Science 6 Learning Kit - Digestive System PDF

MONTESSORI DE SAN ILDEFONSO, INC. Quijano St., San Juan, San Ildefonso, Bulacan Contact No. 0931-044-2955 Email Add: [email protected] School ID No. 400920 Government Recognition Nos.: Prescho...

MONTESSORI DE SAN ILDEFONSO, INC. Quijano St., San Juan, San Ildefonso, Bulacan Contact No. 0931-044-2955 Email Add: [email protected] School ID No. 400920 Government Recognition Nos.: Preschool, E. 103, s.2002; Grade School, E. 091, s.2003; JHS, S.003, s.2004; SHSP, 810, s. 2016 LEARNING KIT Science 6 Quarter 2 Learning Kit No. 1 Inclusive Day/Week 5 days: September 23-27, 2024 Learning Kit Overview: Reference/s: The digestive system is a complex network of organs responsible for processing food and Marieb, E.N., & Hoehn, K. (2018). Human Anatomy & liquids, enabling the body to absorb essential Physiology. Pearson Education. nutrients while eliminating waste. Comprised of the digestive tract and accessory organs, Tortora, G.J., & Derrickson, B. (2018). Principles of the system plays a crucial role in maintaining Anatomy and Physiology. Wiley. overall health and well-being OpenStax (2013). Anatomy and Physiology. https://openstax.org/books/anatomy-and-physiology/pages/1- introduction National Institute of Diabetes and Digestive and Kidney Diseases. (2021). Digestive Diseases. https://www.niddk.nih.gov/health-information/digestive- diseases Topic/s: The Digestive System Digestive System Organs and Functions Digestive Processes Learning Kit Content: The Digestive System The digestive system in the human body processes food and liquids. It consists of the digestive tract, where food passes through structures like the mouth, esophagus, stomach, small intestine, large intestine, and accessory organs. These organs work together to break down food into smaller components for absorption and assimilation. Digestive Organs & Functions Mouth: Ingestion, mechanical digestion (chewing), chemical digestion (saliva). Esophagus: Moves food from the mouth to the stomach. Stomach: Food storage, mechanical and chemical digestion. Pancreas: Produces digestive enzymes and regulates blood sugar. Liver: Produces bile, detoxifies blood, aids in blood clotting, and regulates blood sugar. Gallbladder: Stores and concentrates bile. Small Intestine: Absorbs nutrients like carbohydrates, proteins, and fats. Large Intestine: Absorbs water, forms stool, and facilitates waste elimination. Rectum and Anus: Store and eliminate waste. Digestive Processes Ingestion, secretion, mixing and movement, digestion, absorption, and excretion. Learning Outcomes: At the end of this learning kit, the learners are expected to: Explain how the organs of each organ system work together Pre-Assessment: Directions: Choose the letter of the BEST answer. 1. What is the primary function of the mouth in the digestive system? A) Absorption of nutrients B) Ingestion and initial digestion of food C) Storage of food D) Producing bile 2. Which organ is responsible for moving food from the mouth to the stomach? A) Esophagus B) Pancreas C) Gallbladder D) Small intestine 3. What role does the pancreas play in the digestive system? A) Stores bile B) Produces digestive enzymes and regulates blood sugar C) Absorbs nutrients D) Detoxifies blood 4. Which organ produces bile that aids in the digestion of fats? A) Stomach B) Gallbladder C) Liver D) Small intestine 5. What are the six major processes involved in digestion? A) Ingestion, secretion, absorption, movement, digestion, elimination B) Ingestion, secretion, mixing and movement, digestion, absorption, and excretion C) Chewing, swallowing, digesting, absorbing, and eliminating D) Ingestion, digestion, fermentation, absorption, and waste Teaching Learning Activities: Activity 1: Labeling the Digestive Organs on a Blank Human Body Diagram Activity 2: Digestive System Role Play Activity 3: Create a Digestive System Comic Strip Activity 4: Digestive System 3D Model Creation Activity 1: Labeling the Digestive Organs on a Blank Human Body Diagram Objective: Students collaboratively draw and label digestive organs on a blank human body diagram to enhance understanding of the digestive system. Materials Needed: Blank human body diagrams (one per group) Markers, colored pencils, or crayons Reference materials about the digestive system Instructions: 1. Introduction: Briefly review the digestive system and its organs. 2. Group Formation: Divide the class into small groups (3-4 students). 3. Distributing Materials: Provide each group with a blank diagram and reference materials. 4. Research and Discussion: Groups research digestive organs (mouth, esophagus, stomach, etc.) and their functions. 5. Drawing and Labeling: Groups draw and label the organs on the diagram, adding descriptions of their functions. 6. Presentation: Each group presents their diagram and explains the functions of the labeled organs. 7. Display: If possible, display the diagrams around the classroom. Assessment: Evaluate the accuracy of labels and descriptions, as well as teamwork. Conduct a reflection session on what students learned. Activity 2: Digestive System Role Play Objective: Students will act out the digestive process, demonstrating how each organ contributes to digestion. Materials Needed: Role cards for each organ (mouth, esophagus, stomach, small intestine, large intestine, liver, pancreas, gallbladder) Simple props or costumes (scarves, paper hats, etc.) to represent each organ  Space for movement Instructions: 1. Introduction: o Review the digestive system and its functions. Explain the role of each organ in the digestive process. 2. Group Formation: o Divide the class into small groups, assigning each group an organ or part of the digestive process. 3. Role Assignment: o Give each group a role card with information about their assigned organ, including its function and how it interacts with other organs during digestion. 4. Preparation: o Allow groups time to prepare a short skit or demonstration that illustrates their organ’s role in the digestive system. Encourage creativity in how they present their part (e.g., acting out the process, using props). 5. Performances: o Each group presents their skit to the class. They should explain their organ's function and how it contributes to the overall digestive process. 6. Class Discussion: o After all presentations, have a class discussion about what they learned from the role plays. Ask questions like, "What did you find surprising about your organ's role?" and "How do the organs work together?" Assessment: Evaluate the accuracy of each group’s presentation and understanding of their organ’s function. Provide feedback on creativity and teamwork during the performances. Activity 3: Create a Digestive System Comic Strip Objective: Students will illustrate the journey of food through the digestive system by creating a comic strip, enhancing their understanding through storytelling and creativity. Materials Needed: Blank comic strip templates (with several panels) Markers, colored pencils, or crayons Reference materials about the digestive system Example comic strips (optional) Instructions: 1. Introduction: o Review the digestive system and its components, discussing the journey food takes from ingestion to elimination. 2. Group Formation: o Keep the same groups from the role play or form new ones. 3. Planning: o Each group will choose a specific type of food (e.g., pizza, banana, or sandwich) and plan the journey of that food through the digestive system, including key organs and functions. 4. Creating the Comic Strip: o Using the blank comic strip templates, groups will illustrate their food’s journey. They should: ▪ Draw each stage of the digestive process in different panels. ▪ Include speech bubbles or captions to explain what is happening at each organ (e.g., "Saliva starts breaking down the food in the mouth!"). ▪ Use colors and creative visuals to enhance their comic. 5. Presentation: o Once completed, each group presents their comic strip to the class, explaining the journey of their chosen food and how it interacts with each organ. 6. Gallery Walk: o Display the comic strips around the classroom. Allow students to walk around and view each other’s work, providing feedback or asking questions. Assessment: Evaluate the creativity and clarity of the comic strips, as well as the accuracy of the information presented. Provide feedback on collaboration and presentation skills during the activity. Activity 4: Digestive System 3D Model Creation Objective: Students will create a 3D model of the digestive system to visualize how different organs are connected. Materials Needed: Craft supplies (e.g., cardboard, paper, clay, foam, or recycled materials) Markers or paint Glue and scissors Reference materials about the digestive system Instructions: 1. Introduction: o Review the organs of the digestive system and their functions, explaining how they work together. 2. Group Formation: o Divide the class into small groups. 3. Research and Planning: o Each group decides which materials they will use and plans their model, ensuring it includes all major organs. 4. Model Creation: o Groups create a 3D model of the digestive system, labeling each organ and its function as they build. 5. Presentation: o Once completed, each group presents their model to the class, explaining the function of each organ and how food travels through the system. 6. Display: o If possible, display the models around the classroom to create a visual learning environment. Assessing the Extent of Concepts Learning: Rate yourself on how well you have learned each topic below. Rank it from 5.0 (lowest) and 1.0 (highest) ______ I can identify and explain the functions of each organ in the digestive system. ______ I can describe the main processes involved in digestion and how they work together. ______ I can explain the functions of accessory organs and their importance in digestion. ______ I can effectively work with my peers in activities related to the digestive system. ______ I can accurately represent and describe how food travels through the digestive system. Post Assessment: Directions: Choose the letter of the BEST answer. 1. What is the primary function of the mouth in the digestive system? A) Absorption of nutrients B) Ingestion and initial digestion of food C) Storage of food D) Producing bile 2. Which organ is responsible for moving food from the mouth to the stomach? A) Esophagus B) Pancreas C) Gallbladder D) Small intestine 3. What role does the pancreas play in the digestive system? A) Stores bile B) Produces digestive enzymes and regulates blood sugar C) Absorbs nutrients D) Detoxifies blood 4. Which organ produces bile that aids in the digestion of fats? A) Stomach B) Gallbladder C) Liver D) Small intestine 5. What are the six major processes involved in digestion? A) Ingestion, secretion, absorption, movement, digestion, elimination B) Ingestion, secretion, mixing and movement, digestion, absorption, and excretion C) Chewing, swallowing, digesting, absorbing, and eliminating D) Ingestion, digestion, fermentation, absorption, and waste Transforming Learned Concepts (Assignment) The Amazing Journey of Charlie the Cheese Sandwich Once upon a time, there was a small cheese sandwich named Charlie. Charlie had no idea that today would be the day he would embark on an incredible adventure through the human digestive system. It all began when a hungry kid took a big bite out of Charlie. As soon as Charlie entered the mouth, he was greeted by teeth, which began to chew him into smaller pieces. “This is mechanical digestion,” the teeth said proudly, breaking Charlie down into bits. Saliva joined in, helping to moisten Charlie and start the chemical digestion of carbohydrates. With a gulp, Charlie was sent down the esophagus. The esophagus was like a slimy, moving tunnel. “Hold tight, we’re heading to the stomach!” said the muscles of the esophagus, pushing Charlie downward with rhythmic contractions called peristalsis. Soon, Charlie found himself in the stomach, a large, stretchy sack filled with strong acid. “Welcome to the stomach!” said the gastric juices. “We’re here to break you down even further!” The stomach churned and mixed Charlie with the acid, turning him into a thick, soupy mixture called chyme. Proteins in the cheese were broken down by enzymes, and Charlie felt like he was dissolving. After a few hours, the small intestine opened its doors, and Charlie flowed inside. The small intestine was long and winding, but here’s where the magic happened. “We’ll take over from here,” said enzymes from the pancreas, which added more digestive juices. The liver also contributed by sending bile from the gallbladder to help break down fats. “We’re here to absorb all your nutrients!” said the villi, tiny hair-like structures in the walls of the small intestine. They quickly absorbed carbohydrates, proteins, and fats from Charlie and sent them into the bloodstream. Whatever remained of Charlie – mostly water and waste – moved on to the large intestine. “Our job is to absorb the water and prepare the waste for exit,” the large intestine explained. Charlie, now reduced to waste, was packed into a solid form and stored in the rectum until it was time to leave the body through the anus. And that’s how Charlie’s journey through the digestive system came to an end, with every organ playing its part in breaking down, absorbing, and eliminating the food. Directions: Answer the following questions based on the story, "The Amazing Journey of Charlie the Cheese Sandwich." Write your answers in complete sentences. 1. What happens to Charlie when he enters the mouth? 2. How does the esophagus help move Charlie to the stomach? 3. What role does the stomach play in breaking down Charlie? 4. How do the small intestine and villi absorb nutrients from Charlie? 5. What happens to the remaining waste from Charlie in the large intestine?