Shining stars: 2014

Wednesday, September 17, 2014

LESSON PLAN

INNOVATIVE LESSON TEMPLATE

Name of the Teacher : Anija.P Date : 15/09/14

Name of the school : Govt. V.H.S.S, Mancha Std : IX
Subject : Biology Str : 42
Unit : The chemical changes of food Period :2nd
Topic : Human Digestion Time :45 min
Avg age :14+

Curricular Statement

The Pupil develops different dimensions of knowledge about the digestive parts of human through group discussion, lecturing using charts, flow charts, participation in group work, reporting presentation etc and evaluation by questioning, observation of flow chart, participation in group work, reporting presentation etc.

CONTENT ANALYSIS

TERMS

Digestion, mechanical digestion, chemical digestion, Enzymes.

FACTS

1. The food we eat passes through alimentary canal

2. Mouth, oesophagus, stomach and pancreas are the parts of alimentary canal.

3. Liver, large intestine, small intestine, rectum and anus are also the parts of alimentary canal.

4. Food from the mouth passes through oesophagus to the stomach.

5. From stomach the food goes to small intestine and then to large intestine.

6. The waste particles of food materials are stored in rectum.

7. The waste particles are eliminated through anus.

8. The food breaks down into simple units at different parts of alimentary canal.

9. Digestion is the process of breaking down of food particles into simple units at mouth and stomach.

10. Chewing of food is known as mechanical digestion.

11. Digestion is of two types. They are chemical digestion and mechanical digestion. 12. Digestion in stomach is also mechanical in nature.

13. Through mechanical digestion the stomach breaks down the food particles.

14. These combined with digestive juices to form a paste

15. Through this food can react with enzymes in digestive juices and can take part in chemical processes

16. Digestive juices use enzymes to convert them into absorb able simple units.

17. This type of absorption is known as chemical digestion.

CONCEPT

MAJOR CONCEPT

Digestion in human.

MINOR CONCEPT

1. Different parts of human alimentary canal include mouth, oesophagus, stomach, liver, duodenum, small intestine, large intestine, rectum and anus.

2. Food travels through alimentary canal and breaks down into parts simple units while passing through different parts of the human body takes places the process called digestion.

3. Food is transformed into a paste form at stomach then the enzymes in digestive juices is mixed with it and helps to absorb nutrients from it.

PROCESS

Digestion is the process by which the food we eat passes through the alimentary canal and breaks down into simple units at different parts of the alimentary canal.

LEARNING OUTCOMES

To enable the pupil,

-recalling the term digestive tract,

recognising the various parts of digestive tract,

explaining the parts of human body,

For developing factual knowledge

-recalling the term digestive tract,

recognising the term digestion,

explaining the term digestion,

classifying the functions of parts of digestive tract,

realling the function of stomach.

For developing conceptual knowledge,

-executing the group work to identify the functions of digestive organs,

differentiating the functions of small intestine and large intestine.

For developing procedural knowledge,

-develop process skill such as observing the digestive tract, classifying the functions of digestive organs, communicating with others about the digestion, inferring about the importance of digestion.

-develop positive attitude towards the digestion.

PRE-REQUISITES

Digestion process in human body takes place by the passage of food particles through alimentary canal.

TEACHING-LEARNING RESOURCES

Video- working of digestive system, Chart- Digestion, Images- Liver,Stomach, Small and Large intestine.

Classroom interaction procedure

Expected pupil response

INTRODUCTION

Teacher involves in a friendly talk with students. Then ask students questions to check their previous knowledge.

Which type of food have to be selected for eating?

Do you remember about the nutrients and their functions?

Why should we eat nutritious food?

Do you know how these nutrients reaches in our body?

Let us see what are the changes happens to the food we eat.

PRESENTATION

ACTIVITY 1

First of all, Divide the students into four groups as Mouth, Oesophagus,Stomach and Pancreas. After that, teacher shows a video and ask the students to observe it carefully.

DISCUSSION HINTS

What did you saw on the video?

What are the parts of alimentary canal?

ACTIVITY 2

Teacher shows a seminar report done by aswathy about digestion.

SEMINAR REPORT

DIGESTION 14.09.14

Digestion is the process of food which passes through alimentary canal breaks down into simple units at different parts of the alimentary canal. Mechanical and chemical processes are involved in this process. Chewing of food in the mouth and churning in the stomach are the examples of mechanical digestion.

By mechanical digestion food is broken down into smaller units which then mix with the digestive juices to become a past. This, inturn, makes it easy for the enzymes in the digestive juices act upon food.The chemical process of digestion is the process by which the nutrients in the food react with the enzymes in the digestive juices to convert them into absorbable simple units.

DISCUSSION HINTS

What is digestion?

How man types of digestion?

Give an example for mechanical digestion?

What would happen if mechanical digestion is not properly working?

ACTIVITY 3

Teacher shows the pictures of some organs in human body, drawn in fabric paint.

DISCUSSION HINTS

Identify the organs and write the names of those organs which take part in digestion process?

What are the functions of stomach?

SUMMARISATION

Through discussion and observation students will learn about digestion.

Alimentary canal (CB)

Mouth (CB)

Oesophagus (CB)

Stoamch (CB)

Small intestine (CB)

Large intestine (CB)

Rectum (CB)

Anus (CB)

Digestion (CB)

Mechanical Digestion (CB)

Chemical Digestion (CB)

Enzymes (CB)

Nutritious food

Yes

For the production of energy and regulation of life activities.

No

Working of Digestion System.

Mouth, oesophagus, stomach, small intestine, large intestine, rectum and anus.

It is the process of food which passes through alimentary canal breaks down into simple units at different parts of the alimentary canal.

Two. Mechanical and chemical digestion.

Chewing of food in mouth and churning in the stomach.

The nutrients wont be absorbed into the body.

Liver and Stomach.

Churning of food.

FORMATIVE EVALUATION PROCEURE

REVIEW

Complete the Flow Chart

ENRICHMENT ACTIVITY Prepare a model of digestive system using waste materials.

AN ARTICLE ON SOCIAL ISSUE

ENDOSULFAN

Endosulfan is a DDT-era insecticide that persists in the environment and in our bodies. EPA data show that all of us are routinely exposed to small amounts of endosulfan in the food we eat, with young children receiving the largest doses. Studies of popluations exposed to endosulfan have been published suggesting that endosulfan can increase the risk of autism, delay puberty in boys, and cause birth defects of the male reproductive system.

Human Health Harms

Endosulfan attacks the central nervous system, causing overstimulation and a range of health harms. Acute exposure to endosulfan causes headaches, nausea and vomiting, seizures, and in extreme cases, unconsciousness and death. The EPA classifies endosulfan in its most extreme toxicity category (highly acutely toxic) because relatively small doses prove lethal in laboratory studies.

Endosulfan related deaths and debilitation are common is the developing world, where endosulfan is cheap but personal protective equipment is expensive or even impossible to obtain. Examples include thirty-seven farmers dying in Benin, two boys dead in South Africa, flower workers poisoned in Colombia, and villagers in Philippines and India poisoned by the toxic pesticide.

Levels of endosulfan in the environment can be lethal to certain organisms, especially fish and amphibians. Waterways near application sites are particularly threatened—for example, the EPA has estimated that after a typical endosulfan application to tomatoes, concentrations of endosulfan downstream can be up to 28 times higher than the level that is fatal to the average freshwater fish. Once released into the environment these residues take years to degrade, traveling many miles in the meanwhile.

Ending Endosulfan

US EPA determined in 2010 that endosulfan could not be used safely, and announced that it was phasing out all uses of the chemical in the US by 2016. Brazil and several other countries followed suit, announcing phase out plans for the chemical.

On the international front, the Stockholm Convention on Persistent Organic Pollutants agreed in April 2011 that endosulfan should be added to the list of chemicals banned globally under the treaty.

In June of 2011, endosulfan was also added to another international treaty, the Rotterdam Convention, which requires government-to-government notification when dangerous pesticides and other chemicals cross international borders.