TABLE OF CONTENTS contents. Student Lesson Activity Sheets... 7 Excretory System

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2 table of TABLE OF CONTENTS contents Introduction... I Objectives... VII Teaching Suggestions and Additional Activities... VIII Research and Standards... XI Digestive System Student Lesson... 1 Activity Sheets... 7 Excretory System Student Lesson Activity Sheets Health Issues Student Lesson Activity Sheets Review Review Sheets Assessments Quizzes Unit Test Answer Key... 50

3 introduction INTRODUCTION As growing and maturing individuals, adolescents must be prepared to care for themselves independently after graduation from high school. A basic understanding of their bodies and how they work is an important step in the process of moving from dependence to independence. Learning about the body systems, particularly how they interact and affect each other, enables students to better care for themselves and their health. The five binders that comprise the revised Know Your Body series now cover ten basic systems of the human body and include updated information. Each binder is considered a unit in the series and completely discusses two closely related systems. Students label, organize, categorize, associate, and relate terms and functions of these systems through various activities. A new section in each binder, Health Issues, addresses health topics related to each system, such as how to treat common illnesses and when to seek a doctor s advice. Originally conceived by LD specialist Ellen McPeek Glissan, Know Your Body has been specifically written for struggling readers and students with learning disabilities. It is also appropriate for English language learners and adult learners. For this revision, contributing author Debra J. Weltha has written material that meets the unique needs of struggling and reluctant learners. A certified secondary science teacher and special education teacher, she has combined solid science concepts in the lessons with high-interest activities. While the reading level has been kept low, the material is presented in an age-appropriate fashion. Detailed illustrations help readers comprehend complex concepts. Ultimately, the Know Your Body series provides learners with important functional knowledge and helps them master concepts tested on high-stakes assessments. I

4 Student Lessons The first three sections all begin with a student lesson that discusses important points and highlights interesting facts. The two system lessons begin with a labeled diagram of the system being studied. On the first page, important vocabulary words used in the lesson are presented with simple definitions. Then, to increase students comprehension of the lesson, two pre-reading activities are provided. The first activity summarizes major points students will learn in the lesson. The second activity asks students to make personal connections to the content by posing several Have You Ever questions. Lessons are deliberately kept short and contain easy-to-understand sentence constructions. In general, the reading level is However, key science vocabulary is retained. As various parts of the system are discussed, appropriate drawings and diagrams are presented to illustrate important facts and concepts. These visuals help students better understand the text and increase the interest level. III

5 Activity Sheets Three or more reproducible activity sheets accompany each lesson. Each of these activities has been carefully designed to reinforce student learning of the objectives while providing a variety of formats. Many activities tap into residual skills such as organizing, categorizing, reasoning, and analytical thinking. Worksheets can be used as individual assignments or as collaborativeactivities for partners or small groups. Review Sheets Reproducible worksheets that review key information about the digestive and excretory systems are also included. These sheets help prepare students for quizzes and unit tests. IV

6 Quizzes and Unit Tests Two levels of assessment are provided for measuring mastery of the objectives. Quizzes test key concepts from each lesson. The unit test covers all of the material in the binder. Two different types of quizzes are included: fill-in-the-blank and multiple-choice. Teachers can choose the type of assessment that best fits their students needs. Alternatively, one type of quiz can be used as a pretest and the other as a posttest. There are two forms of the unit test, each with two distinct parts. Form A includes word banks and fill-in-the-blank test items in part one. Part 1 of Form B asks students to choose and circle the correct answer from two possible choices. Part 2 of both Forms A and B requires students to label diagrams of the digestive and excretory systems as well as identify the parts of each system. Teachers should administer the form that best fits their students abilities. Form A, Part 1 Form B, Part 1 Part 2 V

7 Answer Key An answer key for every activity sheet, review sheet, and quiz, as well as for the unit test, is provided in the back of the binder. VI

8 objectives OBJECTIVES After completing this unit in the Know Your Body series, students will be able to explain the purpose of the digestive system. identify the body parts that make up the digestive system. specify the path food takes through the body. explain the importance of peristalsis to the digestive system. describe how the liver, gallbladder, and pancreas work with the digestive system. describe how the digestive and excretory systems work together. explain the purpose of the excretory system. name the four main organs of the excretory system. explain how the kidneys and lungs remove waste products from the bloodstream. name the two important jobs of the skin as part of the excretory system. explain how to treat common intestinal problems. identify three common eating disorders. explain why eating disorders are also mental health issues. VII

9 suggestions TEACHING SUGGESTIONS AND ADDITIONAL ACTIVITIES Teaching Suggestions activities This binder is designed to be a complete unit with basic information on the digestive and excretory systems. Science is best taught in an interactive manner. Please read and discuss the material as a class whenever possible. While the text maintains a reading level in general, critical science terminology has been included and raises the technical reading level of the text. Scientific terms are highlighted and defined at the beginning of each lesson. When teaching and reviewing the vocabulary, use a variety of interactive activities to help students better comprehend the text. For example: a. Divide the class into two teams. Give a definition to one team. The team must correctly identify and spell the vocabulary word. Continue to give definitions to that team until a word is incorrectly identified or spelled. Then, give the second team a turn at receiving definitions. Teams receive a point for each correct answer. The game ends after all the vocabulary words have been matched to definitions or after a predetermined number of points has been reached by one team. b. Create bingo cards using a 5 x 5 grid. Label the rows 1, 2, 3, 4, and 5. Label the columns A, B, C, D, and E. Distribute one bingo card to each student. Read a definition and a grid location. Instruct students to write the correct vocabulary word in the correct grid location. The first student who completes a row or column wins the game. c. Play a game of vocabulary charades. Assign each vocabulary word to a different pair of students, and have the partners illustrate the word s meaning on an overhead transparency. VIII

10 Then, provide time for each pair to show its transparency to the class. Ask the class to guess which vocabulary word is being illustrated. The presenting pair may not speak or give hints to the class. Do a variety of high-interest, hands-on activities so students will learn that science can be fun. Use hand motions and silly things to help students remember important facts. (Peristalsis, for example, can be easily shown by pretending to squeeze a balloon with your fingers.) Watch for cartoons and articles in the newspaper that can be used to show that the different systems of the human body do have an effect on everyday life. Additional Activities for Digestive and Excretory Systems 1. Ask students to keep track of the food they eat for one week. Have students bring in their lists to discuss the nutrients provided by the foods they ate. Then, ask the following questions: Are they eating a balanced diet? Are they eating too much of one kind of food? Are they eating too little of one kind of food? 2. Have students bring in a can, box, or package of their favorite food. Make a class chart showing the foods and the nutrients they contain. 3. Ask a physician to speak to the class to explain the different substances that can be tested for in the urine. 4. To illustrate how enzymes work, start with two glasses of water. Put sugar into one and powdered starch into the other. Stir the two mixtures. The sugar dissolves, but the starch does not. Add a powder called amylopsin to the starch mixture. It will change the starch to sugar, so that it can dissolve. The sugar that is formed is similar to glucose. IX

11 Suggested Resources A visual dictionary/encyclopedia of the human body is a useful companion to the Know Your Body series. Such a resource will help provide answers to additional questions. It is also a good way for students to see the details of the body that are not covered in this program. The following books are recommended: William, Francis. (1997). Human Body. NY: Dorling Kindersley Ltd. (part of the Inside Guides series). Parker, Steve. (1992). Human Body. NY: Dorling Kindersley Ltd. (part of the Eyewitness Explorers series). Walls, Byrn. (1991). The Visual Dictionary of the Human Body. NY: Dorling Kindersley, Ltd. (part of the Eyewitness Visual Dictionaries series). X

12 research and standards RESEARCH AND STANDARDS The amount of learning that takes place in content areas is directly related to a student s level of reading skills. In general, the better the reader is, the higher the student achievement in the content area. Students with below-grade-level reading skills often flounder when faced with complex sentence structures. Vocabulary becomes a major deterrent to students mastery of the content when the words are presented with complicated and lengthy definitions. As Sousa states, The students lack of confidence in reading can affect all their school work (2001). In fact, scientific literacy is now seen as a requirement for building scientific knowledge (Torres- Velasquez and Rodriguez, 2005). To meet the needs of these struggling secondary readers in science, PCI has revised the Know Your Body series. Sentences have been written using simple structures, and sentence length has been kept to a minimum. Vocabulary words have been given clear and concise definitions. Most importantly, lessons have been written so that reading comprehension skills and science content intertwine. Explicit objectives for each lesson are provided in Things to Look For, which helps students establish a purpose for reading. Prior knowledge and predictions are elicited through discussions of the Terms to Know and Have You Ever features on the first page of each lesson (Dimino and Kolar, 1990). By combining these metacognitive strategies, research has shown that reading comprehension, both literal and inferential, can be significantly improved as shown by scores on standardized assessments (Nolan, 1991). In addition, the Know Your Body series meets the content standards for middle school students set by the National Academy of Science. The following are applicable points from Content Standard F: As a result of activities in grades 5 8, all students should develop [an] understanding of personal health. XI

13 By middle school students begin to realize that illness can be caused by various factors, such as... malfunctioning of organs and organ systems, health habits, and environmental conditions. Students in grades 5 8 tend to focus on physical more than mental health. They associate health with food and fitness more than with other factors such as safety and substance abuse. One very important issue for teachers in grades 5 8 is overcoming students perceptions that most factors related to health are beyond their control. Developing a scientific understanding of health is the focus of this standard. Healthy behaviors and other aspects of health education are introduced in other parts of school programs. Dimino, J. and C. Kolar (1990, November). Using Frames to Improve At-Risk Students Comprehension in the Content Areas. The National Academy of Science. National Science Education Standards: An Overview. The National Academics Press, < Nolan, Thomas E. (1991, October). Self-Questioning and Prediction: Combining Metacognitive Strategies. Journal of Reading, 35, Sousa, D. A. (2001). How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press, Inc. Torres-Velasquez, D. and D. Rodriguez (2005). Mathematics & Science Instruction for Culturally and Linguistically Diverse Students. Paper delivered, CEC Convention, Baltimore, MD. XII

14 Digestive and Excretory Systems Digestive DIGESTIVE SYSTEM Terms to Know anus an opening through which feces leave the body bile a chemical made by the liver that helps digest greasy foods digestion the way our bodies turn food into fuel enzymes chemicals that help the body digest food epiglottis a tiny flap of skin that covers the trachea esophagus a muscular tube that leads from the mouth to the stomach feces solid waste gallbladder an organ that stores bile until it is needed by intestines glucose the sugar the body needs to make energy large intestine the short, wide tube that removes water from leftover waste liver an organ that stores glucose and makes bile nutrients substances that help the body grow pancreas an organ that makes chemicals called pancreatic juices that help digest carbohydrates and sugars peristalsis muscles squeezing and pushing to move food through the digestive system rectum the lower part of the large intestine where feces are stored saliva a liquid in the mouth that makes food soft and easier to swallow small intestine the skinny tube that is 20 feet long and breaks down food into nutrients stomach a J-shaped sac-like organ that changes chewed food into liquid P C I R E P R O D U C I B L E 1 Know Your Body

15 Things to Look For The organs food moves through (in order) The chemicals needed for digestion What keeps food moving through the digestive system Have You Ever heard your stomach rumble? had heartburn? What did it feel like? eaten too much, and then had a stomachache? Mouth Esophagus Liver Gallbladder Pancreas Stomach Large intestine Small intestine Rectum Anus P C I R E P R O D U C I B L E 2 Know Your Body

16 Name Date digestive Digestive Xxxxxxxxxxx and Excretory Systems DIGESTIVE DEFINITIONS Directions: Review the Terms to Know in the digestive system lesson. Then, write the answer that fits each definition in the blanks. 1. chemical the helps digest greasy, fatty food 2. the way our bodies turn food into fuel 3. flap of skin covering the trachea 4. tube that leads from the mouth to the stomach 5. muscles squeezing and pushing to move food through the digestive system 6. scientific name for the liquid in the mouth 7. J-shaped sac-like organ that changes chewed food into liquid 8. breaks food down into nutrients 9. removes water from leftover waste 10. solid waste 11. organ that stores glucose and makes bile 12. organ that stores bile 13. organ that makes chemicals to digest carbohydrates and sugar P C I R E P R O D U C I B L E 7 Know Your Body

17 Name Date digestive Digestive Xxxxxxxxxxx and Excretory Systems ALL ABOUT THE DIGESTIVE SYSTEM Directions: Review the digestive system lesson. Then, answer the questions. 1. List, in order, the seven major organs that move food through your body. 2. What is the job of the epiglottis? 3. What carries nutrients from the small intestine to the other parts of your body? 4. The gallbladder stores until the body needs it. 5. The pushes food around the mouth so it has a chance to be chewed. 6. Undigested food becomes. 7. What is the liquid in your mouth called? 8. Explain why the small intestine is called small, and the large intestine is called large. 9. Where does the real job of digestion take place? 10. Why is peristalsis important to your digestive system? 11. You can donate part of your liver to someone else without harming it. Why is this possible? 12. Pancreatic juices help you digest and. P C I R E P R O D U C I B L E 8 Know Your Body

18 Name Date digestive Digestive Xxxxxxxxxxx and Excretory Systems DIGEST-A-GRID Directions: Use words and phrases from the word bank to complete the sentences or answer the questions. 20 feet Word Bank break down food digestive juices epiglottis four to six hours liver peristalsis stomach you will get sick gallbladder muscles removes water from waste stores helps digest greasy food nutrients small intestine sugar kill germs pancreas so it can get into your blood with your food 1. The walls of your are lined with that squeeze food and digestive juices. 2. The flap that prevents food from entering the trachea is the. 3. Without, food would not move through the digestive system. 4. List two things that the chemicals in the stomach do. 5. What is one way that germs can get into your body? P C I R E P R O D U C I B L E 9 Know Your Body