The Human Digestive System

Transcription

1 The Human Digestive System INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features SE C T I O N 1 INTRODUCING THE HUMAN DIGESTIVE SYSTEM Themes Overview Objectives SECTION 2 PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus Jump Right In SE C T I O N 3 AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary The Digestive System Checking Comprehension Word Scramble Types of Food Brain Twisters Vocabulary Search Test SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 Copyright 1997 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia FOR-AIMS Copyright 1997 AIMS Multimedia

3 Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instru c t i o n a l guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. Copyright 1997 AIMS Multimedia 3

4 RATIONALE In today s classrooms, educational pedagogy is often founded on Benjamin S. B l o o m s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, f rom the simple to the complex: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learn i n g with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. 4 Copyright 1997 AIMS Multimedia

5 ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections. You are reading Section 1, Introduction to the Aims Teaching Module (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language pre p a re d n e s s, readiness, and focus prior to viewing the program with your students. SECTION 4, AFTER VIEWING THE PROGRAM p rovides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to bro a d e n comprehension of the topic and to make connections to other curriculum content areas. Copyright 1997 AIMS Multimedia 5

6 FEATURES INTRODUCING EACH ATM SECTION 2 Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other c u rriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. 6 Copyright 1997 AIMS Multimedia

7 PREPARATION FOR VIEWING SECTION 3 In preparation for viewing the video program, the AIMS Teaching Module o ffers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program I n t roduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a p review of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. AFTER VIEWING THE P R O G R A M SECTION 4 After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. Introduction To Vocabulary Focus I n t roduction to Vo c a b u l a ry is a review of language used in the program: w o rds, phrases, usage. This v o c a b u l a ry introduction is designed to e n s u re that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the prog r a m. Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for uick management of the program. Copyright 1997 AIMS Multimedia 7

8 SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommod a t e your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your c l a s s room lesson time, the AIMS hourglass gives you an estimate of the time each activity should re u i re. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acuiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities reuire students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Aw a re n e s s, Cultural Diversity, or Cultural Exchange that encourages students to s h a re their backgrounds, culture s, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program.your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the re l a t i o n s h i p between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, re s e a rching, producing, dire c t i n g, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own uestions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their world view. 8 Copyright 1997 AIMS Multimedia

9 VOCABULARY Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either read or find the definition of each vocabulary word, then use the word in a written sentence. CHECKING COMPREHENSION Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. CONSUMABLE ACTIVITIES The AIMS Teaching Module provides a selection of consumable activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. CHECKING VOCABULARY The Checking Vo c a b u l a r y activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabular y activity allows students to use the related words and phrases in a different context. TEST The AIMS Teaching Module Test permits you to assess students understanding of what they have learn e d. The test is formatted in one of several s t a n d a rd test formats to give your students a range of experiences in test-taking techniues. Be sure to read, or remind students to read, the d i rections carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Copyright 1997 AIMS Multimedia 9

10 ADDITIONAL AIMS MULTIMEDIA PROGRAMS After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked. 10 Copyright 1997 AIMS Multimedia

11 The Human Digestive System THEMES The digestive system is a highly productive factory that makes energy out of everything from orange juice to asparagus. This breakdown and conversion of food is the main theme of The Human Digestive System. Other themes include the role of enzymes and the passage of nutrients to each cell of the human body. OVERVIEW Most young people are naturally curious about what happens to food after they eat it. In The Human Digestive System, students will gain a deeper understanding of how their daily diet is converted into the fuel that keeps them alive. Students will learn to identify each organ involved in the digestion process, along with the organ s various functions. The effects of a modern diet and digestionrelated health concerns will also be discussed. OBJECTIVES To illustrate the digestive process. To identify the organs of the digestive system and investigate their functions. To demonstrate how enzymes work to break down food inside the body. To explore the different ways in which the digestive system digests proteins, fats and carbohydrates. To explain how nutrients are t r a n s f e rred from the digestive organs to the cells of the body. 11

12 Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Multimedia Editorial Department 9710 DeSoto Avenue Chatsworth, California

13 INTRODUCTION TO THE PROGRAM Ask the class to name as many digestive organs as they can. List the responses on the board and tell students to write a sentence or two about the function of each organ. Tell them to keep their list until the end of the unit to see what they have learned. Of the organs listed, which one is the first to begin breaking down food? Which organ absorbs the most nutrients? (Keep in mind that the small intestine is 16 to 20 feet long, while the large intestine is only about 5 feet long.) INTRODUCTION TO VOCABULARY The word digestion means to divide. Discuss with students how this phrase applies to the digestion of food. Encourage the class to look up the word digest in the dictionary to find its secondary meanings. How are these meanings related to the biological definition of digest? Ask students if they are herbivores, carnivores or omnivores. Discuss the meaning of each word and explain the growing trend of vegetarianism. How could a diet of no animal products be beneficial? Aside from health issues, what other reasons might prompt someone to become a vegetarian? How could a diet with no meat or dairy products be harmful? DISCUSSION IDEAS Ask students to think about the expression you are what you eat. Ask if they eat junk food or fast food and if so, why? Why is a diet of high-fat, processed foods unhealthy for humans? Remember to consider the typical diets of our ancestors. What do you think a person from the 1800s would think if they ate a hamburger and French fries? How could students change their diets in a positive way? Discuss how important it is to form good eating habits early in life. What kind of problems could occur if a bad diet continued for many years? FOCUS Discuss with students the link between diet and state of mind. From past experience, what kind of meals make them feel sleepy? Which foods make them feel more alert? Do any foods or drinks make them nervous or jumpy? What are other ways that food might affect our moods? 13

14 JUMP RIGHT IN Preparation Read The Human Digestive System Themes, Overview, and O b j e c t i v e s to become familiar with program content and expectations. Use P reparation for Vi e w i n g suggestions to introduce the topic to students. Viewing THE HUMAN DIGESTIVE SYSTEM Set up viewing monitor so that all students have a clear view. Depending on your classro o m size and learning range, you may choose to have students view The Human Digestive System together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing THE HUMAN DIGESTIVE SYSTEM Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole g roup. Other activities are designed for students to work i n d e p e n d e n t l y, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vo c a b u l a ry, Checking C o m p re h e n s i o n, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 14

15 SUGGESTED ACTIVITIES Connection to History Many events throughout history were shaped by food or drink. Some examples include the Boston Tea Party, the Great Potato Famine of Ireland, Thanksgiving, and Marie Antoinette s famous statement, Let them eat cake. Ask students to research a food-related historical event, and have them present their findings to the class. 60 Minutes Critical Thinking Ask students if food moves down the esophagus because of gravity or by another mechanism. (by peristalsis) Remind them that food can be swallowed, even when a person stands on his or her head. Does this change the students answer? 15 Minutes Explain the mechanism of peristalsis by comparing it to toothpaste being sueezed out of a tube. Where else in the body might peristalsis be found? Cultural Diversity People from different regions of the world have uniue customs and preferences concerning food. In some areas, people will not eat pork because they consider pigs to be dirty animals. In other places, people refuse to eat cheese because it has an unpleasant smell. 20 Minutes Encourage students to learn more about the dietary habits of a specific culture different from their own. Perhaps they will choose to study an ethnic group of their heritage, or they may want to learn more about the cuisine of a foreign country they plan to visit in the future. Connection to Art Taking an honest look at how we perceive our bodies can help us take the right steps to improving our appearance and overall health. Tell students to draw two pictures of themselves. The first drawing should illustrate how they see their bodies, including negative and positive aspects. The second drawing should illustrate how they would like to appear. 45 Minutes What steps could the students take to make their bodies look more like the second drawing? How could changes in diet and exercise help? What aspects of the first drawing are unchangeable? How do students feel about the parts of themselves that cannot be changed? 15

16 Writing Tell students to imagine they are a chicken sandwich being eaten for lunch. Ask them to use their creative writing skills to describe their journey through the body. Remind them to include paragraphs for each part of the sandwich, including the chicken (protein), bread (carbohydrate) and mayonnaise (fat). 45 Minutes What do they see along the way? How do they feel? Where is each part of the chicken sandwich digested? Connection to Health and Nutrition Ask students to explain the meaning of the expression butterflies in your stomach. What are some other ways that stress can affect the digestive system? Stress can play a large role in disease. Learning to relax can increase health and improve the uality of life. Guide the class through the following simple relaxation techniues: Close your eyes and think of something you enjoy doing. Take slow, deep breaths. Start by expanding your stomach as you inhale, then move the breath into your chest. Shrug your shoulders up and down several times. Roll your head in a circle to loosen your neck muscles, and shake your arms and hands vigorously. 20 Minutes Tell students to try these techniues whenever they feel stressed during the next week. What happens when they consistently remember to relax? In the Newsroom Magazines and newspapers are filled with stories about miracle diets, lifesaving vitamin supplements and dangerous foods that may lead to health problems. So much has been written about eating healthy that some of the information is contradictory. 60 Minutes Instruct students to gather articles and books with information on healthy eating. Encourage them to compare their findings to uncover any misleading or controversial advice. If audio or video euipment is available, have the class create a news show focusing on the information that their investigative reporting has uncovered. 16

17 Hands On Distribute a small piece of bread to each student. Ask them to place the bread in their mouths without swallowing. After a minute or so, what do they notice about the flavor of the bread? Why does it taste sweet? 15 Minutes Explain that the digestive enzyme salivary amylase has converted the complex starch molecules in the bread into the simple sugars maltose and glucose. How else did saliva change the bread to make it easier to digest? Link to the World Famine is a major problem in Africa, Asia and South America. Although enough food is produced to feed everyone in the world, millions of people eat less than 20% of what they need to be healthy. 20 Minutes How do students feel about living in a nation where many people eat twice as much food as they need? If extra food is present, why can t it reach people who are starving? How can people of other countries help those who are less fortunate? Culminating Activity Serve as the host of a Digestive Talk Show. Assign a part of the digestive system to each student and ask them to study up on their part before the show. Include the mouth, esophagus, stomach, small intestine, large intestine, pancreas, villi, liver, gallbladder, and others. Interview each guest by asking them uestions that will reinforce what the class has learned about the digestive system. 60 Minutes 17

18 Name VOCABULARY The following vocabulary words are from The Human Digestive System. Fill in the number of each word next to its closest definition. 1. amino acids 2. bile 3. carbohydrates 4. duodenum 5. gallbladder 6. hydrochloric acid 7. lipids 8. liver 9. pancreas 10. proteins 11. starches 12. villi organic compounds such as fat and cholesterol gland which secretes enzymes for all types of digestion foods that include bread, pasta and potatoes organ that stores bile largest gland in the body and producer of bile group of compounds that includes starches and sugars aids protein digestion in the stomach building blocks of protein fluid which breaks down fats in the small intestine main building material of all cells fingerlike projections that increase surface area of the small intestine first portion of the small intestine 18

19 Name THE DIGESTIVE SYSTEM 1. Label the diagram above using the following terms: liver, rectum, pancreas, stomach, gallbladder, esophagus, duodenum, small intestine. 2. Where does bile go after it leaves the gallbladder? 3. Which organ is primarily responsible for protein digestion? 4. Where does fat digestion begin? 5. Where does starch digestion begin? 19

20 Name CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. The human digestive system is a group of organs that break down food into 1 to be used as fuel by the body. Digestive juices, which are mostly 2, speed up this breakdown. Carbohydrates are changed into 3, fats are digested into 4, and proteins are broken down into 5 and amino acids. Digestion begins in the mouth, where food is ground into smaller particles, and an enzyme breaks down some of the 6. In the stomach, 7 such as hydrochloric acid begin the breakdown of protein. Fats and starches move on to the 8, where most of the digestive process takes place. Fluid secreted by the 9 and 10, which is made in the liver, help digest fat. Enzymes secreted by glands in the walls of the small intestine continue to break down 11. Capillaries and lymph vessels in the 12 absorb the digested food and carry it to the body. 1. A. cells B. atoms C. enzymes D. molecules 2. A. acids B. enzymes C. bile D. lymph fluids 3. A. amino acids B. starches C. simple sugars D. fatty acids 4. A. starches and glycerol B. starches and simple sugars C. fatty acids and glycerol D. peptides and fatty acids 5. A. peptides B. starches C. gastric juice D. glycerol (Continued on next page) 20

21 Name CHECKING COMPREHENSION (Continued) 6. A. sugars B. starches C. proteins D. carbohydrates 7. A. fatty acids B. gastric juices C. pancreatic juices D. liver secretions 8. A. lymph vessels B. blood vessels C. small intestine D. liver 9. A. stomach B. large intestine C. gallbladder D. pancreas 10. A. bile B. mucus C. gastric juice D. hydrochloric acid 11. A. fats and vitamins B. starches and proteins C. starches and vitamins D. proteins and bile 12. A. liver B. pancreas C. villi D. gallbladder 21

22 Name WORD SCRAMBLE Unscramble the words on the left, then match them to the definitions below. lslam sitntenie yocregll dippetes carbaeit iialcpslaer mertcu dteharbsracoy valsia lrhrihcdyooc suumc naivmtis dlaaeglbdrl 1. protects the walls of the large intestine 2. where most digestion takes place 3. another name for starches and sugars 4. absorbed by the large intestine 5. acid found in the stomach 6. break down roughage in the large intestine 7. stores bile before it s needed 8. found in the villi 9. final segment of the alimentary canal 10. what proteins become 11. begins the breakdown of starch 12. what fats are digested into 22

23 Name TYPES OF FOOD 1. Each of the following foods is primarily a carbohydrate, fat, or protein. Use the blanks below to describe which group each food belongs to. toast tuna steak cereal flakes soda baked potato milkshake ice cream spaghetti ham 2. How would the milkshake be digested? 3. What would the steak be broken down into? 4. Where would digestion of the cereal begin? 5. Vegetables such as lettuce and carrots contain vitamins, minerals and some protein, but they are mostly roughage. How is roughage digested? 23

24 Name BRAIN TWISTERS Do some research to find answers to the following uestions. 1. Why are there more overweight people than overweight animals? 2. If potatoes only grow in warm weather, why can we buy them in the winter? 3. Why does your stomach growl when you re hungry? 4. Acid in the stomach can dissolve razor blades. Why doesn t this acid eat through the lining of the stomach? 5. Why don t we get as hungry when we re hot? 24

25 Name VOCABULARY SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally or backwards. WORD BANK bile carbohydrates esophagus gallbladder lipids liver pancreas peptides proteins starches stomach villi A C D T E E L I B B I L W N O D X S S R E I L E R A L H N P G G A L L B L A D D E R R E D H R S S I A E T U V O V V L I J I P E P E P T I D E S I E S C P K L I A O L B E S N M L B U E R A D W L O S S E K N S A L H S O S I T O U L H I L S E A C E S T T E G G A C L I A S R A E N M E A N D T R R A E S W M Q I A H I L U X A M E R T T O O Z P M N N A E T C P C Y R T A O B C E S S L S W I N L D S S E T A R D Y H O B R A C U E M L O I R X C A N O L P E 25

26 Name TEST Check the correct answer to each uestion. 1. How does saliva digest food? by breaking down starches by using bile to break down sugars by breaking down proteins by using peptides to break down fat 2. The first segment of the small intestine is called the: villus illeum colon duodenum 3. The volume of the human stomach is approximately: one liter two liters one-half of a liter four liters 4. What are the walls of the stomach lined with? blood vessels and bile ducts villi and mucus membranes blood vessels and intestinal glands lymph vessels and villi 5. Enzymes in the gastric juices break proteins down into: lipids amino acids amylase simple sugars 26

27 Name TEST (CONTINUED) 6. What type of food begins the digestion process in the small intestine? starches proteins sugars fats 7. What happens in the duodenum? food is mixed with pancreatic juice and bile vitamins and minerals are absorbed food is crushed by strong muscles and mixed with digestive juices a large amount of water is absorbed from the food 8. What are the functions of the intestinal juices? to continue breaking down starches and proteins to begin breaking down fats to begin breaking down starches and proteins to break down vitamins and minerals 9. Where do amino acids and glucose go after being absorbed by the villi? to the gallbladder to the large intestine to the liver to the lymph vessels 10. Blood vessels in the large intestine absorb: protein minerals and water bile starches 27

28 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: How the Body Works: Skin, Bones and Muscles Circulation of the Blood Kidney Functions Brain and Spinal Cord Human Blood Circulation Investigating the Nervous System Lungs (Revised) Mammalian Heart Human Brain 28

29 Name VOCABULARY The following vocabulary words are from The Human Digestive System. Fill in the number of each word next to its closest definition. 1. amino acids 2. bile 3. carbohydrates 4. duodenum 5. gallbladder 6. hydrochloric acid 7. lipids 8. liver 9. pancreas 10. proteins 11. starches 12. villi 7 organic compounds such as fat and cholesterol 9 gland which secretes enzymes for all types of digestion 11 foods that include bread, pasta and potatoes 5 organ that stores bile 8 largest gland in the body and producer of bile 3 group of compounds that includes starches and sugars 6 aids protein digestion in the stomach 1 building blocks of protein 2 fluid which breaks down fats in the small intestine 10 main building material of all cells 12 fingerlike projections that increase surface area of the small intestine 4 first portion of the small intestine 29

30 ANSWER KEY for page 19 Name THE DIGESTIVE SYSTEM 1. Label the diagram above using the following terms: liver, rectum, pancreas, stomach, gallbladder, esophagus, duodenum, small intestine. 2. Where does bile go after it leaves the gallbladder? (the duodenum) 3. Which organ is primarily responsible for protein digestion? (the stomach) 4. Where does fat digestion begin? (in the small intestine) 5. Where does starch digestion begin? (in the mouth) 30

31 Name CHECKING COMPREHENSION Read the following sentences and circle the letters of the words that best fill each blank. The human digestive system is a group of organs that break down food into 1 to be used as fuel by the body. Digestive juices, which are mostly 2, speed up this breakdown. Carbohydrates are changed into 3, fats are digested into 4, and proteins are broken down into 5 and amino acids. Digestion begins in the mouth, where food is ground into smaller particles, and an enzyme breaks down some of the 6.In the stomach, 7 such as hydrochloric acid begin the breakdown of protein. Fats and starches move on to the 8, where most of the digestive process takes place. Fluid secreted by the 9 and 10, which is made in the liver, help digest fat. Enzymes secreted by glands in the walls of the small intestine continue to break down 11. Capillaries and lymph vessels in the 12 absorb the digested food and carry it to the body. 1. A. cells B. atoms C. enzymes D. molecules 2. A. acids B. enzymes C. bile D. lymph fluids 3. A. amino acids B. starches C. simple sugars D. fatty acids 4. A. starches and glycerol B. starches and simple sugars C. fatty acids and glycerol D. peptides and fatty acids 5. A. peptides B. starches C. gastric juice D. glycerol 31

32 ANSWER KEY for page 21 Name CHECKING COMPREHENSION (Continued) 6. A. sugars B. starches C. proteins D. carbohydrates 7. A. fatty acids B. gastric juices C. pancreatic juices D. liver secretions 8. A. lymph vessels B. blood vessels C. small intestine D. liver 9. A. stomach B. large intestine C. gallbladder D. pancreas 10. A. bile B. mucus C. gastric juice D. hydrochloric acid 11. A. fats and vitamins B. starches and proteins C. starches and vitamins D. proteins and bile 12. A. liver B. pancreas C. villi D. gallbladder 32

33 Name WORD SCRAMBLE Unscramble the words on the left, then match them to the definitions below. 2 lslam sitntenie small intestine 12 yocregll glycerol 10 dippetes peptides 6 carbaeit bacteria 8 iialcpslaer capillaries 9 mertcu rectum 3 dteharbsracoy carbohydrates 11 valsia saliva 5 lrhrihcdyooc hydrochloric 1 suumc mucus 4 naivmtis vitamins 7 dlaaeglbdrl gallbladder 1. protects the walls of the large intestine 2. where most digestion takes place 3. another name for starches and sugars 4. absorbed by the large intestine 5. acid found in the stomach 6. break down roughage in the large intestine 7. stores bile before it s needed 8. found in the villi 9. final segment of the alimentary canal 10. what proteins become 11. begins the breakdown of starch 12. what fats are digested into 33

34 ANSWER KEY for page 23 Name TYPES OF FOOD 1. Each of the following foods is primarily a carbohydrate, fat, or protein. Use the blanks below to describe which group each food belongs to. carbohydrate toast protein tuna protein steak carbohydrate cereal flakes carbohydrate soda carbohydrate baked potato fat milkshake fat ice cream carbohydrate spaghetti protein ham 2. How would the milkshake be digested? (in the small intestine, by pancreatic juice and bile) 3. What would the steak be broken down into? (amino acids and peptides) 4. Where would digestion of the cereal begin? (in the mouth) 5. Vegetables such as lettuce and carrots contain vitamins, minerals and some protein, but they are mostly roughage. How is roughage digested? (by bacteria in the large intestine) 34

35 Name BRAIN TWISTERS Do some research to find answers to the following uestions. Answers will var y. 1. Why are there more overweight people than overweight animals? (Most animals eat because they are hungry. People often eat because it is something they enjoy.) 2. If potatoes only grow in warm weather, why can we buy them in the winter? (New technologies involving greenhouses make many fruits and vegetables available yearround. Better transportation methods also make it easier to import warm-weather crops.) 3. Why does your stomach growl when you re hungry? (Gases in the stomach, and in the small intestine, make a gurgling sound when the stomach is almost empty.) 4. Acid in the stomach can dissolve razor blades. Why doesn t this acid eat through the lining of the stomach? (Mucus protects the lining of the stomach from acids in the gastric juices.) 5. Why don t we get as hungry when we re hot? (When we re hot, we need less fuel to keep our body going, so our brain sends out signals that discourage us from getting hungry.) 35

36 ANSWER KEY for page 25 Name VOCABULARY SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally or backwards. WORD BANK bile carbohydrates esophagus gallbladder lipids liver pancreas peptides proteins starches stomach villi A C D T E E L I B B I L W N O D X S S R E I L E R A L H N P G G A L L B L A D D E R R E D H R S S I A E T U V O V V L I J I P E P E P T I D E S I E S C P K L I A O L B E S N M L B U E R A D W L O S S E K N S A L H S O S I T O U L H I L S E A C E S T T E G G A C L I A S R A E N M E A N D T R R A E S W M Q I A H I L U X A M E R T T O O Z P M N N A E T C P C Y R T A O B C E S S L S W I N L D S S E T A R D Y H O B R A C U E M L O I R X C A N O L P E 36

37 Name TEST Check the correct answer to each uestion. 1. How does saliva digest food? by breaking down starches by using bile to break down sugars by breaking down proteins by using peptides to break down fat 2. The first segment of the small intestine is called the: villus illeum colon duodenum 3. The volume of the human stomach is approximately: one liter two liters one-half of a liter four liters 4. What are the walls of the stomach lined with? blood vessels and bile ducts villi and mucus membranes blood vessels and intestinal glands lymph vessels and villi 5. Enzymes in the gastric juices break proteins down into: lipids amino acids amylase simple sugars 37

38 ANSWER KEY for page 27 Name TEST (CONTINUED) 6. What type of food begins the digestion process in the small intestine? starches proteins sugars fats 7. What happens in the duodenum? food is mixed with pancreatic juice and bile vitamins and minerals are absorbed food is crushed by strong muscles and mixed with digestive juices a large amount of water is absorbed from the food 8. What are the functions of the intestinal juices? to continue breaking down starches and proteins to begin breaking down fats to begin breaking down starches and proteins to break down vitamins and minerals 9. Where do amino acids and glucose go after being absorbed by the villi? to the gallbladder to the large intestine to the liver to the lymph vessels 10. Blood vessels in the large intestine absorb: protein minerals and water bile starches 38