Stage 1: Identify Learning Outcomes: Title of Unit: Digestive System (The organs and associated structures) Curriculum Area:

Secondary Science Developed By: Colleen Kayl Grade Level: 11-12th grade Anatomy Learning Standards /HSCEs and Common Core Using Michigans Biology HSCE and the upcoming Common Core B2.3B Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. B2.r6d Explain how higher levels of organization result from a specific complex interaction of smaller units and that their maintenance requires a constant input of energy as well as new material. Transfer Goal: These skills can be used in the real world. I can understand which substances in food are used as nutrients (and how humans maintain appropriate levels) of an individual so that I can create an individualized health plan to maximize well-being of a patient suffering from an illness. I can apply my understanding of nutrition so that I may analyze health claims of foods that are claiming to be healthy and nutritious. Essential Questions & Understandings Essential Questions to Guide Instruction

1. How can the digestive system be negatively affected by external factors and consequently affect other body systems? 2. How do the various components/structures of the digestive system relate to each other? 3. What does digestion look like and how does food actually become nutrients for the body? 4. What really is a balanced, healthy diet and why is it important? Knowledge & Vocabulary Students will know

Overview: Digestions, absorption, metabolism, alimentary canal, accessory organs Organs: Esophagus, mouth, pharynx, stomach, liver, pancreas, gall bladder, small and large intestines, rectum, anus, salivary glands Related Misconceptions These common misconceptions occur regarding the digestive system. 1. Misconception: The stomach a. The stomach takes up a majority of the abdomen b. Babies grow in the stomach c. All abdominal pain is caused by stomachaches. d. The majority of the abdominal region is the stomach. 2. Misconception: Nutrition and general digestion a. The digestive system has two outlets one for feces and one for urine. (with little or no distinction between the digestive and urinary systems)

b. Digestion starts in the stomach. Stage 2: Performance Tasks/Assessment Artifact of Student Learning-Evidence of Understanding: I Can (At Blooms Levels) 1. Construct a visual/auditory model of the anatomical components of the digestive system. a. Identify structures and functions of the digestive system. b. Outline/summarize the functions of each organ. c. Tracing the pathway of digestion from the mouth to the anus using diagrams d. Reflect upon your understandings and compare/contrast your project with others (leaving commentary) Stage 2: Learning Plan Session 1: SWBAT: Identify structures and functions of the digestive system. Tracing the pathway of digestion from the mouth to the anus using diagram Knowledge Builder (5 minutes) What do you already know about the digestive system? Students will write their responses in the learning journals. After they are done writing their responses, they will partner share their responses. (EXPERIENCE/EXPLORE) (30 min): I will pass out a prediction sheet in which students will sketch their ideas of the digestive system. In addition to sketching, they will answer some questions about the digestive system using prior knowledge about the subject (without the aid of materials, etc.) Students will be given 30 minutes to complete their sketches and after they are finished, students will share their answers with their learning partner, their group before I collect them and analyze their responses. I will then compile their misconceptions and be sure to address them in session two. (EXHIBIT/SELF AWARENESS) (15 min): Using the website www.zygotebody.com, students can select the digestive system and interact with the 3-dimentional body individually. Exit Ticket (10 min): After comparing your diagram with the actual human body, where were you most accurate? Where were you inaccurate? What do you think accounts for these differences? Session 2: SWBAT: Identify structures and functions of the digestive system. Tracing the pathway of digestion from the mouth to the anus using diagram. Knowledge Builder (35 minutes) Students will complete a Think-Puzzle-Explore activity in which asks them: What do you know about the digestive system? What questions or puzzles do you still have? How can you further explore this? We will discuss and brainstorm as a class on http://padlet.com/wall/5qg9nh9prv (EXPERIENCE/EXPLORE) (15 min): I will pass out the rubric for the activity in which students will be creating talking organs of the digestive system using the software www.blabberize.com . Before beginning, I will show a quick tutorial of the program and examples of students work from the past. Students will be given a rubric containing the following guidelines:

Save an image of the following organs to your computer: Stomach, mouth, esophagus, large intestines, small intestines, gall bladder, liver, pancreas Login onto www.blabberize.com and open an account. ITS FREE! Once you have logged in, watch the tutorial to see how to begin creating a project. Upload and create a blabberize for the organs listed above. For each of them, you will need to complete the following: o The major function(s) of the organ. o The general anatomy and size of the organ. o How does this organ help process food for usable energy? o How it relates to one other organ in the digestive system.

(EXHIBIT/SELF AWARENESS) (5 min): Any questions will be answered and students will prepare for their work day tomorrow regarding the project. Exit Ticket (10 min): What trends did you notice about the responses of what people already knew? Define and explain no less than 2 in your learning journals. Answers will be shared tomorrow. Session 3-5: SWBAT: Identify structures and functions of the digestive system. Tracing the pathway of digestion from the mouth to the anus using diagram. Knowledge Builder (10 minutes) We will discuss the answers to yesterdays exit/learning journal responses. Once more, I will show the digestive system using www.zygotebody.com and highlight the major organs that will be explored in further details in the activity. (EXPERIENCE/EXPLORE) (5 min): I will answer any further questions regarding the activity and reiterate the expectations. (EXHIBIT/SELF AWARENESS) (40 min): Students will check out a laptop from the cart and begin their investigations of the organs. They will not only be asked to create a visual and oral representation of the organ but also navigate the internet for useful sources. Students with IEPs will be given the information from textbook copies/other resources and handouts. I will circulate the room answering any questions regarding their research and/or how to utilize the program. Once students are finished with their projects, they will need to explore each others and leave comments to 4 peers. Exit Ticket (5 min): What are your major findings about the digestive system? After they are finished they will share their answers with their thought partner.

Content: The content I am teaching is the organs of the digestive system. The big ideas of this unit is to understand how the organs work individually but most importantly with each other. In addition, learning about the digestive systems organs allow students to see how maintaining a balanced internal environment is needed. The major challenges teaching this unit helping students realize that the stomach is not the only organ that digests food but together they are all required. Pedagogy: Before teaching this lesson, I needed to take into account that there are many methods in which learners learn, including written, auditory as well as visualization. I needed to have students first identify their misconception alone, with a class, and then with my guidance. Eventually with enough reflection and group discussion, students should begin to arise at the correct answers on their own, using the basis of social constructivism. I used the cognitive perspective to help my students arise at the correct answer through embodiment on blabberize and keeping to the essentials of the learning perspective: reperception, meshing, and suppression. Content & Pedagogy: The teaching strategies help me teach since I am essentially allowing my students the chance to arise at the correct answer themselves. If I would simply ignore their prior misconceptions about their ideas of the digestive system, I think that students could not move away from their prior ideas. In addition, by asking them to reflect on their ideas, mesh them with common ideas and them arise at a correct answer, the learning would be more concrete and long lasting. Lastly, by allowing them to interact with the material in a fun and engaging way, the chances of long term memory would also increase. The only technical constraint that I foresee is if the computers provided by my school would not allow certain programs to download. I will need to check beforehand and request the programs to be downloaded onto the laptops if its missing. Technology: I will be using several forms of technology: Content specific: www.zygotebody.com Although it is not essential, students most definitely need a 3dimentional model of the human body (thats also interactive) to truly see how the organs are arranged within the body and in reference to each other. Content: General Technologies: www.Padlet.com to have a classroom discussion. Although this could easily be done with paper and pencil, having a way to create a visual representation of classroom ideas allows me to gauge the ideas in real-time as well as give students the chance to see that their ideas are usually not unique to themselves and that questions they have are some of the save questions their peers have. I also used www.blabberize.com. This technology is needed in order to teach the lesson because very rarely do students get the chance to speak the language of science aloud and be able to hear themselves back. In addition, being able to create a visual model that speaks in their own voices allows the material to become more real. Technology & Pedagogy: The technology I have chosen relates to my ideas about group thought and the ability to construct the correct idea using themselves and peers. By creating a visual representation of the classes thoughts, I believe students can move further from their misconceptions and use each other to create the correct answer. Using the social constructivist theory as a model, students can arise together at common ideas by using the website www.padlet.com as well as be able to reflect upon other students work on www.blabberize.com. Technology & Content: The website www.zygotebody.com is absolutely needed to allow for accurate visualization of the content. By creating the project on www.blabberize.com , students can help address the ideas of how the organs relate to one another. These could be completed without the internet but I feel that the material would just be forgotten/ never stored to long term memory if it was not engaging or interactive enough.

Assessment: I will know that my students have learned by assessing their projects and how in depth they are. I will also know students have learned based upon how well they articulate the research and summarize the role of each organ. In addition, I will ask them to re-create the drawings they did at the beginning of the lesson and compare how far they came come from their initial ideas. Giving time for reflection throughout the lesson also provides me feedback that is necessary to help them adapt to their prior misconceptions.