Lesson Plan: 4B.5.09


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

Context and
Landmark
Assessment		 4B.5.09
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What happens to the food during digestion?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Enzymes are biological catalysts (help specific chemical reactions to happen) that are produced in salivary glands and the pancreas.
  2. Amylase enzymes in the mouth break carbohydrates down into sugars.
  3. Protease enzymes in the stomach break proteins down into amino acids.
  4. Lipase enzymes in the small intestines break Lipids down into glycerol and fatty acids.
  5. Amylase and Protease enzymes in the small intestines break undigested carbohydrates and proteins
  6. Nutrients are now small enough to be absorbed through the lining of the small intestines into the bloodstream.
  7. The lining of the small intestines is adapted to have a thin lining, large surface area and good blood supply.
  8. Water is absorbed through the lining of the large intestines.
  9. Anything left is excreted
Think about how you can match the needs of ALL students
Keywords:
  • Enzymes (5)
  • Small intestines (4)
  • Protease (2)
  • Absorbed (2)
  • Proteins (2)
  • Carbohydrates (2)
  • Amylase (2)
  • Large intestines (1)
  • Fatty acids (1)
  • Excreted (1)
  • Surface area (1)
  • Undigested (1)
  • Glycerol (1)
  • Nutrients (1)
  • Adapted (1)
  • Amino acids (1)
  • Salivary gland (1)
  • Chemical reactions (1)
  • Biological catalysts (1)
  • Pancreas (1)
  • Mouth (1)
  • Lipase (1)
  • Stomach (1)
  • Sugars (1)
  • Lipids (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What are enzymes and where are they produced?
    Enzymes are biological catalysts (help specific chemical reactions to happen) that are produced in salivary glands and the pancreas.
  2. Which enzyme breaks down carbohydrates?
    Amylase enzymes in the mouth break carbohydrates down into sugars.
  3. Which food does protease break down?
    Protease enzymes in the stomach break proteins down into amino acids.
  4. Where is lipase used?
    Lipase enzymes in the small intestines break fats down into glycerol and fatty acids.
  5. Which other enzymes are found in the small intestines?
    Amylase and Protease enzymes in the small intestines break undigested carbohydrates and proteins
  6. How do the nutrients reach the blood stream?
    Nutrients are now small enough to be absorbed through the lining of the small intestines into the bloodstream.
  7. How is the lining of the small intestines adapted?
    The lining of the small intestines is adapted to have a thin lining, large surface area and good blood supply.
  8. What is absorbed through the lining of the large intestines?
    Water is absorbed through the lining of the large intestines.
  9. What happens to the undigested food?
    Anything left is excreted
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