Digestive Journey Script

Warm-Up & Introduction

(Teacher): "Good morning, everyone! Today, we're going to embark on an incredible journey – a journey inside you! We're talking about the amazing process of digestion. To get us started, I have a quick Warm-Up: Digestive System KWL for you. Please take one handout."

"On the handout, you'll see three columns: K, W, and L. For now, I want you to fill in the K (Know) column. Write down anything you already know about how your body digests food. Even if it's just one word, write it down! Then, in the W (Want to Know) column, write down anything you want to learn about digestion. What questions do you have?"

(Pause for 5 minutes as students complete K and W sections.)

"Alright, let's hear some of your thoughts! Who would like to share one thing they know about the digestive system?" (Call on students, encourage participation, especially from bilingual students by allowing them to use gestures or simple phrases if needed. Rephrase their answers for clarity if necessary.)

"Excellent! And what are some things you want to know? What questions are you hoping this lesson will answer?" (Listen to their questions, write some on the board. Acknowledge IEP needs by giving extra wait time and providing sentence starters if students struggle to formulate questions.)

"Fantastic questions! Many of those are exactly what we'll be exploring today. Our goal is to understand how our bodies break down food, from the first bite to the very end of the journey, and why it's so important for our health."

Exploring the Digestive Journey (Using Digestive System Slide Deck)

(Teacher): "Let's start our journey! Look at our first slide, Slide 1: Your Digestive Journey."

"Have you ever wondered what happens to that pizza, or apple, or sandwich after you eat it? It doesn't just disappear, right? Our body has a very clever way of taking that food and turning it into the energy and building blocks we need to grow, learn, and play."

"Before we dive into the organs, let's do a quick recap. On Slide 2: Quick Review: Food Building Blocks, we see the four main types of macromolecules we find in our food. Can anyone remind us what carbohydrates are primarily for?" (Energy!) "How about proteins?" (Building and repairing!). "And lipids, or fats?" (Stored energy, cell membranes!). "Great! We'll see how our body tackles each of these today."

"Now, on Slide 3: Digestion: Breaking Down Food, we have the big picture. Digestion is simply the process of breaking down food into smaller pieces so our body can absorb the nutrients. Think about it: a whole apple can't get into your bloodstream, can it? So, we need to break it down."

"There are two main types of digestion: Mechanical Digestion and Chemical Digestion. Mechanical digestion is the physical breakdown – like tearing something apart. Chemical digestion is the chemical breakdown – actually changing the food into new, smaller substances. We'll see how both of these happen as we go through the system."

The Mouth

(Teacher): "Our journey begins in the mouth! Look at Slide 4: The Mouth: Where It All Begins."

"When you take a bite, what's the first thing you do? Chew! This is mechanical digestion. Your teeth are like tiny grinders, breaking food into smaller pieces. Why do you think it's important to chew your food well?" (Give time for answers - smaller pieces are easier to swallow and for chemicals to act on.)

"But something else important happens in your mouth: your saliva! Saliva isn't just water; it contains a special helper called an enzyme. The enzyme in your mouth is called amylase, and its job is to start breaking down starches, which are a type of carbohydrate. This is our first example of chemical digestion! So, even before you swallow, digestion has already begun! The chewed food mixed with saliva is called a bolus."

The Pharynx & Esophagus

(Teacher): "Once you swallow that bolus, it moves to the pharynx, or your throat, which is on Slide 5: The Pharynx & Esophagus: The Passageway. The pharynx acts like a crossroads, sending food down the right path – the esophagus – and not down your windpipe."

"The esophagus is a muscular tube that connects your pharynx to your stomach. How do you think food gets from your throat down to your stomach, even if you're standing on your head?" (Allow for guesses.) "It's not just gravity! It's thanks to something called peristalsis."

"Peristalsis is a wave-like squeezing motion of the muscles in your esophagus, pushing the food along. Imagine squeezing a tube of toothpaste from the bottom up – that's how peristalsis works! It's an amazing example of mechanical digestion, making sure food always moves forward."

The Stomach

(Teacher): "Next stop: the stomach! On Slide 6: The Stomach: The Churning Chamber, we see this J-shaped organ. The stomach is a muscular bag, and it does a lot of work!"

"First, its strong muscles churn and mix the food. What kind of digestion is that?" (Mechanical!) "That's right, more mechanical digestion! It's like a washing machine for your food."

"But the stomach also has powerful chemical digestion. It releases strong stomach acid, called hydrochloric acid, and another important enzyme called pepsin. Pepsin's special job is to start breaking down proteins. So, in the stomach, your proteins begin to unravel."

"The food in your stomach, now a thick liquid, is called chyme. Sometimes, that strong stomach acid can be a bit of a problem. If it splashes back up into your esophagus, it causes a burning feeling called acid reflux. Has anyone ever experienced heartburn? That's often acid reflux."

The Small Intestine

(Teacher): "After the stomach, the chyme moves into the small intestine. Don't let the name fool you – look at Slide 7: The Small Intestine: The Absorption Powerhouse. It's called 'small' because it's narrow, but it's incredibly long, about 20 feet! If you stretched it out, it would cross our classroom!"

"The small intestine is where most of the chemical digestion happens, and it's also where almost all the nutrients are absorbed into your bloodstream. It gets help from other organs too, like the pancreas and liver, which send enzymes and bile."

"One very important enzyme here is lipase. Can anyone guess what lipase breaks down?" (Fats/Lipids!) "Excellent! Lipase specifically targets fats."

"The inside of your small intestine has tiny, finger-like folds called villi (VILL-eye). These villi increase the surface area, making it super efficient at absorbing all those broken-down nutrients like sugars, amino acids, and fatty acids into your blood."

The Large Intestine, Rectum, and Anus

(Teacher): "Now, what about the stuff our body can't digest? That moves into the large intestine. On Slide 8: The Large Intestine: Water Recovery, you can see it's shorter but wider than the small intestine."

"The main job of the large intestine is to absorb water from the remaining indigestible food matter. It's like a recycling plant, trying to get every last drop of water back into your body. What's left becomes solid waste, which we call feces."

"Finally, the waste is stored in the rectum until it's ready to leave the body through the anus, which is on Slide 9: Rectum and Anus: The Final Exit. And that's the end of our digestive journey!"

Enzymes Summary

(Teacher): "Let's do a quick recap of our superstar enzymes. On Slide 10: Enzymes: The Digestion Helpers, we have our three key players. Who can tell me which enzyme works in the mouth and what it breaks down?" (Amylase, starches/carbohydrates!) "Great! How about the stomach?" (Pepsin, proteins!) "And in the small intestine, breaking down fats?" (Lipase!) "You've got it! These enzymes are like specialized scissors, each cutting a specific type of food molecule."

Questions?

(Teacher): "That was a lot of information! Now, on Slide 11: Questions?, I want to open it up for any questions you have about this amazing system. Don't be shy!" (Address questions, rephrase for clarity, provide simple answers. For IEP students, prompt them with "What was one new thing you learned?" if they struggle with questions.)

Activity: Digestive System Relay Race

(Teacher): "Now let's get moving and put our knowledge to the test with our Activity: Digestive System Relay Race Cards! I'm going to divide you into small teams. Each team will get a set of cards with different digestive organs and functions. Your job is to correctly order the organs and match them with their functions as fast as you can! We'll go over the rules in more detail once you're in your teams."

Discussion: Digestive Dilemmas

(Teacher): "Excellent work with the relay race! Now, let's have a class discussion using our Discussion Guide: Digestive Dilemmas. I'm going to present some scenarios related to digestion and healthy eating, and I want you to share your thoughts. Remember, there are no wrong answers, just thoughtful ideas. For our bilingual students, feel free to use some of the sentence starters I'll provide if you need help getting started."

Project Introduction & Planning

(Teacher): "You've learned so much about the digestive system. Now it's time to show what you know in a creative way! We're going to start a project. I'm handing out the Project Guide: Digestive System Model/Presentation and the Rubric: Digestive System Project. Please read through them carefully. This project will allow you to either build a model or create a presentation about the digestive system."

"Today, we'll spend some time brainstorming your ideas and planning your approach. You can work individually or in small groups for this. Think about what part of the digestive system interests you most!"

Quiz: Digestive System Check-Up

(Teacher): "To see how much you've learned, we're going to take a short Quiz: Digestive System Check-Up. Do your best, and remember, it's a chance to show off your new knowledge!"

(After the quiz): "Let's quickly go over the answers using the Quiz Answer Key to make sure everyone understands. Any questions about specific answers?"

Cool-Down & Wrap-Up

(Teacher): "We're nearing the end of our digestive journey for today. To wrap up, I have a Cool-Down: One-Minute Reflection for you. On this handout, I want you to write down: one important thing you learned today, and one question you might still have. It's a quick way to reflect on your learning."

(Pause for 2-3 minutes.)

"Thank you all for your amazing participation and hard work today! You've learned a ton about the incredible digestive system. Keep thinking about how your food powers your body!"

Warm-Up: Digestive System KWL

Name: _________________________ Date: _____________

Think about what you already know and what you want to learn about the human digestive system. You will fill in the "Learned" column at the end of the lesson.

The Digestive System Explorer's Guide

Have you ever thought about what happens to the food you eat after you swallow it? It's an amazing journey! Your body has a special system, called the digestive system, that breaks down food into tiny pieces. These tiny pieces, called nutrients, give your body the energy and building blocks it needs to grow, learn, and stay healthy.

There are two main ways your body breaks down food:

• Mechanical Digestion: This is the physical breaking of food into smaller pieces. Think of it like tearing paper. Chewing is a great example!
• Chemical Digestion: This is where chemicals, especially special helpers called enzymes, break down food into even tinier molecules. Think of it like dissolving sugar in water.

Let's follow a bite of food on its incredible adventure!

1. The Mouth: The Starting Point

Your digestive journey begins in your mouth.

• Mechanical Digestion: Your teeth chew and grind food into smaller, softer pieces. This makes it easier to swallow.
• Chemical Digestion: Your saliva (spit!) mixes with the food. Saliva contains an enzyme called amylase. Amylase starts to break down starches (a type of carbohydrate) into smaller sugars. This is why if you chew plain bread for a long time, it starts to taste a little sweet!

After chewing and mixing with saliva, your food becomes a soft ball called a bolus.

2. The Pharynx and Esophagus: The Pathway

When you swallow, the bolus moves to your pharynx (your throat) and then into the esophagus.

• The esophagus is a muscular tube that connects your pharynx to your stomach. It doesn't just let gravity do all the work!
• Peristalsis: The muscles in your esophagus squeeze and relax in wave-like motions, pushing the food down towards your stomach. Imagine squeezing a tube of toothpaste from the bottom – that's peristalsis! This is a form of mechanical digestion.

3. The Stomach: The Churning Chamber

Next, the bolus arrives at your stomach, a strong, muscular, J-shaped bag.

• Mechanical Digestion: The powerful muscles in your stomach churn and mix the food even more, like a cement mixer! This helps break it down further and mix it with digestive juices.
• Chemical Digestion: Your stomach releases strong stomach acid and an enzyme called pepsin. Pepsin's main job is to start breaking down proteins (like the protein in meat or beans) into smaller pieces.

After a few hours, the food in your stomach becomes a thick, soupy liquid called chyme.

What is Acid Reflux?

Sometimes, the stomach acid can splash back up into your esophagus. This causes a burning feeling in your chest, often called heartburn. This is known as acid reflux.

4. The Small Intestine: The Nutrient Absorber

From the stomach, the chyme moves into the small intestine. This organ is super important!

• It's called "small" because it's narrow, but it's actually very long – about 20 feet (6 meters) coiled up in your belly!
• Chemical Digestion: Most of the chemical digestion happens here. The small intestine gets help from other organs like the pancreas and liver, which send in more enzymes and bile.
• A key enzyme working here is lipase, which breaks down fats (lipids) into even smaller pieces.
• Absorption: The inside of the small intestine has tiny, finger-like folds called villi (VILL-eye). These villi are like sponges, absorbing almost all the digested nutrients (like simple sugars, amino acids, and fatty acids) into your bloodstream so they can travel to all parts of your body.

5. The Large Intestine: Water Recovery

What your body can't digest and absorb moves into the large intestine.

• The large intestine is wider and shorter than the small intestine.
• Its main job is to absorb water from the remaining indigestible food matter. This helps to keep your body hydrated.
• What's left over, which is mostly fiber, dead cells, and bacteria, becomes solid waste called feces.

6. The Rectum and Anus: The Final Exit

• The rectum is the final section of the large intestine. It stores the feces until your body is ready to get rid of them.
• The anus is the opening at the end of the digestive tract through which feces leave the body.

Key Enzymes in Digestion

Enzymes are like tiny, specialized tools that speed up chemical digestion. Each enzyme has a specific job:

• Amylase: Found in the mouth. Breaks down starches (carbohydrates).
• Pepsin: Found in the stomach. Breaks down proteins.
• Lipase: Found in the small intestine. Breaks down fats (lipids).

And that's the incredible journey of your food, from a yummy bite to providing your body with everything it needs to thrive!

Worksheet: Digestion Deep Dive

Name: _________________________ Date: _____________

Part 1: Label the Digestive System

Draw a simple diagram of the human digestive system below, and label the following organs:

Mouth, Pharynx, Esophagus, Stomach, Small Intestine, Large Intestine, Rectum, Anus

Part 2: Mechanical vs. Chemical Digestion

Decide if each action is an example of Mechanical Digestion (physical breakdown) or Chemical Digestion (chemical breakdown by enzymes/acids). Circle the correct type.

1. Chewing food in your mouth.
   Mechanical / Chemical
   
   
   
2. Saliva breaking down starch with amylase.
   Mechanical / Chemical
   
   
   
3. Stomach muscles churning food.
   Mechanical / Chemical
   
   
   
4. Pepsin breaking down protein in the stomach.
   Mechanical / Chemical
   
   
   
5. Lipase breaking down fat in the small intestine.
   Mechanical / Chemical
   
   
   
6. Peristalsis pushing food down the esophagus.
   Mechanical / Chemical
   
   
   

Part 3: Organ Functions

Match each digestive organ with its main function. Write the letter of the function next to the organ.

Organs:

1. _______ Mouth
2. _______ Esophagus
3. _______ Stomach
4. _______ Small Intestine
5. _______ Large Intestine
6. _______ Rectum and Anus

Functions:

A. Stores waste and controls its exit from the body.
B. Churns food, uses acid and pepsin to break down proteins.
C. Chews food and uses amylase to start starch digestion.
D. Absorbs most of the water from indigestible food.
E. Pushes food to the stomach using peristalsis.
F. Most chemical digestion happens here, absorbs nutrients into the blood.

Part 4: Enzyme Superstars

Fill in the blanks with the correct enzyme and what it breaks down.

1. In the mouth, the enzyme _______________ starts to break down _______________.
   
   
   
2. In the stomach, the enzyme _______________ starts to break down _______________.
   
   
   
3. In the small intestine, the enzyme _______________ breaks down _______________.
   
   
   

Part 5: Short Answer

1. What is peristalsis? Explain it in your own words.
   
   
   
   
   
   
   

2. What is acid reflux? How does it feel?
   
   
   
   
   
   
   

3. Why are villi in the small intestine important?
   
   
   
   
   
   
   

Activity: Digestive System Relay Race

Objective: To correctly sequence the digestive organs and match them with their key functions, processes, and enzymes in a race against other teams.

Materials:

• Printed and cut-out sets of Digestive System Relay Cards (one complete set per team)
• Large open space (classroom floor, hallway, etc.)
• Whiteboard or chart paper for scorekeeping (optional)
• Timer (optional)

Instructions:

1. Preparation (Teacher): Print and cut out one complete set of the Digestive System Relay Cards for each team. You may want to print Organ Cards on one color of paper and Function/Process/Enzyme Cards on a different color to help students visually distinguish them. Thoroughly shuffle each team's set of cards.
2. Team Formation: Divide the class into small teams of 3-4 students. Ensure teams are diverse to support all learners.
3. Setup:
   • Designate a starting line for each team.
   • Place each team's shuffled set of Digestive System Relay Cards face down in a pile at their starting line.
   • At the other end of the playing area (e.g., 10-15 feet away), place a designated

Digestive System Relay Cards

Teacher: Print and cut out one set of these cards per team.

Organ Cards (print these on one color of paper, e.g., yellow)

Card 1: Mouth

Card 2: Pharynx

Card 3: Esophagus

Card 4: Stomach

Card 5: Small Intestine

Card 6: Large Intestine

Card 7: Rectum

Card 8: Anus

Function/Process/Enzyme Cards (print these on a different color, e.g., orange)

Card A: Mechanical Digestion: Chewing & Grinding Food

Card B: Chemical Digestion: Amylase breaks down Starch

Card C: Passageway for food to esophagus

Card D: Peristalsis pushes food to the stomach

Card E: Mechanical Digestion: Churns and mixes food

Card F: Chemical Digestion: Pepsin breaks down Protein; Acid Reflux can occur

Card G: Most Chemical Digestion happens here (Lipase breaks down Fats)

Card H: Absorbs Nutrients into Bloodstream (Villi)

Card I: Absorbs Water from indigestible food

Card J: Forms solid waste (feces)

Card K: Stores feces

Card L: Exit point for feces

Discussion Guide: Digestive Dilemmas

Objective: To encourage critical thinking and real-world application of digestive system knowledge through discussion of common scenarios.

Instructions: Read each scenario aloud. Encourage students to share their thoughts, connecting their learning to the situations presented. Facilitate a respectful and inclusive environment. For bilingual students or those needing extra support, encourage using provided sentence starters.

Scenario 1: The Fast Food Rush

• Maria often eats her lunch very quickly during her short break. She barely chews her food and swallows large bites. Lately, she's been getting stomach aches and feeling bloated.

Discussion Questions:

• Based on what we learned, what part of digestion might Maria be rushing? (Hint: Think about mechanical digestion.)
• How might eating too fast and not chewing well affect her stomach and overall digestion?
• What advice would you give Maria to help her feel better?

Sentence Starters (for support):

• "Maria is rushing..."
• "This might affect her digestion by..."
• "I would tell Maria to..."
  
  
  
  
  
  
  

Scenario 2: The Heartburn Hero

• Mr. Henderson loves spicy food and often eats a big, rich dinner right before bed. He frequently wakes up in the middle of the night with a burning feeling in his chest.

Discussion Questions:

• What do you think Mr. Henderson is experiencing? (Hint: Remember a term we learned about stomach acid.)
• Which digestive organ is being affected in this situation?
• What advice could you give Mr. Henderson about his eating habits to help prevent this feeling?

Sentence Starters (for support):

• "Mr. Henderson has..."
• "This happens in the..."
• "He could try to..."
  
  
  
  
  
  
  

Scenario 3: The Enzyme Mystery

• A scientist discovers a new type of food molecule. When they try to digest it in a test tube with only amylase, nothing happens. When they add pepsin, still nothing. But when they add lipase, the food molecule starts to break down into smaller pieces.

Discussion Questions:

• What type of macromolecule (carbohydrate, protein, or lipid) is this new food molecule likely to be?
• Why didn't amylase or pepsin work on it?
• What does this tell us about how enzymes work in our bodies?

Sentence Starters (for support):

• "The food molecule is probably a..."
• "Amylase and pepsin didn't work because..."
• "This shows that enzymes are..."
  
  
  
  
  
  
  

Scenario 4: The Hydration Challenge

• Sarah often forgets to drink enough water throughout the day. She eats a good amount of fiber, but sometimes she struggles with digestion and feels sluggish.

Discussion Questions:

• Which part of the digestive system is highly involved in water absorption?
• How might not drinking enough water affect the job of the large intestine?
• Why is it important for our overall health to stay hydrated, especially for digestion?

Sentence Starters (for support):

• "The water is absorbed in the..."
• "Without enough water, the large intestine might..."
• "Staying hydrated is important because..."

Game: Enzyme Action Matching Game

Objective: To correctly match enzymes with their specific food molecules (substrates) and the primary location where they work in the digestive system.

Materials:

• Printed and cut-out sets of Enzyme Matching Game Cards (one set per small group or pair)

Instructions:

1. Preparation (Teacher): Print and cut out one complete set of Enzyme Matching Game Cards for each small group (2-3 students) or pair. You might want to print each type of card (Enzyme, Substrate, Location) on different colored paper to help students organize them. Shuffle each set well.
2. Group Formation: Divide students into small groups or pairs.
3. Gameplay:
   • Each group receives a shuffled set of Enzyme Matching Game Cards.
   • Students spread all the cards face up on their desk or table.
   • The goal is to create sets of three matching cards: one Enzyme card, one Substrate (Food Molecule) card, and one Location card that correctly correspond to each other.
   • For example: "Amylase" + "Starch (Carbohydrate)" + "Mouth".
   • Students work together to find all the correct matching sets.
   • The first group to correctly match all sets wins, or groups can simply work to complete the puzzle collaboratively.

Differentiation:

• For struggling learners/IEP students: Provide a reference sheet or allow them to use their notes/reading material. Start with fewer cards or give them one complete example set.
• For bilingual students: Ensure key terms (Enzyme, Substrate, Location) are visually reinforced or briefly explained in their native language if possible. Allow them to collaborate and discuss in their preferred language.

Enzyme Matching Game Cards

(Teacher: These cards are provided in a separate material for easier printing and cutting. Link to Enzyme Matching Game Cards when preparing materials.)

Example Card Set:

Enzyme Matching Game Cards

Teacher: Print and cut out these cards. Create one full set per group/pair.

---START CUTTING HERE---

Enzyme Cards

Substrate (Food Molecule) Cards

Location Cards

---STOP CUTTING HERE---

Quiz and Worksheet Answer Key

Answer Key: Worksheet: Digestion Deep Dive

Part 1: Label the Digestive System

(Teacher: Students should draw a diagram and label the following organs in the correct order/location: Mouth, Pharynx, Esophagus, Stomach, Small Intestine, Large Intestine, Rectum, Anus.)

Part 2: Mechanical vs. Chemical Digestion

1. Chewing food in your mouth.
   Mechanical

2. Saliva breaking down starch with amylase.
   Chemical

3. Stomach muscles churning food.
   Mechanical

4. Pepsin breaking down protein in the stomach.
   Chemical

5. Lipase breaking down fat in the small intestine.
   Chemical

6. Peristalsis pushing food down the esophagus.
   Mechanical

Part 3: Organ Functions

1. C Mouth
2. E Esophagus
3. B Stomach
4. F Small Intestine
5. D Large Intestine
6. A Rectum and Anus

Part 4: Enzyme Superstars

1. In the mouth, the enzyme amylase starts to break down starches.
2. In the stomach, the enzyme pepsin starts to break down proteins.
3. In the small intestine, the enzyme lipase breaks down fats.

Part 5: Short Answer

1. What is peristalsis? Explain it in your own words.

   • Answer: Peristalsis is when the muscles in the digestive tract, like the esophagus, squeeze and relax in wave-like motions to push food forward. (Accept similar explanations.)

2. What is acid reflux? How does it feel?

   • Answer: Acid reflux is when stomach acid flows back up into the esophagus. It feels like a burning sensation in the chest, often called heartburn.

3. Why are villi in the small intestine important?

   • Answer: Villi are tiny finger-like folds in the small intestine. They are important because they increase the surface area, which helps the body absorb more nutrients from digested food into the bloodstream.

Answer Key: Quiz: Digestive System Check-Up

1. Which organ is responsible for chewing food and beginning starch digestion with amylase?

   • Correct Answer: Mouth

2. What is the wave-like muscle contraction that pushes food through the esophagus?

   • Correct Answer: Peristalsis

3. Explain the difference between mechanical digestion and chemical digestion. Give one example of each.

   • Answer: Mechanical digestion is the physical breakdown of food into smaller pieces (e.g., chewing, churning in the stomach). Chemical digestion is the chemical breakdown of food into tiny molecules using enzymes or acids (e.g., amylase breaking down starch in the mouth, pepsin breaking down protein in the stomach).

4. Which enzyme works in the stomach to break down proteins?

   • Correct Answer: Pepsin

5. Where does most nutrient absorption occur in the digestive system?

   • Correct Answer: Small Intestine

6. What is acid reflux and what causes the burning sensation?

   • Answer: Acid reflux is when stomach acid (hydrochloric acid) flows back from the stomach into the esophagus. The burning sensation is caused by this acid irritating the lining of the esophagus.

7. Which enzyme is responsible for breaking down fats (lipids) in the small intestine?

   • Correct Answer: Lipase

8. The primary function of the large intestine is to:

   • Correct Answer: Absorb water

9. Name two organs of the digestive system and briefly describe one function for each.

   • Possible Answers (accept any two with correct functions):
     • Mouth: Chews food, begins starch digestion.
     • Esophagus: Moves food to stomach via peristalsis.
     • Stomach: Churns food, begins protein digestion.
     • Small Intestine: Most chemical digestion, absorbs nutrients.
     • Large Intestine: Absorbs water.
     • Rectum: Stores feces.
     • Anus: Eliminates feces.

10. I feel confident in my understanding of the digestive system.

    • (Teacher: This is a Likert scale question for student self-assessment; no single "correct" answer.)

Project Guide: Your Digestive System

Objective: To demonstrate your understanding of the human digestive system by creating either a physical model or a digital presentation of its organs and functions.

Due Date: ________________________

Choose ONE of the following project options:

Option 1: Digestive System Model

(Build a physical representation of the digestive system)

Goal: Create a 3D model that clearly shows the major organs of the human digestive system in their correct order and includes information about their functions.

Materials you can use: You can be creative! Use cardboard, clay, play-doh, pipe cleaners, string, recycled materials (bottles, tubes, fabric), drawing supplies, etc.

Requirements:

1. Model: Construct a physical model of the human digestive system. It should include, at minimum, the following organs in the correct sequence:
   • Mouth
   • Pharynx
   • Esophagus
   • Stomach
   • Small Intestine
   • Large Intestine
   • Rectum
   • Anus
2. Labels: Clearly label each organ on your model.
3. Key Information: For at least five (5) of the labeled organs, attach a small card or label that briefly describes:
   • Its main function (e.g., "chews food," "absorbs water").
   • One type of digestion that occurs there (mechanical or chemical, or both).
   • If applicable, mention a specific enzyme (amylase, pepsin, lipase) that works there and what it breaks down.
4. Creativity & Neatness: Your model should be neat, organized, and show effort.

Option 2: Digital Presentation

(Create a slideshow or digital poster)

Goal: Design a digital presentation (e.g., using Google Slides, PowerPoint, Canva, or a digital poster creator) that explains the major organs of the human digestive system, their functions, and key processes.

Requirements:

1. Slides/Sections: Your presentation should have at least 8-10 slides/sections, covering the journey of food through the digestive system.
2. Organ Coverage: Include, at minimum, a slide/section for each of the following organs in the correct sequence:
   • Mouth
   • Pharynx & Esophagus
   • Stomach
   • Small Intestine
   • Large Intestine
   • Rectum & Anus
3. Content per Organ: For each organ or section, include:
   • A clear image or diagram of the organ.
   • A description of its main function.
   • Which type(s) of digestion occur there (mechanical, chemical, or both).
   • If applicable, mention a specific enzyme (amylase, pepsin, lipase) that works there and what it breaks down.
   • Define key terms like peristalsis and acid reflux in relevant sections.
4. Visuals & Organization: Your presentation should be visually appealing, easy to read, and logically organized. Use images, diagrams, and bullet points effectively.
5. Speaking Notes (Optional but Recommended): You may include brief notes on each slide explaining what you would say if presenting it to the class.

Important for Both Options:

• Originality: Use your own words as much as possible to explain concepts.
• Clarity: Make sure your explanations are clear and easy to understand.
• Effort: Put your best effort into making your project informative and engaging.
• Collaboration (Optional): You may work with one partner if you choose. If working with a partner, both names must be on the project, and you must clearly divide the work.

Refer to the Rubric: Digestive System Project for how your project will be graded.

Rubric: Digestive System Project

Student Name(s): _________________________ Date: _____________

Project Option: (Circle one) Model / Presentation

This rubric will be used to assess your Digestive System Project. Please review it carefully to understand how your work will be graded.

Cool-Down: One-Minute Reflection

Name: _________________________ Date: _____________

Take one minute to reflect on today's lesson about the digestive system. Please answer the following questions:

1. One important thing I learned today about the digestive system is...
   
   
   
   
   
   
   

2. One question I still have about the digestive system is...
   
   
   
   
   
   
   

(Teacher: Collect these reflections to gauge student understanding and inform future instruction.)