Digestive System Lesson PowerPoint, Digestion, Stomach, Intestine, Anatomy Lesso

5. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Kidneys Ureters Urinary Bladder Copyright © 2010 Ryan P. Murphy

6. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

16. • Digestive System Available Sheet

27.  Nutrients: The usable portions of food.

52. • Nutrients include – Proteins – Carbohydrates – Fats – Vitamins

54. • Nutrients include – Proteins – Carbohydrates – Fats – Vitamins – Minerals

62. • Which of the following is incorrect? A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

63. • Which of the following is incorrect? A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

64. • Which of the following is incorrect? A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium. C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

67. • Which of the following is incorrect? A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium. C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues. F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

68. • Which of the following is incorrect? A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium. C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues. F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

69. • Which of the following is incorrect? Answer is… A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium. C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues. F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

70. • Which of the following is incorrect? Answer is… A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Prevents nutrient overloading and regulates calcium. C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues. F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

71. • Which of the following is incorrect? Answer is… A.) Protein: Growth, Repair, Reproduction of Cells (structure of your body), produces enzymes, hormones, antibodies. B.) Carbohydrates: Energy molecule and contains fiber. C.) Fats: Energy source. D.) Vitamins: Prevents diseases, regulates body processes, and needed for chemical reactions. E.) Minerals: Needed for bones and teeth, blood and other tissues. F.) Water: To dissolve substances in blood, tissue fluid, biochemical reactions. Copyright © 2010 Ryan P. Murphy

73. • You’ve just completely bonked due to a lack of energy. – Which of the items below will give you a quick burst of energy, and which will give you longer lasting energy. Copyright © 2010 Ryan P. Murphy

88. • Activity! Starting off the digestion process. • Students with food allergies should not participate. – Teacher to pass everyone a piece of bread. – Students place bread in mouth (Record taste immediately in journal) Copyright © 2010 Ryan P. Murphy

89. • Activity! Starting off the digestion process. • Students with food allergies should not participate. – Teacher to pass everyone a piece of bread. – Students place bread in mouth (Record taste immediately in journal) – Students allow salvia to moisten bread in mouth and then begin chewing. (Record taste in journal after chewing) Copyright © 2010 Ryan P. Murphy

92. • Answer: Bread is a complex carbohydrate (starch). The ptyalin in your saliva along with your chewing broke the large sugar molecules into smaller (more sweet) sugar molecules. Copyright © 2010 Ryan P. Murphy

93. • Answer: Bread is a complex carbohydrate (starch). The ptyalin in your saliva along with your chewing broke the large sugar molecules into smaller (more sweet) sugar molecules. Copyright © 2010 Ryan P. Murphy

94. • Answer: Bread is a complex carbohydrate (starch). The ptyalin in your saliva along with your chewing broke the large sugar molecules into smaller (more sweet) sugar molecules. Glucose Copyright © 2010 Ryan P. Murphy

96. • Taste buds: The sensory organs that are found on your tongue. Taste buds are part of the nervous system but will be covered quickly now. They will be addressed again later. Copyright © 2010 Ryan P. Murphy

106. • Activity! Salt Water. – Mix up a solution of table salt and warm water. Have students dip a popsicle stick into the solution and then test to see if the tip the tongue picks up the salty taste. Copyright © 2010 Ryan P. Murphy

107. • Activity! Unsweetened Cocoa Powder – Have students wet a new popsicle stick into water and then dip it into a container of unsweetened cocoa powder. Then test to see if the back of the tongue picks up the bitter taste. Copyright © 2010 Ryan P. Murphy

118. • Activity! Practice snipping a carrot much like a rabbit with your incisors. – Grind the carrot with your back teeth / molars.

128. • Walrus tusks are used as a mating symbol to show dominance,

129. • Walrus tusks are used as a mating symbol to show dominance,

130. • Walrus tusks are used as a mating symbol to show dominance, aid in forming and maintaining holes in the ice,

131. • Walrus tusks are used as a mating symbol to show dominance, aid in forming and maintaining holes in the ice,

132. • Walrus tusks are used as a mating symbol to show dominance, aid in forming and maintaining holes in the ice, and to climb out of the water and on to the ice.

133. • Walrus tusks are used as a mating symbol to show dominance, aid in forming and maintaining holes in the ice, and to climb out of the water and on to the ice.

142. “Humans have four canines.” “Count them with me.”

143. 1

144. 1 2

145. 1 2 3

146. 1 2 3 4

147. “That was fun.” “Let’s do it again.” “Even louder this time.”

148. “Humans have four canines.” “Count them with me.”

149. 1

150. 1 2

151. 1 2 3

152. 1 2 3 4

153. “Very Good!” “Now get back to work.”

155. • Activity! Gum in school just this once. – Chew a couple pieces of gum and make a large wad (Don’t choke!). Make an imprint with your premolars and canines. – Make a quick sketch in your journal and label each tooth.

157. • Herbivore molars are designed to grind and cut difficult plant material.

175. • Activity! (Optional) Make your own tooth impression in clay or with chewing gum. – Please label your impression correctly on top of a piece of paper. – Incisors, Canines, Premolars, Molars. Copyright © 2010 Ryan P. Murphy

188. Learn more about mechanical and chemical digestion at… http://www.smartlivingnetwork.com/digestive/b/mechanical-and- chemical-digestion/

191. • Activity! Eating an Apple. – Draw a before picture of the apple, and your best guess of what the apple looks like after 35 number of chews to one swallow per bite. Copyright © 2010 Ryan P. Murphy

192. • Activity! Eating an Apple. – Draw a before picture of the apple, and your best guess of what the apple looks like after 35 number of chews to one swallow per bite. – Open your mouth after 35 chews and have neighbor draw apple. Copyright © 2010 Ryan P. Murphy

193. • Activity! Eating an Apple. – Draw a before picture of the apple, and your best guess of what the apple looks like after 35 number of chews to one swallow per bite. – Open your mouth after 35 chews and have neighbor draw apple. – Everyone eat the apple. Was 35 chews per bite too much or too little? Copyright © 2010 Ryan P. Murphy

195. • Chewing your food is an important part of digestion. – Your stomach has no teeth. – Chewing allows the chemical digestion process to act on your food more easily. – Relax and enjoy, take your time, chew often. Copyright © 2010 Ryan P. Murphy

196. • Chewing your food is an important part of digestion. – Your stomach has no teeth. – Chewing allows the chemical digestion process to act on your food more easily. – Relax and enjoy, take your time, chew often. Copyright © 2010 Ryan P. Murphy

197. • Chewing your food is an important part of digestion. – Your stomach has no teeth – Chewing allows the chemical digestion process to act on your food more easily. – Relax and enjoy, take your time, chew often. Copyright © 2010 Ryan P. Murphy

200. • Activity! (Optional) Yummy Snack! – Draw a (before) and then (after) sketch upon completion. – Each student receives a few graham crackers, slices of banana, and clear plastic sandwich bag. Copyright © 2010 Ryan P. Murphy

201. • Activity! (Optional) Yummy Snack! – Draw a (before) and then (after) sketch upon completion. – Each student receives a few graham crackers, slices of banana, and clear plastic sandwich bag. – Teacher sprays inside of each bag with clean water from squirt bottle. (Saliva) Copyright © 2010 Ryan P. Murphy

202. • Activity! (Optional) Yummy Snack! – Draw a (before) and then (after) sketch upon completion. – Each student receives a few graham crackers, slices of banana, and clear plastic sandwich bag. – Teacher sprays inside of each bag with clean water from squirt bottle. (Saliva) – Students mix bag with hands (simulates chewing). Draw end product. –Scoop out and enjoy! Copyright © 2010 Ryan P. Murphy

203. • Activity Sheet! Creating your anatomy resource book. GI Tract / Digestive System – Please label all of the following. Use… – http://www.getbodysmart.com/ap2/systems/tutori al.html Copyright © 2010 Ryan P. Murphy

205. • What is this?

212. • When you swallow (reflex), your muscles (tongue) move food into your throat and cause your epiglottis to close. Copyright © 2010 Ryan P. Murphy The three phases of swallowing… Learn more at… http://stroke.about.com/od/caregiverresources/qt/swallowphases.htm

218. • Optional Activity! Teacher or volunteer student swallows some food upside down. – Peristalsis can move food against gravity. – Please make item something that won’t cause a choking hazard. (chew prior) – Teacher or volunteer can lay over edge of table or handstand.

220. • Activity! Going Golfing – Class needs to move 5 golf ball through the digestive track using peristalsis. Eyes Closed? – Students form line one across from another. – Wet hands and use dish soap for mucous. - You can only squeeze hands. Copyright © 2010 Ryan P. Murphy

221. • Optional activity to peristalsis. – Teacher to demonstrate moving a large plastic egg or Whiffle Ball (bolus) through a pantyhose with foot cut off. • Note the action of peristalsis instead of gravity.

222. • Video! Choking and the Heimlich Maneuver – http://www.youtube.com/watch?v=tEIiEAn7b-U

235. • Follow-up to Activity for digestive system! – Place small piece of chicken meat and bone into a jar with vinegar. – Take a similar size of meat and cut with a knife into many pieces and place in another jaw (simulated chewing) – Add vinegar and cap jar and set aside until you reach the digestion system / digestive juices. Copyright © 2010 Ryan P. Murphy

236. • How is the piece of chicken looking? – The meat should be broken down. The vinegar is acidic (pH of 2.4-3.4). – The pH of your stomach is about 1 (Acidic) HCL – Your small intestine is alkaline (pH 7.1) which is better for the digestive enzymes. Copyright © 2010 Ryan P. Murphy

237. • Surface Area and Digestion? – Did the piece of meat that was cut up into several smaller pieces dissolve faster than the meat that was not? – Chewing helps to digest your food as the chemicals in your stomach and intestine and work on more of the food. Copyright © 2010 Ryan P. Murphy

238. • Surface Area and Digestion? – Did the piece of meat that was cut up into several smaller pieces dissolve faster than the meat that was not? – Chewing helps to digest your food as the chemicals in your stomach and intestine and work on more of the food. ChewedNot chewed Copyright © 2010 Ryan P. Murphy

241. • Teacher Demonstration! • Test the pH of vinegar with litmus paper. – See how an antacid neutralizes acid. Place a spoonful of Baking Soda (base) into the vinegar (acid). Note reaction. – Measure pH of baking soda and vinegar product. Copyright © 2010 Ryan P. Murphy

242. • Teacher Demonstration! • Test the pH of vinegar with litmus paper. – See how an antacid neutralizes acid. Place a spoonful of Baking Soda (base) into the vinegar (acid). Note reaction. – Measure pH of baking soda and vinegar product. Copyright © 2010 Ryan P. Murphy

253. – Gum, like most materials, passes through your stomach and into your intestine. Some parts of the gum are digested (sugars) while the rest comes out the other end (resins). Copyright © 2010 Ryan P. Murphy

254. – Gum, like most materials, passes through your stomach and into your intestine. Some parts of the gum are digested (sugars) while the rest comes out the other end (resins). Copyright © 2010 Ryan P. Murphy

257. • Activity! Step by step drawing of the Digestive System.

290. “Can we label some parts already?”

309. • Activity! The GI Tract is about 12 meters long (40 feet in male) – Volunteer to wear baggy sweatshirt and needs to stuff 10 meters of garden hose, and two meters of wacky noodle into the sweatshirt from just below chest to just above waist. Copyright © 2010 Ryan P. Murphy

325. • Duodenum: The beginning of the small intestine. – Distributes bile (produced by the liver and stored in the gall bladder), pancreatic acids (pancreas), and other secretions to chemically breakdown food. Copyright © 2010 Ryan P. Murphy

326. • Duodenum: The beginning of the small intestine. – Distributes bile (produced by the liver and stored in the gall bladder), pancreatic acids (pancreas), and other secretions to chemically breakdown food. Copyright © 2010 Ryan P. Murphy

327. • Duodenum: The beginning of the small intestine. – Distributes bile (produced by the liver and stored in the gall bladder), pancreatic acids (pancreas), and other secretions to chemically breakdown food. Copyright © 2010 Ryan P. Murphy Why not add all of the digestive enzymes here?

328. • Duodenum: The beginning of the small intestine. – If the chemical enzymes were added at the end of the GI tract the food would not be broken down and absorption of nutrients would be difficult. Copyright © 2010 Ryan P. Murphy Why not add all of the digestive enzymes here?

341. • Activity! On next Slide – Digestion Tic-Tac-Toe. Three in a row to win! (Tally wins to decide) – Teacher on next slide to minimize out of slideshow. – Students are and go first. – Teacher is and goes second” – Both must read squares information out loud before placing letter (Try and read the top and left row as well). Teacher to fill square with color – You must get two wins to win it all! Copyright © 2010 Ryan P. Murphy

342. Digestive Juices Digestive Enzyme Works On Changes To Saliva Ptylain Starch Simple Sugars Gastric (Stomach) Pepsin Protein Peptides and Amino Acids Pancreatic Amylase Trypsin Lipase Starch Protein Fats Complex Sugars, simple Proteins, Fatty Acids, Glycerol Intestinal Lactase, Maltase, Sucrase, Lipase, Peptidase Complex Sugars, Simple Proteins, Fats Simple Sugars, Amino Acids, Fatty Acids, Glycerol Example of win Copyright © 2010 Ryan P. Murphy

343. Digestive Juices Digestive Enzyme Works On Changes To Saliva Ptylain Starch Simple Sugars Gastric (Stomach) Pepsin Protein Peptides and Amino Acids Pancreatic Amylase Trypsin Lipase Starch Protein Fats Complex Sugars, simple Proteins, Fatty Acids, Glycerol Intestinal Lactase, Maltase, Sucrase, Lipase, Simple Sugars, Amino Acids, Fatty Acids, GlycerolCopyright © 2010 Ryan P. Murphy Example – I choose Peptides and Amino Acids that are created when gastric juices in the stomach and enzymes such as pepsin break down proteins.

344. Digestive Juices Digestive Enzyme Works On Changes To Saliva Ptylain Starch Simple Sugars Gastric (Stomach) Pepsin Protein Peptides and Amino Acids Pancreatic Amylase Trypsin Lipase Starch Protein Fats Complex Sugars, simple Proteins, Fatty Acids, Glycerol Intestinal Lactase, Maltase, Sucrase, Lipase, Peptidase Complex Sugars, Simple Proteins, Fats Simple Sugars, Amino Acids, Fatty Acids, Glycerol Copyright © 2010 Ryan P. Murphy

357.  Liver: Large, heavy, vital organ that produces bile that breaks down fats.  Also detoxifies chemicals  Synthesizes proteins  Stores Glycogen (energy)  Decomposes red blood cells  Hormone production Copyright © 2010 Ryan P. Murphy

358. • Liver: Large, heavy, vital organ that produces bile that breaks down fats. – Also detoxifies chemicals – Synthesizes proteins – Stores Glycogen (energy) – Decomposes red blood cells – Hormone production Copyright © 2010 Ryan P. Murphy

364. • Liver: Large, heavy, vital organ that produces bile that breaks down fats. – Also detoxifies chemicals – Synthesizes proteins – Stores Glycogen (energy) – Decomposes red blood cells – Hormone production It’s difficult to live long term without a liver because it performs so many functions Copyright © 2010 Ryan P. Murphy

371. Liver Gall Bladder Intestine

383. • How long does it normally take for the nutrients in your food to be absorbed in the intestine? – A.) 5 days – B.) 5 hours – C.) 5 minutes – D.) 5 seconds – E.) Nobody Knows Copyright © 2010 Ryan P. Murphy

386. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. – Proteins to Amino Acids – Starches to simple sugars – Fats to Fatty Acids and Glycerol Once these are put into your bloodstream, they then can be used for energy and other purposes. Copyright © 2010 Ryan P. Murphy

387. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. – Proteins to Amino Acids – Starches to simple sugars – Fats to Fatty Acids and Glycerol Once these are put into your bloodstream, they then can be used for energy and other purposes. “Hoot” “Hoot” “They are sure burning a lot of sugar running that fast.” Copyright © 2010 Ryan P. Murphy

388. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. – Proteins to Amino Acids – Starches to simple sugars – Fats to Fatty Acids and Glycerol Once these are put into your bloodstream, they then can be used for energy and other purposes. “Hoot” “Hoot” “They are sure burning a lot of sugar running that fast.” Copyright © 2010 Ryan P. Murphy

389. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. Once these are put into your bloodstream, they then can be used for energy and other purposes. Copyright © 2010 Ryan P. Murphy

390. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. – Proteins to Amino Acids Once these are put into your bloodstream, they then can be used for energy and other purposes. Copyright © 2010 Ryan P. Murphy

391. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. – Proteins to Amino Acids – Starches to simple sugars Once these are put into your bloodstream, they then can be used for energy and other purposes. Copyright © 2010 Ryan P. Murphy

393. • The nutrients in your food get broken down into small substances (molecules) and are absorbed into your bloodstream. – Proteins to Amino Acids – Starches to simple sugars – Fats to Fatty Acids and Glycerol Once these are put into your bloodstream, they then can be used for energy and other purposes.

396. • Food’s macronutrients undergo chemical breakdown as they move through the digestive system.

411. “Oh-no!” “We are trying it one more time.”

432. • The appendix is a small pouch that extends off the large intestine. – Plays a role in preventing infection. – Can rupture causing Appendicitis. • Appendix needs to be removed quickly. Copyright © 2010 Ryan P. Murphy

437. • Undigested food then passes through the large intestine. – The large intestine is much thicker than the small intestine but much shorter. Copyright © 2010 Ryan P. Murphy Cecum marks the beginning of the large intestine and is basically a big pouch that receives waste material from the small intestine.

463. • Review Opportunity before Activity. (Optional) Virtual tour of Digestive System. – http://www.medtropolis.com/VBody.asp Copyright © 2010 Ryan P. Murphy Review of lesson / learn more about the digestive system at… http://www.guam.net/pub/sshs/depart/science/mancuso/apbiolecture/3 2_DigestionNut/DigestionNutrition.htm

467. Answer:

490. “Oh-no!” “We are trying it one more time.”

491. Mouth Pharynx Esophagus Liver Gall Bladder Small Intestine Large Intestine Rectum Anus Pancreas

509. Liver Small Intestine Large Intestine Stomach

536. Pharynx Epiglottis Esophagus

542. • Activity! Digestion Simulation – In the following simulation, we will be placing food into an assembly line that breaks apart instead of put together. – The class will be divided into various stations / organs of the digestive system. – Each station will either be mechanical digestion, chemical digestion, or both. – Students will add “chemicals” with spray bottles or mechanically shake / wave the bag and then pass it to the next group. Copyright © 2010 Ryan P. Murphy

552. • Teacher double bags 3 “bites” of Cheerios with durable trash bags. (3 trials) – Have tray under bags just incase as they move down the GI Tract. – Students should use white paper to label their part of the GI Tract and keep it in front of them. – Questions will be addressed at the end of the process. Copyright © 2010 Ryan P. Murphy Ex. Small Intestine

556. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Copyright © 2010 Ryan P. Murphy

557. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) . Copyright © 2010 Ryan P. Murphy

558. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Copyright © 2010 Ryan P. Murphy

559. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Copyright © 2010 Ryan P. Murphy

560. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Copyright © 2010 Ryan P. Murphy

561. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Pancreas: Student sprays bottle into small intestine (chemical) Copyright © 2010 Ryan P. Murphy

562. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Small Intestine: Wave and shake (Mechanical). One students sprays with bottle (mucous) Students take contents out of bag and press into strainer. Juice to collect in tray (Nutrients). Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Pancreas: Student sprays bottle into small intestine (chemical) Copyright © 2010 Ryan P. Murphy

563. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Small Intestine: Wave and shake (Mechanical). One students sprays with bottle (mucous) Students take contents out of bag and press into strainer. Juice to collect in tray (Nutrients). Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Pancreas: Student sprays bottle into small intestine (chemical) Large Intestine: Students constantly use a sponge to collect any water that spills. Student also adds vitamins to the nutrient collection. Copyright © 2010 Ryan P. Murphy

564. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Small Intestine: Wave and shake (Mechanical). One students sprays with bottle (mucous) Students take contents out of bag and press into strainer. Juice to collect in tray (Nutrients). Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Pancreas: Student sprays bottle into small intestine (chemical) Large Intestine: Students constantly use a sponge to collect any water that spills. Student also adds vitamins to the nutrient collection. Rectum: Student compacts material into a wad within a paper towel tube. Copyright © 2010 Ryan P. Murphy

565. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Small Intestine: Wave and shake (Mechanical). One students sprays with bottle (mucous) Students take contents out of bag and press into strainer. Juice to collect in tray (Nutrients). Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Pancreas: Student sprays bottle into small intestine (chemical) Large Intestine: Students constantly use a sponge to collect any water that spills. Student also adds vitamins to the nutrient collection. Rectum: Student compacts material into a wad within a paper towel tube. Anus: Student disposes of the wad into the trash barrel / compost at end with everyone in attendance. Copyright © 2010 Ryan P. Murphy

566. Mouth - Students chew / mechanically break up Cheerios. Salivary Gland - Students use spray bottles to moisten food / chemically break down starches Pharynx – Student begins swallow reflex / shake bag (Mechanical) Esophagus: Students wave / shake bag (Peristalsis) and one student sprays with water (mucous) Stomach: Students churn contents over and over again (mechanical). Students sprays with bottle (gastric juices) HCL (chemical). Liver – Student passes bile (chemical) to the Gall Bladder. Small Intestine: Wave and shake (Mechanical). One students sprays with bottle (mucous) Students take contents out of bag and press into strainer. Juice to collect in tray (Nutrients). Gall Bladder: Bile (jelly) is distributed to the bag (chemical) just after it enters small intestine. Pancreas: Student sprays bottle into small intestine (chemical) Large Intestine: Students constantly use a sponge to collect any water that spills. Student also adds vitamins to the nutrient collection. Rectum: Student compacts material into a wad within a paper towel tube. Anus: Student disposes of the wad into the trash barrel / compost at end with everyone in attendance. Copyright © 2010 Ryan P. Murphy “If each group / student can say a few words out loud when they perform the action everyone will learn more…Ex- “HCL stomach acid being added” or “bile headed to the gall bladder from the liver.”

568. • Questions to Simulation? – Please write a short paragraph describing the GI Tract. Make sure to include some of the following in your response. • Chemical digestion • Mechanical Digestion • Mouth • Esophagus • Stomach • Liver • Gall Bladder • Pancreas • Small Intestine • Large Intestine • Rectum Copyright © 2010 Ryan P. Murphy

569. • Questions to Simulation? – Please write a short paragraph describing the GI Tract. Make sure to include some of the following in your response. • Chemical digestion • Mechanical Digestion • Mouth • Esophagus • Stomach • Liver • Gall Bladder • Pancreas • Small Intestine • Large Intestine • Rectum Copyright © 2010 Ryan P. Murphy

570. • The GI Tract begins in the mouth where food is broken down mechanically and chemically. The food passes through the pharynx and is moved down the esophagus to the stomach. Acid and movement break the food down further. Chemicals are produced and then released in the liver, gall bladder, and pancreas to the small intestine. Food is broken up further in the intestine and nutrients are absorbed. Water is absorbed in the large intestine and vitamins made. The waste is collects in the rectum until disposal. Copyright © 2010 Ryan P. Murphy

576. • The GI Tract begins in the mouth where food is broken down mechanically and chemically. The food passes through the pharynx and is moved down the esophagus to the stomach. Acid and movement break the food down further. Chemicals are produced and then released in the liver, gall bladder, and pancreas to the small intestine. Food is broken up further in the intestine and nutrients are absorbed. Water is absorbed in the large intestine and vitamins made. The waste is collected and compacted in the rectum until disposal. Copyright © 2010 Ryan P. Murphy

577. • The GI Tract begins in the mouth where food is broken down mechanically and chemically. The food passes through the pharynx and is moved down the esophagus to the stomach. Acid and movement break the food down further. Chemicals are produced and then released in the liver, gall bladder, and pancreas to the small intestine. Food is broken up further in the intestine and nutrients are absorbed. Water is absorbed in the large intestine and vitamins made. The waste is collected and compacted in the rectum until disposal. Copyright © 2010 Ryan P. Murphy

606. Villi in the small intestine

610. orm

611. orm ollows

612. orm ollows unction

613. orm ollows unction

614. • You should be close to page 14 in your bundle.

615. • You can now lightly color these pictures and provide informative text in the white space.

616. Atom Molecule Cell Organelle Cell Tissue Organ Organ System Individual orm ollows function Homeostasis: The ability of an organism or cell to maintain internal equilibrium by adjusting its physiological processes.regardless of outside conditions. Cells are the structural and functional units of all living organisms. – Humans have some 75-100 Trillion Name the major bones shown below. Use your resource sheets •Long Bones •Flat Bones •Irregular Bones •Short Bones –Spongy Bone –Compact Bone Tendon Ligament Name these muscles Fast Food 

617. Atom Molecule Cell Organelle Cell Tissue Organ Organ System Individual orm ollows function Homeostasis: The ability of an organism or cell to maintain internal equilibrium by adjusting its physiological processes.regardless of outside conditions. Cells are the structural and functional units of all living organisms. – Humans have some 75-100 Trillion Name the major bones shown below. Use your resource sheets •Long Bones •Flat Bones •Irregular Bones •Short Bones –Spongy Bone –Compact Bone Tendon Ligament Name these muscles Fast Food 

618. Atom Molecule Cell Organelle Cell Tissue Organ Organ System Individual orm ollows function Homeostasis: The ability of an organism or cell to maintain internal equilibrium by adjusting its physiological processes.regardless of outside conditions. Cells are the structural and functional units of all living organisms. – Humans have some 75-100 Trillion Name the major bones shown below. Use your resource sheets •Long Bones •Flat Bones •Irregular Bones •Short Bones –Spongy Bone –Compact Bone Tendon Ligament Name these muscles Fast Food  Name them

619. Atom Molecule Cell Organelle Cell Tissue Organ Organ System Individual orm ollows function Homeostasis: The ability of an organism or cell to maintain internal equilibrium by adjusting its physiological processes.regardless of outside conditions. Cells are the structural and functional units of all living organisms. – Humans have some 75-100 Trillion Name the major bones shown below. Use your resource sheets •Long Bones •Flat Bones •Irregular Bones •Short Bones –Spongy Bone –Compact Bone Tendon Ligament Name these muscles Fast Food  Name them

620. Atom Molecule Cell Organelle Cell Tissue Organ Organ System Individual orm ollows function Homeostasis: The ability of an organism or cell to maintain internal equilibrium by adjusting its physiological processes.regardless of outside conditions. Cells are the structural and functional units of all living organisms. – Humans have some 75-100 Trillion Name the major bones shown below. Use your resource sheets •Long Bones •Flat Bones •Irregular Bones •Short Bones –Spongy Bone –Compact Bone Tendon Ligament Name these muscles Fast Food  Name them Villi

621. • Video Link! Digestive System Crash Course. (Optional and advanced) – Preview for language. – http://www.youtube.com/watch?v=s06XzaKqELk

623. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tstPlease visit at least one of the “learn more” educational links provided in this unit and complete this worksheet.

624. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p=1 • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst

627. Bundled homework package, lesson notes, worksheets, review games, and much more on the full unit.

Digestive System Lesson PowerPoint, Digestion, Stomach, Intestine, Anatomy Lesso

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