Healthy Digestion: A Lesson Plan - Essay Example

Healthy Digestion: A Lesson Plan Overview/Background Target age range: 9-11 year old Target grade level: Grade 4 Topic: Healthy Digestion Number of students in class: 24 Number of classes: 5 x 1 hour periods Economic situation: middle class students Cultural environment: American popular culture Program location: State of Ethnic background of students in classroom: European Americans, African Americans, Asian Americans Language spoken in classroom: English Problem background: unhealthy eating habits, reliance on fast food consumption and digestion unfriendly foods 2. Introduction/Block Plan The topic revolves around healthy digestion. This will involve a study of the digestive system - understanding the process of digestion to know what happens to the food we eat, and look at ways to keep the system functioning healthily. The proposed plan is to divide the course into 5 lessons as follows: 1. Understanding what digestion is and an overview of the digestive system 2. The components of the human digestive system (main organs involved) 3. The process of digestion (what happens to the food we eat) 4. Chemical changes in the body and the absorption of food (how our body uses the food we eat) 5. Ways to eat healthily to ease digestion and keep the system functioning healthily The primary purpose of the course therefore is not specifically to look at what we should be eating but how we should be eating. 3. Detailed Statement of Purpose A study of the human digestive system would not merely provide knowledge of what happens to the food we eat and why we need to eat, but through a greater awareness and understanding of the process of digestion and the absorption of the food eaten, it would help to instill a habit of greater care towards what we should eat, how we should eat, and other non-dietary habits, so as to ease digestion and keep our digestive system in healthy working order. Habits are more easily formed during a young age. So the hope is that these will remain ingrained and practiced throughout the rest of their lives spent eating. “"The greatest health benefit that could be conferred on coming generations of children will come by teaching young children to begin to masticate as soon as teeth erupt."1 The importance of knowledge about one’s own body and health education cannot be stressed enough. This issue was discussed at great length with respect to teaching children about the physiology of digestion in The Educational Magazine.2 It is one of the fundamental needs of humans to be in good health, and this can only be enhanced through individual knowledge. The digestive system in particular processes what we do on a daily practice, and which directly determines our health viz. Eating. We all eat to live, work and play, and it is our digestive system that absorbs what we eat and makes use of it so that we can do all these things. “Teaching your child about the digestive system will help them understand how the food they eat is transformed into the energy they use everyday.”3 The finer details about the process of digestion may not be deemed necessary for very young children, but the age group we are concerned with will have matured beyond knowing the basics and require a deeper understanding of digestion. Nonetheless, some important points can very well be reinforced at this stage again, for example, to know the importance of chewing food properly, not to rush eating food and knowing when to limit our intake, taking care of our teeth, and the importance of drinking plenty of fresh water. However, knowledge needs to move on from this so that the children can not only understand how digestion actually occurs, but can know why for instance, stomach aches, indigestion, relieving wind, diarrhea and constipation occur, the importance of fiber and enzyme rich foods and what else helps to maintain good digestion, the connection between their emotions and eating habits etc. Stomach upsets for instance are not uncommon amongst children. So, knowledge of the digestive system would help them understand what is happening to their bodies and to know what they can do to prevent such conditions and thereby become more health conscious. Moreover, they are at a stage where they can understand better how parts work to function together as a system for a greater purpose. They are also intellectually more developed to learn some technical aspects of the digestive system, the names of the various organs and be able to identify their specific functions. Teaching children “about the functions of the digestive organs may save them a lifetime of trouble and poor health. Knowing the intricacy of the digestive system may help them realize the important job it does in keeping us energized and healthy”. Humorous elements can easily be applied in the teaching of digestion to children and its usefulness should not be ignored. The use of analogies can also help them relate to what they are being told about concerning the hidden inside parts of their bodies. For example, the process of digestion can be likened to a journey through a terrain of acid rains, stormy seas, and deserts or the dismantling of a resource in a processing factory, and the stages of recycling, mixing and transporting etc. Many good books targeted at children make effective use of these. The Las Vegas Review Journal mentions an episode in which a fifth grader “struggled to squeeze through a blue tunnel that symbolized the esophagus”. This led the nurse to stress on the importance of chewing food to prevent choking.4 The following two points are pertinent for educators to be aware of in teaching students of this grade about intricate details of the digestive system: It is a stage in their lives when they are beginning to become more private about their bodily functions, and their mindsets are starting to become more rigid than before, so any useful advice whose significance has been demonstrated can have beneficial long term effects on their health and general well being. Also, care should be taken in using appropriate language so that the right information is conveyed and misperceptions about the science of digestion are not formed. In a recent study of Turkish children’s understanding of digestion in grades 4-5, open-ended questionnaires given to 283 children in three Turkish primary schools revealed misconceptions of what digestion is despite having learnt about it in school. Instead of knowing the purpose of the digestive process as ‘breaking foods down’, many children were of the opinion that the process involved the melting of foods, and some thought it was for ‘filtering of foods’. Language no doubt has a significant impact on forming concepts. It is therefore advisable for the teacher to take particular care that the right concepts are formed by using clear and unambiguous language, and reinforcing important concepts of digestion. 4. Long-Range Goals Changes in eating habits to promote positive attitudes and healthy eating and drinking practices, and preventing negative ones that are detrimental to one’s body and health, the digestive system in particular; To develop a personal hygiene routine, exercise routine, and general lifestyle changes that are conducive to healthy eating and living and a healthy digestive system; Through the adoption of these positive practices to help avoid the common ailments associated with bad digestion and unhealthy eating practices mentioned in the Statement of Purpose. 5. Behavioral Objectives 5.1 Cognitive Objectives As a result of attending the classes to learn about the digestive system and the process of digestion from a health perspective, the students are expected to satisfy the following cognitive objectives: 1. At least 90% of the students are expected to know what the digestive system is and what it does; 2. At least 90% of the students are expected to know why it is necessary for us to eat and what we are able to do when we eat; 3. At least 80% of the students are expected to be able to identify and name the main parts of the human digestive system; 4. At least 60% of the students should be able to define the term digestion; 5. At least 80% of the students are expected to be able to know that it is necessary to chew food when putting it into the mouth and state the reason why; 6. At least 70% of the students are expected to be able to describe the role of saliva in the initial stage of digestion; 7. At least 60% of the students are expected to know where the food goes when we eat and describe the three important roles of the stomach; 8. At least 60% of the students are expected to know that the esophagus links the throat to the stomach along which the food is taken deeper into the body; 9. At least 60% of the students are expected to be able to describe the role of the intestines in the process of digestion; 10. At least 60% of the students are expected to know that waste products from the food we eat are removed from the body via the excretory system; 11. At least 50% of the students are expected to know the role of the liver and kidneys in removing this waste; 12. At least 50% of the students are expected to know that useful nutrients are transported around the body via the bloodstream in the circulatory system; 13. At least 50% of the students are expected to know the role of enzymes and acids in the process of digestion; 14. At least 70% of the students can mention some important practices that aid digestion such as chewing, masticating, eating slowly, drinking plenty of water, and eating a healthy diet generally; 15. At least 60% of the students are expected to be able to identify some fiber and enzyme rich foods that aid the process of digestion. 5.2 Affective Objectives As a result of attending the classes to learn about the digestive system and the process of digestion from a health perspective, the students are expected to satisfy the following affective objectives: 1. At least 80% of the students are motivated to chew food properly when eating; 2. At least 70% of the students are encouraged to eat food slowly and avoid having to eat too quickly; 3. At least 60% of the students are motivated to drink plenty of water during the day; 4. At least 50% of the students show interest in maintaining their digestive system in healthy working order; 5. At least 50% of the students express a desire to inform others about good practices whilst eating; 5.3 Psychomotor Objectives As a result of attending the classes to learn about the digestive system and the process of digestion from a health perspective, the students are expected to satisfy the following psychomotor objectives: 1. At least 70% of the students form the habit of chewing food properly when eating; 2. At least 60% of the students try to eat food slowly and avoid having to eat too quickly; 3. At least 50% of the students regularly drink plenty of water throughout the day; 4. At least 40% of the students are actively conscious of their digestive system and keeping it in healthy working order; 5. At least 40% of the students are knowledgeable enough and have the confidence of informing others of good eating practices and ways of maintaining good digestion, good health, and general well-being; 6. Course Content & Teaching Strategies The teaching strategies will be based on a division of the course into the following 5 sections, each of roughly one-hour duration: 1. Overview of Digestion and the Digestive System (introduction to the course) 2. Parts of the Human Digestive System (scientific background of our physiology) 3. The Process of Digestion (to see what happens to the food we eat) 4. The Absorption of nutrients (to know how our body makes use of the food we eat) 5. Healthy Eating Practices (to be encouraged to adopt these habits and know why they are good for us) 6.1 Lesson 1 – Overview of Digestion and the Digestive System This should be an introductory stage where students are introduced to the human digestive system, know what it is and briefly what it does, and have an overview of the main parts of the process of digestion. The preparatory ground should be set for the rest of the course and most of the time should be spent encouraging questions and in discussion to get students thinking about digestion and at the same time motivated to learn in more detail. The main strategy therefore is question/answer stimulation and discussion, and this will take up most of the lesson. Advance preparation of materials before the start of the lesson Write the word ‘Digestion’ in large letters on the board. Prepare scrap books or presentation files for each student in which they will be doing their work Thoughts to ponder at the start of the lesson to get students thinking and motivated The teacher will begin the class by pointing to the word ‘Digestion’ on the board and inviting discussions as to what the students already know or think they know about the term. The teacher should ensure that the discussion includes mention of the following: In which type of ‘things’ does digestion take place? This should lead them to identify digestion as a characteristic of living things; one of the essential processes that keeps us alive. Is digestion an automatic or controlled process? This should make them aware that digestion takes place inside their bodies from the moment they start eating and continues whilst they may be doing other things. How does the body coordinate the whole process? This should lead to an understanding of what a system is and that the digestive system is responsible for handling the process of digestion. Ask students to bring their own relevant pictures, for instance to research on what parts of the body may be involved in the digestive system and bring/make pictures of them. Activities to carry out during the course of the lesson to gain knowledge and practice Student should be given their scrapbooks or presentation files to title and name them, and organize them if necessary, for the rest of the lessons to follow. Students may be asked to draw what they think their stomachs look like and what is inside their stomachs after questioning them what they ate for breakfast. It would be interesting to see whether the contents depict the foods they ate in whole or mashed up. 6.2 Lesson 2 – Parts of the Human Digestive System This lesson will deal with the coverage of the background scientific knowledge to acquaint students with the relevant inside parts of their bodies involved in the process of digestion so that they are familiar with these, and can spatially relate to the information to be given in the next lesson on the actual process of digestion. The main strategies in this lesson will be computer interaction and the worksheet exercise. Advance preparation of materials before the start of the lesson Chart or poster of the main parts of the digestive system for display Student worksheets for labeling the parts of the digestive system Internet access on computer in classroom Thoughts to ponder at the start of the lesson to get students thinking and motivated What do the students think are the main parts inside our bodies involved in the digestive system? Activities to carry out during the course of the lesson to gain knowledge and practice Learn the parts of the digestive system by the teacher showing the parts on the chart or poster, and using the information on the computer Access these websites: http://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/digdiag.htm and http://www.innerbody.com/image/digeov.html to learn about the parts of the digestive system Completion of the worksheet to label and color the parts of the digestive system 6.3 Lesson 3 – The Process of Digestion It is in this lesson that students will be shown and taught what really happens to the food that we eat. This will raise their awareness of what happens and should hopefully be an interesting insight for them to know the intricate details of the journey the food particles take to satisfy their natural curiosity of what goes on inside their bodies. The main strategies in this lesson will be computer interaction, reading, and video presentation. Advance preparation of materials before the start of the lesson Internet access on computer in classroom Reading books for students: The Magic School Bus: Inside the Human Body Video on digestion: The Magic School Bus: Human Body (30 mins) Thoughts to ponder at the start of the lesson to get students thinking and motivated What do the students think actually happens to the food we eat? What do the students think are the roles of each of the parts of the digestive system identified in the previous lesson? Activities to carry out during the course of the lesson to gain knowledge and practice Access these websites: http://www.mcrel.org/whelmers/whelm46.asp (to learn about the intial stage of digestion), http://yucky.discovery.com/noflash/body/pg000126.html (to learn about the whole process told as a story), http://www.teachkidshow.com/teach-your-child-about-the-digestive-system/ and http://kidshealth.org/kid/htbw/digestive_system.html (for further information about the digestive system) Read the selected book on the process of digestion Watch the video illustrating the journey of food inside our bodies 6.4 Lesson 4 – The Absorption of Nutrients This lesson takes the scientific knowledge gained from the previous lesson a step further to examine specifically how the useful nutrients in the food we eat is made good use of by other systems working inside us to fulfill the biological purpose of eating. As this may be considered an advanced lesson for some students to handle, such students may choose to review the previous 3 lessons on the science of the digestive system and digestion instead. The main strategies in this lesson will be further reading, role-play, and if time permits a quiz or the video presentation if missed in the previous lesson. Advance preparation of materials before the start of the lesson Charts of the related circulatory and excretory systems Objects for the role play exercise Thoughts to ponder at the start of the lesson to get students thinking and motivated Why does our body need to take in food in the first place? What is it that keeps our physical body functioning and how does it achieve this? Activities to carry out during the course of the lesson to gain knowledge and practice Role play activity to practically demonstrate the digestive process on a larger scale using analogies to represent the real process 6.5 Lesson 5 – Healthy Eating Practices A positive conclusion of the course would be for students to take from the facts they have learnt, good ideas and thoughts on how to ease the process of digestion through healthy eating practices, and be generally motivated to maintain good health and overall physical well being. By gaining from the course in this way, the course organizers can feel that its main purpose has been satisfactorily fulfilled. The main strategies in this lesson will be group discussion, reading, practical demonstration, and drawing/paintings. Advance preparation of materials before the start of the lesson Reading: Why Do We Eat? The food and water to be consumed for the practical demonstration Chart papers, crayons, coloring pencils, felt tips, color paints etc. for the artwork Thoughts to ponder at the start of the lesson to get students thinking and motivated Now that we have learnt about the digestive system and the process of digestion, what can we do to ease the process of digestion and keep our digestive system in healthy working order? What can we as individuals do to encourage others to adopt healthy eating habits? Activities to carry out during the course of the lesson to gain knowledge and practice Hold a fun eating/drinking session for either a few, some or if possible even all of the students to practically demonstrate what they have learnt about how to eat properly The students can now make their own posters to give the message of eating healthily 7. List of Materials - A complete list of materials needed by the health educator, and a complete list of materials needed by the participants is provided. Only some of these are listed for use in the lessons. However, in the event of unavailability, alternative options can be considered. All books should be available from public libraries. 7.1 Books Front Cover Title/Author/Publ./ISBN Description Cost/Availability Burp! : the most interesting book youll ever read about eating Swanson, 2001 - $7.95 new at http://www.amazon.com Guts: the digestive system Gillian Houghton New York: PowerKids Press Includes “Eat your energy! What is on your plate? A closer look at the teeth. Swallow! The big glands. Digestive trouble.” ? The Magic School Bus: Inside the Human Body Joanna Cole, Scholastic, Inc., 0590414275 40 pages; Ages 6–9 Very interesting series detailing the process of digestion through a fantastic journey inside the body. $15.95 ($4.95 PB) http://www.scholastic.com/magicschoolbus/books/classics/humanbody.htm The Quest to Digest Mary K. Corcoran, Watertown, MA : Charlesbridge, 1570916659 This is a factual but humorous look at the process of human digestion. $13.73 HB or $6.95 PB new at http://www.amazon.com - Why Do I Eat? Rachel Wright, Aladdin Basics Describes how different kinds of food provide needed nutritional fuel for the human body and how the process of digestion works. ? Why Do We Eat? Stephanie Turnbull, Usborne 0794513336 An illustrated description of what happens to food as it travels through the body. Also discusses the importance of healthy eating. $4.99 new at http://www.amazon.com 7.2 Audio & Video Front Cover Title/Yr/Director The Magic School Bus: Human Body (1994) Charles E. Bastien "… a thrilling tour of our insides on a one-of-a-kind field trip through the human body. Ms. Frizzle leads the way through three 30-minute episodes: In "For Lunch," the class journeys through Arnolds digestive system…” http://www.netflix.com/Movie/The_Magic_School_Bus_Human_Body/70037171?mqso=80020215&partid=The_Magic_School_Bus:_Human_Body - The Human Body, British Broadcasting Corporation and Discovery Pictures “A fascinating new dimension to the exploration of the miracle of life in its most personal of settings- our own bodies.” www.bbc.co.uk 7.3 Online Resources URL/Brief description Parts of the digestive system http://www.tvdsb.on.ca/westmin/science/sbi3a1/digest/digdiag.htm (Simple diagram of parts of the human digestive system for highlighting) http://www.innerbody.com/image/digeov.html (Parts of the digestive system) The digestive system (in general http://www.teachkidshow.com/teach-your-child-about-the-digestive-system/ ("Teach you child about the digestive system") http://www.medtropolis.com/VBody.asp (The virtual body including guided tour) http://kidshealth.org/kid/htbw/digestive_system.html (Site on kids health for kids) Process of digestion http://arbl.cvmbs.colostate.edu/hbooks/pathphys/digestion/index.html (Pathophysiology of the digestive system; includes ‘A Voyage Through the Digestive Tract’) http://www.mcrel.org/whelmers/whelm46.asp (Learn about the initial processes of digestion (chewing and saliva production)) http://yucky.discovery.com/noflash/body/pg000126.html (The process of digestion is told as a story using analogies) http://www.enchantedlearning.com/subjects/anatomy/digestive/ (To learn about the digestive process; includes a glossary) 8. Evaluation Activities 8.1 Student Questionnaire (To be based on the following questions and distributed to the students at the end of the final lesson) Short questions 1. Do you recognize any of the parts of the digestive system? If so, name them. 2. Could you describe the role of at least one part of this system? 3. Do you know why we need to chew the food we eat? 4. Do you know where the food goes after we have chewed and swallowed it in our mouth? 5. Can you name some ways in which we can eat better? Long questions 6. Can you briefly describe the process of digestion from when we take in food to when the waste is removed from our body? 7. What happens to the useful nutrients in the food we eat? 8. Can you explain why it is necessary to eat in a particular way to stay healthy? 8.2 Teacher Questionnaire (Outcome and process evaluation questionnaires for the teacher to be based on the following questions and submitted after the end of the course) a) Outcome Questionnaire Were the expected proportions of students: 1. Able to recognize the Digestive System? 2. Able to name the name parts of the Digestive System? 3. Able to describe the role of the main parts of the Digestive System? 4. Able to describe the process of digestion satisfactorily? 5. Able to explain why they should eat in way that aids digestion and keep their Digestive System healthy? b) Process Questionnaire 1. Were the charts well prepared? 2. Were the lessons well organized and informative? 3. Were the discussions open and productive and did all students participate? 4. Did the students understand the technical words/language that was used during the lessons? 5. Was there enough time in the class session to cover all the content and activities that were planned? 6. Were the students interested and attentive during the full duration of the lessons? Read More