CARA The Digestive System

Content Area Resource Anthology

 

 

THE

DIGESTIVE

SYSTEM

Robert A. Jackson

Stevenson University 2015

 

 

 

Contents

 

I.                 Reflective Introduction                       3

 

II.             Poems                                                  4

 

III.         Books                                                  10

 

IV.       Informational Articles                        13

 

V.           Websites                                             17

 

VI.       Multimedia                                         20

 

 

 

 

 

 

 

 

 

 

 

 

I.  Reflective Introduction

           

The Digestive System, also commonly referred to as the Gastrointestinal Tract, is one of the main eleven human body/organ systems. The Digestive System consists of the mouth, esophagus, stomach, small intestine, large intestine, and rectum. Some accessory organs included in the digestive system are the pancreas, liver, and gall bladder.

            The Digestive System is one of my favorite organ systems to teach to student because of many modes of engagement teachers can utilize, with this topic, to help their students gain knowledge in the subject area. Not only this, but there are multitudes of real world applications related to the learnings of the Digestive System. For instance, proper dieting and eating habits, knowing which food molecules get broken down in which digestive system organ, and even learning about diagnostic/clinical digestive system disorders.

            Within this anthology lie many creative ways for students to hone their scientific-literacy skills in order to provide and fun, yet engaging, way for students to learn and gain knowledge about the Digestive System.

II. Poems

The Digestive System Poem by Mr. R.

Source: Mr. R. (2014). “Digestive System Poem.” Mr. R.’s World of Math and Science.

Web-Site: http://sciencepoems.net/sciencepoems/digestion.aspx#.VTjzpGd0wdU

 

I think there'd be,
A lot of congestion,
If my body didn't,
Engage in digestion...(CHANGE?)
A series of tubes,
Like plumbers have pipe,

Lets my food move,
All day and all night!
Shove food in my mouth,
Chew with my teeth,

Add some saliva,
The juice it secretes...
It's swallowing time!
Down the esophagus!
Gets to the stomach,

Let's stay on top of this...
The stomach is churning,
Breaks up the food,
Adding enzymes and acids,
And sounding quite rude…
The food will move on,
Peristalsis will push,
The food will move on,
As it turns into mush...
Small intestine comes next,
Next organ for fun,
Nutrients absorbed,
And it’s almost all done...
Large intestine absorbs!
Removes excess water,
Before food's back out,
Just like they oughta…
Yes, there would be,
A lot of congestion,
If my body didn't,
Engage in digestion...

Summary

            In this poem, Mr. R. (nom de plume), through graphic imagery and details, illustrates the anatomy of the digestive system and how food travels through the entire digestive tract, starting at the mouth and ending at the anus. Food must travel through the mouth and be chewed and further broken down with salivary amylase. From the mouth, the food travels down the esophagus and into the stomach, where hydrochloric acid further breaks down proteins of the food. The remainder of the food then travels throughout the small intestine through an involuntary process of waves of contractions, known as peristalsis. Nutrients and minerals of the food are absorbed in the small intestine. Then the food travels to the large intestine where excess water is then absorbed. Once finish, the remains are excreted through the rectum/anus.

Teaching Idea: Transmediation of Major Organs with Graphic Organizers

            Transmediation is a process where students take ideas from a pre-existing work or medium (like the poem above) and change its representation to another type of work or medium. Taking Mr. R.’s “The Digestive System Poem,” as the original medium, students will take the ideas/statements made in the poem and correctly place them into the appropriate locations on a provided graphic organizer. This graphic organizer will be a map of the digestive system in the human body. There will be blank lines provided next to each organ, for students to explain where each process mention in the poem is occurring. For example, on the lines next to the small intestine in the graphic organizer, students should write “Peristalsis will push, the food will move on,” and “small intestine comes next, nutrients absorbed,” which are lines directly taken from the poem. This assignment would be done as an activity post-reading.

 

 

The Digestive System Song by Mr. R.

Source: Mr. R. (2014). “ The Digestive System Song.” Mr. R.’s World of Math and Science.

Web-Site: http://sciencepoems.net/sciencevideos/digestionYT-SPN.aspx#.VTj69md0wdU

 

Digestion, digestion, digestion,
This might just,
Answer your question,
It breaks down food,
To give me nutrition!
It’s got my stomach,
Swirling and swishin,’
Swallow, swallow, swish, swish, glubity-glub-glub,
Squeeze, squeeze, churny-churn, dubity-dub-dub,
Digestion, digestion, digestion,
Digestion, digestion, digestion...

My mouth comes first
Food is chew, chew, chewed!
It's swallowing time!

For the food, food, food!
Down to the stomach,

Where it can’t be viewed,
Adds digestive juices,
And it’s sometimes sounding rude...

Digestion, digestion, digestion,
This might just,
Answer your question,
It breaks down food,
To give me nutrition!
It’s got my stomach,
Swirling and swishin’
Swallow, swallow, swish, swish, glubity-glub-glub,
Squeeze, squeeze, churny churn, dubity-dub-dub,
Digestion, digestion, digestion,
Digestion, digestion, digestion...

What comes after stomach?
Small intestine!
Absorbing nutrients,
It continues digestion,
It’s really, very long
Not so really, really small,
More than 20 feet in length
Could play basketball!

Digestion, digestion, digestion,
This might just,
Answer your question,
It breaks down food,
To give me nutrition!
It’s got my stomach,
Swirling and swishin’
Swallow, swallow, swish, swish, glubity-glub-glub,
Squeeze, squeeze, churny churn, dubity-dub-dub,
Digestion, digestion, digestion,
Digestion, digestion, digestion...

Large intestine’s last,
Absorbing water,

Then the food is heading out,

out like food oughta’…

See, it has to go back out,
To the land and the sea,
While nutrients are left,
Inside of me...

Digestion, digestion, digestion,
This might just,
Answer your question,
It breaks down food,
To give me nutrition!
It’s got my stomach,
Swirling and swishin’
Swallow, swallow, swish, swish, glubity-glub-glub,
Squeeze, squeeze, churny churn, dubity-dub-dub,
Digestion, digestion, digestion,
Digestion, digestion, digestion...

 

Summary

            In this lyrical/song, Mr R. provides a creative summary of food digestion in the human body. He uses a plethora of onomatopoeia in order to describe the sounds associated with digestion. Also, he continues to discuss the gastrointestinal tract and how food journeys through the digestive system, in the order of the organs it passes through.

 

Teaching Idea: Oral Lyrical/Song Piece

            Creating songs, such as this, allows for students to express their knowledge of the topic  through the creation of their own song/lyrical piece. I will have students form small groups in order to develop their own song/lyrical piece about the digestive system to be presented to the rest of the class. As the teacher, I would reward them for their courageous efforts in presenting to the class, and I will also evaluate and critique their work using a rubric.

Poem on the Digestive System by Joy Belle.

Source: Belle, Joy. (2013). “Poem on the Digestive System” Google BlogSpot.

Web-site: http://joysgotablog.blogspot.com/2013/04/the-digestive-system-poem.html

 

When looking at the digestive system,
You'll find saliva right there at the start,
Then chew and swallow all your food,
So the oesophagus can do its part.

Following on from that is the stomach,
With strong muscles and gastric juice,
After that comes the small intestine,
Have you ever wondered, "what's its use?"

Working with the gallbladder,
As well as the pancreas and liver,
It separates all the bits of food,
Until it runs just like a river.

Then comes the large intestine,
Where the colon is as well,
The colon takes the bits it needs,
And leaves the leftovers to expel.

They head over to the rectum,
Until it is time for them to go,
Then right out through the anus,
And that's all you need to know!

 

 

 

 

Summary

 

            In this poem, Joy Belle demonstrates the anatomy and physiology of the digestive system and how food travels through the entire digestive tract, starting at the mouth and ending at the anus. Unlike the first poem, Joy includes digestive accessory organs and their functions, which are the pancreas, gall bladder, and live.

 

Teaching Idea: Transmediation of Accessory Organs with Graphic Organizers

            Transmediation is a process where students take ideas from a pre-existing work or medium (like the poem above or the first poem) and change its representation to another type of work or medium. Students previously used “The Digestive System Poem,” as their original medium, and took the ideas/statements made in the poem and correctly placed them into the appropriate locations on a provided graphic organizer. This graphic organizer served as a map of the digestive system in the human body. There are blank lines provided next to each organ, where the students explained where each process mention in the poem is occurring. For example, on the lines next to the small intestine in the graphic organizer, students wrote “Peristalsis will push, the food will move on,” and “small intestine comes next, nutrients absorbed,” which are lines directly taken from the first poem. In continuum with this previous assignment, I will now have the students fill out the blank lines on the accessory organs, which are the pancreas, gall bladder, and liver. This will fully complete their graphic organizer which can be used as a study tool for upcoming assessments.

 

 

III. Books

The Digestive System

Source: Frost, Helen. (2000). “Human Body Systems: The Digestive System.” Capstone Press.

Summary

            Frost’s book is a great overview of the Digestive System. There are full-page color illustrations accompanied by short, simple texts that introduce and explain the Digestive System. The book was designed to support national science standards and the texts introduce subject-specific words that are defined in the glossaries. Illustrations feature photographs of ethnically diverse smiling children, and contain a few uncluttered diagrams with boxed legends or labels that will assist students in grasping the concepts and identifying the parts of the system under consideration.

 

Teaching Idea: Research on Specific Digestive Organ

            I will have my students assigned to research a specific digestive organ. They are to perform in depth research to tell me the structure and functions of their specific organ. This resource provides a great amount of detailed information on each specific digestive organ that students can utilize as a resource/reference for their research projects.

Digestive Health Now: The Four Week Plan to Heal Heartburn, Ulcers, Colitis, IBS and More

Source: Gaeddert, Andrew. (2002). “Digestive Health Now: The Four Week Plan to Heal

              Heartburn, Ulcers, Colitis, IBS and More.” North Atlantic Books.

Summary

            Gaeddert’s book shows case studies that illustrate how the author's clients were able to reduce or eliminate their digestive problems, enjoy greater energy, and reduce discomfort. Gaeddert explores food sensitivities, developing tolerance for certain foods, and preventing food reactions. Useful appendices address obstacles to health, reducing fat intake, digestive-friendly grains, and food families.

 

Teaching Idea: Evaluative Learning – Digestive Disorder Graphic Organizer

            In this book, student will learn of various gastrointestinal problems/disorders. It is important for them to understand the description of each, methods of prevention, where in the digestive system the disorder takes place/disrupts, and treatment options. The information in the book addresses all of these. I will provide students with a graphic organizer. I will provide them with the diseases/disorders I want them to know, and then they will fill in the boxes giving a description of each, methods of prevention, where in the digestive system the disorder takes place/disrupts, and treatment options, as previously mentioned.

 

 

The Vitamin Book

Source: Silverman, Harold. (1999). “The Vitamin Book.” Bantam Publishing.

Summary

            This book provides detailed descriptions of vitamins, minerals, trace elements, and electrolytes, including daily requirements, dosages, therapeutic uses, and more. Students will learn what vitamins, minerals, and herbals are, where and how they work in your body, when you need them, what they can do for you, how much to take, and how to select a vitamin, mineral, herbal, or combination preparation from the dizzying variety that are available in health food stores, pharmacies, and vitamin shops, as well as on the internet.

 

Teaching Idea: Pre-Reading Activity – Activating Prior Knowledge – Group Switch.

            In relation to vitamins, minerals, protein, lipids, and carbohydrates, I will have five students serve as a “host/writer” for five stations around the room: vitamins, minerals, protein, lipids, and carbohydrates. The host will have a blank sheet of paper and remain at their designated station throughout the entire activity. I will have the remaining students form five groups. Each group will rotate to each station providing background information on what they know about the five topics to the host, who will write that information down. Each new group will provide new information to the host as they rotate. Once completed, the hosts will share aloud the information the class provided to them, and we will discuss the accuracy of this information, before proceeding to the reading.

IV. Informational Articles

 

Artificial Sweeteners May Evict Good Gut Microbes

 

Source: Ornes, Stephen. (2014). “Artificial Sweeteners May Evict Good Guy Microbes.”

              Science News for Students.

 

Web-site: https://student.societyforscience.org/article/artificial-sweeteners-may-evict-good-gut-microbes?mode=topic&context=39

 

Summary

            This article provides information about two perspectives on the health risks and benefits associated with the use of artificial sweeteners in drinks. It elaborates on the pros and cons of artificial sweeteners, and discusses research done on the topic. The Scientific Methods in incorporated into this article.

 

Teaching Idea: Post-Reading Activity – Discussion Web

I will explain to the students the process of evaluating as a reading comprehension strategy, which involves making judgments and taking a standpoint, while reading. I then go on to explain how discussion webs focus on question or statements that have pro and con perspectives, which can lead to debates and, ultimately the class coming together with a consensus on the issue.

 

In order to further set the purpose for reading, I further end the discussion with addressing the importance of being able to know the Scientific Method for real world applications. Using the scientific method regularly will teach the students to look at all evidence before making a statement of fact, which makes it an integral part of science education. If we want our students to be prepared for higher education science, they must be comfortable with this most fundamental process.

 

In guiding the students, I have them work with a partner to add two or more facts to each column of “pros” and “cons.” Once they have listed as many facts as they could find, they are to discuss it openly with one another and then reach an agreement on their position about the topic. A class discussion is then held with each group sharing their thoughts and standpoint, to engage the students. Once done, a majority consensus will be reached to show the class’ perspective and standpoint on the topic. I then ask students to provide a rationale for the class’s side and to record it on their graphic organizer/discussion web.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For Better Weight Control, Fiber Up!

 

Source: Stevens, Alison. (2014). “For Better Weight Control, Fiber Up!”

             Science News for Students.

 

Web-site: https://student.societyforscience.org/article/better-weight-control-fiber?mode=topic&context=39

 

Summary

            This informational article shows the research behind fibers being a healthy choice, in foods, to help control body weight. The article elaborates on the microbiology behind the breakdown of fibers in the human body, which ties into previous information learned on the Digestive System. It also discusses differences between fermentable fibers and non-fermentable fibers.

 

Teaching Idea: Evaluative Questions – Reading Food Content/Ingredients

            Students have a homework assignment to bring in a box of any type of food, that has a nutritional content/ingredients on the box. During the lesson, students will learn the components of nutritional content (calories per serving, serving size, grams of fat, sodium, carbohydrates, protein, etc). I will then provide students with a paper full of questions to evaluate their understanding of the nutritional content label on foods. This is great for students to utilize out of the classroom, in that now they now how to read the contents of food and it can assist them in making healthy comparisons and choices among different foods to eat. “Calorie Counts.”

 

 

 

Safe Handling

Source: Meat Safety. (2015). “Safe Handling.” American Meat Institute. FSIS.

Web-site: http://meatsafety.org/ht/d/sp/i/26023/pid/26023

 

Summary

            This informational article discusses the proper handling of meat products. Cross-contamination has been known to be a great problem. Proper handling and care in the kitchen is necessary to prevent contamination and bacterial growth and problems related to meat. The article provides safety tips and procedures for handling meat products in the kitchen when preparing to cook.

 

Teaching Idea: Transferral of Knowledge

            Students will have read this article and understand the importance and safety behind handling meat products. In this activity, they will creating their own sets of procedures for taking a meat product out of the refrigerator up until the point of cooking the meat and disposing of the left-over wastes. This activity evaluates student comprehension and understanding of the article and promotes skills in re-creating ones thoughts/ideas, into their own words to be discussed.

 

 

 

 

 

 

 

 

V. Websites

 

The Digestive System – Food is the Body’s Fuel Source

 

Source: Durani, Yamini. (2012). “The Digestive System – Food is the Body’s Fuel Source.”

 

Web-site: http://kidshealth.org/teen/your_body/body_basics/digestive_system.html#

 

 

Summary

            This source discusses the anatomy of the digestive system and how food passes through the body. The article includes advanced scientific vocabulary terms for students to learn, related to the digestive system. The website goes on the elaborate facts of each digestive organ and various disorders/diseases that are related to those specific organs.

 

 

Teaching Idea: Sequential Map / Flow Chart

            It is imperative for students to understand the “flow” of the digestive system and how food travels through it. I will provide students with a black sequential map / flow chart and they are to write the organs in the order in which food passes through them in the digestive system. This type of graphic organizer provides a visual image for students to use in aiding them in remembering the order of the digestive organs in the gastrointestinal tract.

 

 

 

 

 

Diabetes

 

Source: “Diabetes.” (2014). Government of South Australia.

 

Web-site: http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=285&id=1722

 

 

Summary

            This informational website talks about one of the most commonly heard of diseases/disorders in the United States, Diabetes. The source provides information on Diabetes, giving a description of the disease, similarities and differences between Type I and Type II Diabetes, what components of the digestive system/organs have an impact on the disease, and how Diabetes in managed.

 

Teaching Idea: Creative Brochure

            It is important for students to understand healthy habits and practices that can reduce the chances of developing detrimental diseases/disorders. For this activity, I will have students create a colorful brochure providing information on Diabetes. A key aspect of this brochure will be discussing healthy practices that people who have Diabetes can utilize to manage the disease, and for people who do not have the disease, but can use these ideas as preventative measures.

There are plenty of real-world applications related to this activity that make it engaging for students.

 

 

My Plate Food Guide

Source: Gavin, Mary. (2014). “My Plate Food Guide.” The Nemours Foundation.

Web-site: http://kidshealth.org/teen/food_fitness/dieting/myplate.html#

 

Summary

            This website discusses the five main food groups that is incorporated by the nationally accepted graphic “My Plate.” The plate graphic, with its different food groups, is a reminder of what, and how much, we should be putting on our plates to stay healthy. The source further discusses information on the five food groups and examples of foods that fall into each category.

 

Teaching Idea: My Own My Plate

            Using the MyPlate graphic, I will have students use this as a graphic organizer, and they will write foods they enjoy or typically eat and place these foods in their specific locations, as to which food groups that food belongs in. After this initial portion of the activity, we will see which food groups students are lacking in, meaning they should eat more foods that are commonly found in their “lacking” food group. They can then apply this knowledge to their general eating habits.

 

VI. Multimedia

How the Digestive System Works

Source: Kids Health Videos (2014). “How the Digestive System Works.” YouTube.

Web-site: https://www.youtube.com/watch?v=VwrsL-lCZYo

 

Summary

            This video discusses many facts of the digestive system, and the path food takes when entering and leaving the body through the gastrointestinal tract. This is done in the form of a clever cartoon story, which makes it engaging for students to pay attention and learn of the components of the Digestive System.

 

Teaching Idea: Children’s Story/Book

            The students just watched a cartoon video which involved a creative story full of characters and a story-line about how food journeys through the Digestive System. Now they will create their own digestive story and do so in the form of a children’s book they can be creative and artistic with.

The Magic School Bus: Digestion

Source: “Magic School Bus; For Lunch.” (2014). YouTube

Web-site: https://www.youtube.com/watch?v=eWPKEZAzP3M

 

Summary

            This video is from an episode of the scholastic cartoon series “The Magic School.” This episode gives a thorough account of the human Digestive System. The students and their teacher travel through the digestive tract of one of their classmates and watch as the lunch he ate that day is broken down in his body.

 

Teaching Idea: Concept/Idea – Chemical Breakdown

            In the video, students learned of different chemicals/enzymes in the Digestive System, like bicarbonate, hydrochloric acid, pepsinogen, salivary amylase. They will be given a graphic organizer with a list of different enzymes/chemicals involved in the Digestive system. They are to provide me with the function of each and to tell me the types of food molecules that will be broken down by those specific enzymes/chemicals.