Concept Presentation - Digestion

All cells require energy; Energy to the cells must
come from the food we eat
Energy from food is converted into ATP, which is a
useable energy source for cells
The digestive system works by several organs
working together to break down food
Each type of food we eat has different nutritional
Organs included in the digestive system are the
mouth, esophagus, stomach, duodenum, small
intestine, large intestine, colon, and anus
Digestive system is a long tube that spans the
entire body
Digestive system connects to a multitude of
other organ systems
Overview of the Digestive
Lesson Sequence
Lesson #1: Introduction to the Digestive System
In this lesson, students will be introduced to the
concept of the digestion system.
Brainstorming activity – functions and organs
Create their own labeling diagram of organs and
Lesson Sequence
Lesson #2: Organ Overview
In this lesson, students will go into more depth
about the different organs
“One long tube” demonstration
Students will create their own analogy
Lesson Sequence
Lesson #3: Fluids in the Digestive System & Physical
and Chemical Digestion
In this lesson, students will learn about the different
fluids in the digestive system as well as physical vs.
chemical digestion
Teacher demonstration of physical vs. chemical
Students will complete chart of where and how each
type of food (protein, fat, carbohydrates) are broken
Lesson Sequence
Lesson #4: Accessory Organs
In this lesson, students will learn about the
accessory organs to the digestive system
Learning stations in 4 corners
Students will complete a chart based on the
research that they do during the learning stations
Lesson Sequence
Lesson #5: Other Systems that Connect
In this lesson, students will learn about the other
organ systems that have the biggest connections
to the digestive system
Ball and string activity
Students will complete mind map
Lesson Sequence
Lesson #6: Presentation of Digestive Sequence
In this lesson students will present their organ with
respect to the digestive system
Students will present in a multiple intelligence
format to engage students
Tennis ball pass
Peer assessment
Lesson Sequence
Lesson #6: Test
The test will be a more detailed version of the
labeling activity done in the first lesson
Label organs, functions, what is digested there,
and a problem associated with it
Curriculum Expectations
D3 – Demonstrate an understanding of chemical components of
and energy in food, and the processes by which food is digested
D3.1 – describe the basic chemical components of proteins,
carbohydrates, fats, and lipids, and vitamins and minerals, and
explain their functions in the body
D3.4 – describe the structure and function of the
components of the digestive system with respect to
physical and chemical digestion
Central Idea
Digestive system organs
Physical vs. Chemical Digestion, and what is
involved with that
Interconnectedness of Organ Systems
Digestive system as a continuous tube
Teaching Style
Hands-on activities
Multiple intelligences
Group work
Potential difficulties
Idea of where blood flows – students might not know
how many blood vessels are centered about the
digestive system
Concept of food being “inside” the body – Since the
digestive system is a continuous tube, food never
“enters” the body, it is only passing through
Interconnectedness– Students might not see how
other organ systems work with the digestive system
Potential Solutions!
Idea of where blood flows – Have students
incorporate this concept into their initial mind map in
Lesson #1, have students colour or write in words
where blood flows around the digestive system, use
analogies to explain
Concept of food being “inside” the body – Explain
using the doughnut analogy, and relate food being
inside the digestive track like you hold a stick in your
hand – it is not inside you, you are around it
Potential Solutions!
Interconnectedness – using the ball and string
activity will help to show students how each
system relates to the other
Using proper safety equipment during physical
vs. chemical digestion – safety glasses, no
eating, no horseplay, etc.
Using general proper safety techniques in the
classroom during all activities
Healthy eating – relating the next lessons to
crash diets, fad diets, and eating disorders
Removing types of food for allergies and
Chemical additives in food – are they needed?
This can lead into a debate about the pros and
cons of non-nutritive food additives
Differentiated Assessment
Lesson #1 – Assessment AS learning – students
will self assess their background knowledge of
the digestive system by highlighting and circling
Lesson #2 – Assessment FOR learning –
students will exchange analogies with a peer to
get feedback and fill in gaps in their
Differentiated Assessment
Lesson #3 – Assessment OF learning – teacher
will assess the accuracy of their food digestion
Lesson #4 – Assessment OF learning – teacher
will assess their accessory organ chart for
accuracy, and classroom participation
Differentiated Assessment
Lesson #5 – Assessment FOR learning – teacher
will assess the students’ mind map for the
number of connections, presentation, and
accuracy. They will use this to study for the test
Lesson #6 – Assessment FOR learning – peers
will complete a peer feedback form on the
students presentations, based on information,
engagement, and areas for improvement
Differentiated Assessment
Lesson #6 – Assessment OF learning – teacher
will have students write a test based on organs,
their functions, what is digested there, and
problems with that organ

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