer the form that best fits their students’ abilities. Form A, Part 1 Part 2 Form B, Part 1 V Answer Key An answer key for every activity sheet, review sheet, and quiz, as well as for the unit test, is provided in the back of the binder. VI objectives OBJECTIVES After completing this unit in the Know Your Body series, students will be able to • explain the purpose of the digestive system. • identify the body parts that make up the digestive system. • specify the path food takes through the body. • explain the importance of peristalsis to the digestive system. • describe how the liver, gallbladder, and pancreas work with the digestive system. • describe how the digestive and excretory systems work together. • explain the purpose of the excretory system. • name the four main organs of the excretory system. • explain how the kidneys and lungs remove waste products from the bloodstream. • name the two important jobs of the skin as part of the excretory system. • explain how to treat common intestinal problems. • identify three common eating disorders. • explain why eating disorders are also mental health issues. VII suggestionsTEACHING SUGGESTIONS AND ADDITIONAL ACTIVITIES Teaching Suggestions activities • This binder is designed to be a complete unit with basic information on the digestive and excretory systems. • Science is best taught in an interactive manner. Please read and discuss the material as a class whenever possible. • While the text maintains a 3.0–5.0 reading level in general, critical science terminology has been included and raises the technical reading level of the text. Scientific terms are highlighted and defined at the beginning of each lesson. When teaching and reviewing the vocabulary, use a variety of interactive activities to help students better comprehend the text. For example: a. Divide the class into two teams. Give a definition to one team. The team must correctly identify and spell the vocabulary word. Continue to give definitions to that team until a word is incorrectly identified or spelled. Then, give the second team a turn at receiving definitions. Teams receive a point for each correct answer. The game ends after all the vocabulary words have been matched to definitions or after a predetermined number of points has been reached by one team. b. Create bingo cards using a 5 x 5 grid. Label the rows 1, 2, 3, 4, and 5. Label the columns A, B, C, D, and E. Distribute one bingo card to each student. Read a definition and a grid location. Instruct students to write the correct vocabulary word in the correct grid location. The first student who completes a row or column wins the game. c. Play a game of vocabulary charades. Assign each vocabulary word to a different pair of students, and have the partners illustrate the word’s meaning on an overhead transparency. VIII Then, provide time for each pair to show its transparency to the class. Ask the class to guess which vocabulary word is being illustrated. The presenting pair may not speak or give hints to the class. • Do a variety of high-interest, hands-on activities so students will learn that science can be fun. • Use hand motions and “silly” things to help students remember important facts. (Peristalsis, for example, can be easily shown by pretending to squeeze a balloon with your fingers.) • Watch for cartoons and articles in the newspaper that can be used to show that the different systems of the human body do have an effect on everyday life. Additional Activities for Digestive and Excretory Systems 1. Ask students to keep track of the food they eat for one week. Have students bring in their lists to discuss the nutrients provided by the foods they ate. Then, ask the following questions:
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