Lesson Plan: 4B.5.08


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 4B.5.08
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How is your digestive system adapted?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Digestion happens in the digestive system.
  2. The parts of the digestive system: Mouth, Oesophagus, Stomach, Liver, Pancreas, Small intestine, Large intestine, Appendix, Rectum, Anus.
  3. Food is broken down into smaller pieces by chewing in the mouth.
  4. Chewing food into smaller pieces increase the surface area of the food.
  5. The surface area of food allows more food - saliva contact. More food - saliva contact speeds up the rate of digestion.
  6. Food is churned in the stomach which physically breaks the food down. Stomach acids help to break down the food chemically.
  7. The nutrients from the digested food are absorbed into the blood stream in the small intestines.
  8. The small intestine has a good blood supply.
  9. The nutrients from the digested food diffuse through the intestine wall.
  10. Microscopic projections called villi increase the surface area of the intestine. Therefore increasing the rate of diffusion of useful particles from the intestines to the bloodstream.
  11. There is a high concentration of nutrients in the intestine and a lower concentration in the blood. This creates a concentration gradient.
  12. The concentration gradient is great because - the distance between the digested food and the blood is small because the wall of the intestine is thin. - there is a good blood supply to remove the nutrients from the blood vessel next to the intestine.
  13. The small intestine is long (up to 9 meters) to maximise the time in which (complete digestion and) diffusion can happen.
  14. Excess water is absorbed back into the blood stream through the large intestines.
  15. Undigested food passes out of the anus as faeces when we go to the toilet.
Think about how you can match the needs of ALL students
Keywords:
  • Digestion (6)
  • Nutrients (4)
  • Small intestine (4)
  • Diffusion (3)
  • Surface area (3)
  • Anus (2)
  • Digestive system (2)
  • Rate (2)
  • Intestine (2)
  • Concentration gradient (2)
  • Stomach (2)
  • Absorbed (2)
  • Mouth (2)
  • Villi (1)
  • Microscopic (1)
  • Concentration (1)
  • Faeces (1)
  • Undigested (1)
  • Large Intestine (1)
  • blood supply (1)
  • Particles (1)
  • Physically (1)
  • Large intestine (1)
  • Pancreas (1)
  • Liver (1)
  • Oesophagus (1)
  • Appendix (1)
  • Rectum (1)
  • Chemically (1)
  • acids (1)
  • Churned (1)
  • Saliva (1)
  • Blood stream (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. Which organ system is involved in digestion?
    Digestion happens in the digestive system.
  2. Which organs are part of the digestive system?
    The parts of the digestive system: Mouth, Oesophagus, Stomach, Liver, Pancreas, Small intestine, Large intestine, Appendix, Rectum, Anus.
  3. How is food broken down in the mouth?
    Food is broken down into smaller pieces by chewing in the mouth.
  4. What is the result of of having smaller pieces of food?
    The food will have a larger surface area.
  5. How does a larger surface area affect digestion?
    The surface area of food allows more food - saliva contact which speeds up the rate of digestion.
  6. How is food broken down in the stomach?
    Food is churned in the stomach which physically breaks the food down. Stomach acids help to break down the food chemically.
  7. Where are the nutrients from absorbed?
    The nutrients from the digested food are absorbed into the blood stream in the small intestines.
  8. How are nutrients absorbed in the small intestine?
    Nutrients diffuse from inside the small intestine into the blood vessels surround it.
  9. What is the role of the villi? Explain your answer.
    Microscopic projections called villi increase the surface area of the intestine. Therefore increasing the rate of diffusion of useful particles from the intestines to the bloodstream.
  10. Compare the concentrations of nutrients in the small intestine to the blood surround it.
    There is a high concentration of nutrients in the intestine and a lower concentration in the blood.
  11. Why is there a great concentration gradient?
    There is a big difference in concentration. There is a short distance between the high concentration and the low concentration.
  12. Why is the small intestine so long?
    The small intestine is long to maximise the time in which diffusion can happen and so get the most from the food that we eat.
  13. What happens to the excess water?
    Excess water is absorbed back into the blood stream through the large intestines.
  14. What is faeces?
    Undigested food passes out of the anus as faeces when we go to the toilet.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task