Download GCSE SoW 1.3

Unit 1 1.3
Digestion And The Digestive System In Humans
Double Award Science
Lesson Number - 1
Number of lessons: 1
Syllabus Specifications
1(k) The need for a balanced diet,
including: protein, carbohydrates and fats,
minerals (iron),vitamins (vitamin C), fibre and
water.
1(m) The implications, particularly for health, of
excess sugar, fat and salt in foods.
Lesson Outline
Additional Teacher Guidance
Development –
Video link : http://www.bbc.co.uk/education/clips/zmrfb9q
1(k) A simple understanding that the dietary nutrients and water
necessary to maintain good health will vary with age and activity
levels.
The functions of protein, carbohydrates and fats. See 1(j). Iron is
needed for the production of haemoglobin, vitamin C is needed to
maintain healthy tissue and fibre provides bulk in the digestive system.
Water is an essential part of many body functions and processes.
Starter – Key words card sort to introduce topic vocabulary. Pupils to sort according to those
terms which they are familiar with and those which they are not. Pupils to use ‘think pair share’
strategy initially for any unfamiliar words. Any remaining terms should then be recorded and
revisited at the end of the topic.
Balanced diet PPT, Pupils complete food groups table using food groups laminated sheet.
Reflection – Food Groups plenary PPT. ‘What food do they need more or less of?’
1(m) Excess sugar can lead to type 2 diabetes, obesity & tooth decay.
Excess fat can lead to obesity, heart disease and circulatory disease.
Excess salt (sodium) can lead to high blood pressure.
Assessment
Peer assessment of food groups table / Teacher AFL.
Practical Skills / Risk assessment
Links to resources
N/A
See lesson 1 folder.
Possible Misconceptions
-
Excess fat leads to heart disease NOT heart attack
Fibre = Roughage.
Skills developed
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Literacy – L
Numeracy - N
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI
Planning & organisation - PO
Personal Effectiveness - PE
Unit 1 1.3
Digestion And The Digestive System In Humans
Double Award Science
Lesson Number - 2
Number of lessons: 1
Lesson Outline
Syllabus Specifications
1(l) The fact that different foods have different
energy contents and that energy from food, when it
is in excess, is stored as fat by the body.
Starter – Food groups starter PPT to assess recall of previous lesson.
Development – Specified practical task – Investigating the Energy Content of Foods.
Additional Teacher Guidance
The energy content of food eaten must be
balanced with energy needs since excess energy
will be stored as fat by the body. Excess stored fat
leads to obesity.
Reflection – Pupils should complete the results, analysis and conclusions – see worksheet in
resources.
Assessment
Practical Skills / Risk assessment
Specified Practical Work – Investigating the
Energy Content of Foods. See page 17-20 of
the WJEC Double award science teacher
guidance book.
Risk assessment is on page 19 of afore
mentioned document.
Teacher AFL and marking of worksheet.
Links to resources
See lesson 2 folder.
Possible Misconceptions
-
Temperature change of water is required to calculate
energy content not Temperature of water alone.
Skills developed
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Literacy – L
Numeracy - N
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI
Planning & organisation - PO
Personal Effectiveness - PE
Unit 1 1.3
Digestion And The Digestive System In Humans
Syllabus Specifications
1(c) The tests for the presence of:
starch using iodine solution;
glucose using Benedict’s
reagent; protein using biuret
solution.
Double Award Science
Lesson Number - 3
Number of lessons: 1
Lesson Outline
Starter – What could the question be? PPT
Development – Pupils to identify unknown solutions labelled A, B and C as Starch, Sugar or
Protein (Egg white) by using food tests. See food tests word doc for details.
Additional Teacher Guidance
Positive results:
Iodine: brown to blue/black
Benedict’s reagent: blue to brick red
Biuret solution: blue to violet
Reflection – Pupils play Taboo game in pairs to review content of the lesson and consolidate
prior learning. See activity cards in the resources folder.
Assessment
Teacher AFL.
Practical Skills / Risk assessment
Food tests for Starch, Sugar and Protein.
Care with glassware & boiling water.
Iodine is an irritant – goggles must be worn at all times.
Care when boiling using water bath with Benedicts.
-
Links to resources
See lesson 3 folder.
Possible Misconceptions
Benedicts reagent can turn from blue to green, yellow,
orange or brick red to indicate the presence of sugar. It
can be used to indicate increasing amounts of sugar. It
must be heated strongly or boiled. Iodine turns from
brown to Blue/Black or Black NOT Blue!
Skills developed
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Literacy – L
Numeracy - N
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI
Planning & organisation - PO
Personal Effectiveness - PE
Unit 1 1.3
Digestion And The Digestive System In Humans
Double Award Science
Lesson Number – 4
Number of lessons: 1
Syllabus Specifications
Lesson Outline
1(a) The need for digestion; the breakdown of
large molecules into smaller molecules so they
can be absorbed for use by body cells.
Starter Illustration of the digestive system and molecular structure of Carbohydrates, Proteins and Fats to
1(e) The structure of the human digestive system
and associated structures: the mouth, oesophagus,
stomach, liver, gall bladder, bile duct, pancreas,
small intestine, large intestine, anus and be able to
label these on a diagram.
1(g) how food is moved by peristalsis.
Additional Teacher Guidance
start (See resources – lesson 4 - Starter PPT) – ask pupils how many structures they recognise and can
they suggest why digestion is necessary – pupils to use think, pair, share and show me boards to consider
ideas.
Development
Use the Torso to show the main structures involved in digestion. Pupils to try and label diagram then peer
mark and correct if necessary. Ask the class…Can you swallow whilst upside down? Ask for suggestions
why / why not? Select a willing volunteer to eat something whilst doing a hand/headstand. Show pupils
peristalsis animation and liken the process to squeezing toothpaste out of a tube.
Reflection
Pupils to work in pairs, to illustrate only, key words from the lesson on show me boards. They take it in
turns to draw and guess words.
1(a) None available.
1(e) None available.
1(g) Understand the action of contraction and
relaxation of muscles in peristalsis in forcing food
through the digestive system.
Practical Skills / Risk assessment
N/A
Assessment
Teacher AFL and Peer marking of diagrams.
Links to resources
See lesson 4 folder.
Possible Misconceptions
-
-
Pupils must take care not to confuse the stomach (leads
from the oesophagus) and the liver (largest organ in the
abdomen).
Also the bile duct and gall bladder.
Skills developed
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Literacy – L
Numeracy - N
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI
Planning & organisation - PO
Personal Effectiveness - PE
Unit 1 1.3
Digestion And The Digestive System In Humans
Double Award Science
Lesson Number – 5
Number of lessons: 1
Lesson Outline
Syllabus Specifications
1(b) The digestion of larger insoluble molecules
into their soluble products which can then be
absorbed: fats made up of fatty acids and glycerol;
proteins made up of amino acids; starch (a
carbohydrate) made up of a chain of glucose
molecules.
Starter – Demonstration of digestion e.g. using molecular model building kit to show larger
molecules being broken down. E.g. Starch to Glucose, Proteins to Amino acids and Fats to Fatty
acids and Glycerol. Question pupils and assess knowledge and recall from previous lesson /s.
Video link : http://tinyurl.com/lz6fatf
Development –
1(d) The role of the following enzymes in digestion:
carbohydrase; protease; lipase.
Observing an Enzyme practical – See practical worksheet in resources Lesson 5. Pupils complete
practical.
Additional Teacher Guidance
Reflection
1(b) None available.
Pupils write up practical as per worksheet including conclusion questions. (Links to 1.1 i – l)
Discuss the role of carbohydrase, protease and lipase enzymes in digestion, giving examples of
substrates and products and where they work in the digestive system.
1(d) Carbohydrase: starch to glucose
Protease: protein to amino acids
Lipase: fats and oils (lipids) to fatty acids and
glycerol.
Practical Skills / Risk assessment
Observing a carbohydrase enzyme – Amylase.
Care with glassware & boiling water.
Iodine is an irritant – goggles must be worn at all
times. Care when boiling using water bath with
Benedicts.
Assessment
Teacher AFL and marking of practical write up.
Links to resources
See lesson 5 folder.
Possible Misconceptions
-
Ensure reaction is carried out at 37oC as this is the
optimum temperature for the enzyme. Both substrate
(starch) and enzyme (amylase) should be at the optimum
temperature before they are mixed.
Skills developed
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




Literacy – L
Numeracy - N
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI
Planning & organisation - PO
Personal Effectiveness – PE
Unit 1 1.3
Digestion And The Digestive System In Humans
Lesson Number – 6
Number of lessons: 1
Double Award Science
Lesson Outline
Syllabus Specifications
1(h) The function of bile, secreted by the liver and
stored in the gall bladder, in the breakdown of
fats.
Starter
10 questions to get you started PPT.
Development
1(f) the role of the following organs in digestion
and absorption: mouth, stomach, pancreas,
small intestine, large intestine and liver.
Additional Teacher Guidance
1(h) Bile emulsifies large droplets of fat into small droplets to increase
the surface area for enzyme action. It also increases the pH in the
small intestine to the optimum pH for lipase activity.
Class prac – observing the action of bile using detergent.
Pupils to research each organ and its role in digestion using text books / internet. They should then write a
few sentences to describe each organs function.
Reflection
Pupils to write up practical as per worksheet – see resources lesson 6.
Pupils to draw a summary table of organ functions (outline provided in resources lesson 6 if required).
1(f) Know the role of the following organs:
• Mouth - starch digestion begins by carbohydrase/ amylase in saliva
• Stomach - secretes protease
• Pancreas - secretes lipase, proteases and carbohydrase into the
small intestine
• Small intestine - continued digestion of carbohydrates to glucose,
proteins to amino acids, fats to fatty acids and glycerol and
absorption of digested molecules
• Large intestine - absorption of water
Assessment
Peer marking of organ function tables. Teacher AFL.
• Liver - secretes bile
Practical Skills / Risk assessment
Observing the action of bile using detergent.
Links to resources
Goggles must be worn when using glassware
See lesson 6 folder.
-
Possible Misconceptions
Bile doesn’t digest fat. It emulsifies fat - it breaks
down large fat globules into smaller globules which
increases the surface area upon which the lipase
enzymes can act.
Skills developed





Literacy – L
Planning & organisation - PO
Numeracy – N
Personal Effectiveness - PE
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI
Lesson Number – 7
Digestion And The Digestive System In
Double Award Science
Number of lessons: 1
Humans
Lesson Outline
Syllabus Specifications
1(i) How soluble substances can be absorbed
Starter
through the wall of the small intestine and
eventually into the bloodstream and how Visking
Digestion sentence buider – See PPT in resources lesson 7.
tubing can be used as a model gut, including
Development
the limitations of the model.
1(j) the fate of the digested products of fats,
carbohydrates and proteins: fatty acids and
Demonstrate the Model gut and test the distilled water outside the tubing for both starch and
glycerol from fats provide energy; glucose from
sugar. Write up method and results table as per the worksheet in resources lesson 7.
Video link: http://www.bbc.co.uk/education/clips/zj8fgk7
carbohydrate provides energy or is stored as
Discuss adaptations of villi
glycogen; amino acids from digested proteins
are needed to build proteins in the body.
Unit 1 1.3
Reflection
Additional Teacher Guidance
1(i) This should be limited to knowledge of absorption by diffusion
only. The small intestine has a relatively large surface area, created
by villi, which contain blood vessels. It has a rich blood supply which
maintains a steep diffusion gradient. Visking tubing can be used as a
model gut but as it has no blood supply cannot maintain a diffusion
gradient.
1(j) None available
Pupils should answer the conclusion questions and complete the table describing the fate of
digested products. Discuss adaptations of villi.
Pupils should revisit key words exercise from lesson 1 – Following completion of the topic there
shouldn’t be any unfamiliar terms – if there are pupils must seek help from their work, peers or
teacher.
Assessment
Teacher AFL and marking of conclusions.
Practical Skills / Risk assessment
Demonstration of absorption using a model gut.
Links to resources
Goggles must be worn when using glassware.
See lesson 7 folder.
Possible Misconceptions
Skills developed

Villus = singular
Villi = plural
Model only demonstrates diffusion occurring it doesn’t show
active transport.




Literacy – L
Planning & organisation - PO
Numeracy – N
Personal Effectiveness - PE
Digital literacy – DL
Critical thinking & problem solving CTPS
Creativity & innovation - CI