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Problems with the Digestive System

Essential Question: Why do I have an upset stomach? Purpose Statement: The purpose is to introduce students to problems that may occur within the digestive system to gain a stronger grasp of how the digestive system works. Time for teaching the lesson: Lesson will probably take about 6 hours total (1 week). This includes computer lab time to research articles, time to read, evaluate, work in groups, present and write. Materials: Computers, internet access to Kids InfoBits, pencil, paper, markers and 12 x 18 construction paper for posters http://galenet.galegroup.com/servlet/KidsInfoBits?subTopic=Human%2BBody&locID=lom_accessmic h&topic=Science%2B%2526%2BMath&ste=3 Background: Students have been introduced to the organs of the digestive system as well as how the digestive system functions. Several labs have been conducted explaining how nutrients diffuse into blood cells and how enzymes breakdown food. This activity is to reinforce the functions of the digestive system and gives students an opportunity to apply what they know. Activities: 1: Review the digestive system using hand motions. Digestive system begins in the mouth. Chewing is mechanical digestions and chemical breakdown occurs because of the enzymes in our saliva. We then swallow the food and it goes down the esophagus through the function called peristalsis and enters into the stomach. In the stomach food is broken down with hydrochloric acid and enzymes. Luckily we have mucus lining our stomach to prevent the acid from eating its way through. After the stomach the paste enters the small intestine. Enzymes (produced by the pancreas) and bile (produced by the liver and stored in the gall bladder) break down the food even further. Nutrients, fats, and sugars then leave the small intestine through diffusion and enter the blood stream. Everything else too big to leave the semipermeable membrane continues on to the large intestine and then eventually exits the body.

Sometimes things run smoothly and we dont have any issues. Has anyone ever had a tummy ache? Use this to lead a discussion about stomach ailments. Brainstorm information on a chart. Then you

will close read the article Stomachaches and more ... digestive diseases by Whitman, Sylvia. The end of the article lists some more ailments. The article is a higher reading level and I will scaffold through discussion and modeling. 2: Research ailments of the digestive system Students will explore ailments of the digestive system though articles from Kids InfoBits. They will skim and scan passages to find one that interests them. As student research I will survey students to put them into ailment groups. Once students are grouped they will print out articles relating to their ailment. Individually students will close read the articles and then have inquiry circles to discuss their findings. 3: Poster and Presentation In inquiry circles students will create a poster of information along with a plan for presentation. Several questions should be considered when organizing information, but students should follow their own wonders too. What parts of the digestive system are affected Is there a cure or relief for the ailment What are symptoms

4: Presentation 5: Assessment Students will write a story about the journey of an apple (or other chosen food item). The journey can be fantastical or scientific. It must include all the stops the apple makes throughout its journey including challenges of withstanding the power of hydrochloric acid and being squished during peristalsis. Along with this they must include an ailment (the one they researched or one they learned about through other class members presentations). They can take any angle they wish for example they can talk about how they took a lactose pill to create enzymes to digest milk or were in such digestive distress they had to go to the emergency room for an appendectomy. The writing piece allows them to be as creative or noncreative as they want. The rubric will identify parts of the digestive system, understanding of an ailment of the digestive system and the function of the digestive system. Differentiation: If students are struggling with the digestive system and its process a key could be given to differentiate. Learner Profile:

We will talk about being knowledgeable inquirers. We will use the knowledge we have and add to it through our inquiry to enhance and broaden our understanding of the digestive system. Subjects: Science, reading and writing Article from Kids InfoBits http://galenet.galegroup.com/servlet/KidsInfoBits?subTopic=Human%2BBody&locID=lom_accessmic h&topic=Science%2B%2526%2BMath&ste=3

Stomachaches and more ... digestive diseases. Whitman, Sylvia.


Alexis St. Martin didn't volunteer to make medical history, but when a shotgun blast tore a hole in his gut in 1822, he didn't have any choice. Army surgeon William Beaumont patched the wound, but because gunpowder had burned the skin, it couldn't knit together properly. Eventually, scar tissue formed a cap. But the hole remained accessible, a window on the digestive system. Dr. Beaumont invited St. Martin to his home to recuperate -- and to be studied. Over the next few years, the soldier allowed the surgeon to insert a tube through the opening into his stomach. Sometime, Beaumont sucked out digestive juices. Once, he lowered an oyster on a string. After an hour, it looked ragged; dipped again, it dissolved. On other occasions, the doctor watched the stomach lining change color, such as after a meal or during a fit of anger. His observations confirmed that acids contribute to the breakdown of food and that emotions affect the digestive system. (The experiments didn't appear to harm St. Martin, who fathered 17 children and died at age 86.) Although doctors today can map the twists and turns of the digestive tract with high-tech probes, it remains a mystery and a wonder. If you could iron it out from beginning to end, it would stretch 30 feet -- long enough to reach from a secondstory window to the ground. Digestion begins with a bite, as teeth grind and tear food. Mixed with saliva, this pulp travels down the esophagus into the stomach, which releases ferocious hydrochloric acid and the enzyme pepsin. After a churning, a muscular righ squirts the chyme -- as the half-digested material is called -- into the small intestine. In that winding, narrow tube, nutrients pass through membranes into the bloodstream. Waste and water continue on through the large intestine, the last leg of a meal's roughly 48-hour journey. When everything goes right, digestion fuels the body efficiently and unnoticeably. But sometimes things go wrong. Ulcers Ulcers are open sores. Peptic (digestive) ulcers come in two forms: gastric ulcers of the stomach and the more common duodenal ulcers of the upper small intestine. In both, acidic digestive juices eat away at a weakened spot on a membrane. Pain (described as a severe hunger pang shortly after a meal) and vomiting may indicate an ulcer, but the symptoms come and go. Usually, ulcers don't cause permanent damage. But erosion to the point of bleeding may lead to an iron deficiency and sometimes a life-threatening emergency. Irritations Three serious intestinal ailments -- Crohn's disease, ulcerative colitis, and celiac disease -- are less understood, but also less common, than ulcers. Crohn's disease, a chronic and unpredictable inflammation of the gastrointestinal tract, often makes its first appearance in adolescence. It strikes about 10 out of every 100,000 people between the ages of 10 and 30. Diarrhea, as well as cramps,

weight loss, and malnutrition, result from the irritation of the membranes lining the tract. If the inflammation spreads, joints such as the ankles, knees, and hips may swell and stiffen. A person with celiac disease cannot break down gluten. This protein, found in wheat and rye, then irritates the intestine and interferes with digestion. No one knows the origin of this condition. Helper Organs The pancreas, kidneys, and liver all play important supportive roles in digestion. Among its many functions, the liver produces about a quart day of bile, a yellow-green liquid that makes fats soluble in water and, therefore, useful to the body. Until needed in the small intestine, bile collects in the gallbladder. Sometimes, bile crystallizes into gallstones. Up to 20 percent of the population harbors gallstones (more likely in women and with age). Most of the time, they cause no problems. If they block the duct to the small intestine, however, a jolt of pain and digestive turmoil follow. If medication or lithotripsy (ultrasound bombardment) cannot dissolve the lumps, surgeons may remove the gallbladder. Upset Tummies To judge from advertisements in the media, we are a nation obsessed with regularity. We take pills and potions to bring on bowel movements and ward off gas. While severe symptoms may warrant medical intervention, most of the time the digestive system can right itself. Heartburn, for instance, afflicts about 30 percent of Americans at one time or another. Stomach acid backs up into the esophagus when you eat too much or too fast, or if you bend over or lie down after meals, and it stings. Cutting down or cutting out alcohol, cigarettes, spices, carbonated drinks, and food on the run may eliminate that unpleasant burp or burn. Stress contributes to another widespread ill, irritable bowel syndrome (IBS). IBS sufferers report feeling bloated and queasy and complain of constipation or diarrhea. Muscles in the digestive tract seem to move material too slowly or too quickly. Why? Specialists have no sure answer: perhaps emotions ("the butterflies"), allergies, overstimulation by a digestive hormone, or a lack of fiber. Although not fatal, IBS is a long-term annoyance. After ruling out other problems, a physician usually works with a patient on a management plan. A low-fat, high-roughage diet -- bran, grains, fruits, and vegetables -- often helps. As with most other digestive ailments, just learning to relax over a meal may be the most effective treatment. Other Common Digestive Disorders and Their Symptoms APPENDICITIS--inflammation of an infected appendix, which must be surgically removed. This medical emergency-marked by abdominal pain and tenderness--is most common in people ages 10 to 30. INDIGESTION--stomach discomfort often caused by other disorders. Persistent indigestion may be a sign of problems with stomach muscles. LACTOSE INTOLERANCE--stomachaches and frequent bathroom trips caused by an inability to digest the sugar lactose, which is found in milk and other dairy products.

Category
Ideas/ Content

6
Main idea is clear, supported, and enriched by relevant anecdotes and details Organization enhances and showcases central idea; order of information is compelling, moving reader through text Author speaks directly to reader in individual, compelling, and engaging way that delivers purpose and topic; although passionate, author is respectful of audience and purpose Vocabulary is powerful and emerging, creating mental imagery; words convey intended message in precise, interesting and natural way Sentences have flow, rhythm, and cadence; are well built with strong, varied structure that invites expressive oral reading

5
Main idea is well marked by detail but could benefit from additional information Organization is smooth; only a few small bumps here and there exist

4
Topic or theme is identified as main idea; development remains basic or general Organization moves reader through text without too much confusion Author seems sincere, yet not fully engaged or involved; result is pleasant or even personable, though topic and purpose
are still not compelling

3
Main idea is present; may be broad or simplistic Organization is still problematic though structure begins to emerge; ability to follow text is slowed Authors voice is hard to recognize, even if reader is trying desperately to hear it

2
Main idea is still missing, though possible topic/theme is emerging

Journey of an Apple: Writing Rubric Grade:

Organization

Voice

Author attempts to address topic, purpose, and audience in sincere and engaging way; piece still skips a beat here and there Vocabulary is more precise and appropriate; mental imagery emerges

Organization is mostly ineffective; only moments here and there direct reader Author relies on readers good faith to hear or feel any voice in phrases such as I like it or it was fun

/30
Science Understanding: Correct order of the digestive system organs

/10
Breakdown details (enzymes, mechanical, chewing, etc.)

Word Choice

Vocabulary is functional yet still lacks energy; authors meaning is easy to understand in general Sentences are varied and hum along, tending to be pleasant or businesslike though may still be more mechanical than musical or fluid; its easy to read aloud Author continues to stumble in conventions even on simple tasks and almost always on anything trickier

Sentence Fluency

Some sentences are rhythmic and flowing; a variety of sentence types are structured correctly; it flows well when read aloud

Vocabulary is understandable yet lacks energy; some interpretation is needed to understand parts of piece Sentences are , correct but not varied, creating sing song pattern or lulling reader to sleep; it sounds mechanical when read aloud
Author has reasonable control over standard conventions for grade level; conventions are sometimes handled well; at other times, errors distract and impair readability

Vocabulary is flawed, resulting in impaired meaning: wrong words are used; and reader cant picture message or content Sentences vary little; even easy sentence structures cause reader to stop and decide what is being said and how; its challenging to read aloud

/5
Ailment/relief/cure

/5
Total

/50

Conventions

Author uses standard writing conventions effectively to enhance readability; errors are few and only minor editing is needed to publish

Author stretches, trying more complex tasks in conventions; several mistakes still exist

Many errors of various types of conventions are scattered throughout the text

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