Digestion and Nutrition
Chapter 16 and 17
Broad Concept: Humans need to digest and absorb a variety of essential nutrients in order to maintain proper growth and development.
DN1. Explore the anatomy of the digestive system
DN2. Explore different organ functions
DN3. Explain the process of digestion and absorption
DN4. Explore the metabolism of carbohydrates, lipids and proteins
DN5. Discuss the effects of nutrition and diet on the human body
DN6. Explain the functional relationships between the digestive system and other body systems
DN7. Explore clinical diseases and treatment of the digestive system
**Laboratory experience addresses the significance of digestion as well as concentrating on the importance of nutrition
CC. 9-10.RST.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CC. 9-10WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Disclaimer: Your completion of an activity will not guarantee you that you have earned its full points. Your completion of only required work and completion of C-layered activities will guarantee you a “C” grade this is the highest grade you can expect from required work and the C- layer. It is important to note that test and oral defense are required and will affect your grade as well as your work ethic. Most of the work is completed in class, therefore it is expected that you are working productively at all times. Work passed in late will result in a lower grade. Procrastination is your worst enemy.
1. Students will need to complete all required work before beginning the independent work. Students will need to complete one “layer” before going on to another layer. Each assignment has a point value based on the amount of time and effort necessary to complete that particular task. It is your responsibility to save this grading sheet.
2. It is expected that students will be working on this unit at all times during classroom assigned time (not working will result in a lower grade/no grade).
For book assignments be prepared to discuss and answer questions about
each of your assignments. Failure to do this will result in
no credit for that assignment. You will be awarded points
based on your ability to discuss and answer questions about your
4. When appropriate, (with permission from me) you may work with a partner or partners, but you must be able to answer my questions without assistance, in other words you need to know your “stuff” all of it in order to meet the standards set for each unit.
3. Appropriate classroom behavior is expected at all times. If you are confused please feel free to ask me any question.
5. For grading purposes please refer to Grading Criteria for ILP.
6. Be prepared for all assignments to be able to pass a oral defense regarding your work. Just doing the work will not guarantee you a passing grade. You must be mentally and actively engaged in your work. In other words when you create flash cards be sure you know them. Please feel free to check in with me if you have any questions regarding this process.
Science through Art
20:Poster is on sturdy poster board. The illustration is an original work showing creative blend of several sources (listed on back). Good use of white space, border and key ideas. Demonstrates an understanding of the subject (can explain 5 things learned). Creative, colorful, and visually well presented.
15: Poster is on sturdy poster board. The illustrations are somewhat original and based on one or mores sources (listed on back). Ideas may not be as clear. Demonstrates partial understanding of the subject (less than 5 things learned). May need some adjustment to earn the full point value.
10: Poster reflects learning but is not an original work. Colorful but may not be on sturdy poster board. Ideas are clear.
5: Poster hastily done. Few ideas expressed. Not original work. One color used. Not suitable for display or does not indicate learning.
Science through Textbook Reading
15: Answers are clear and written in writer’s own words. The questions may not be written but is understood in the answer (restated). Student is comfortable explaining any question and can elaborate on questions as needed.
10: Writing is original and neat with few grammatical and spelling errors. Ideas are clear and the writer is comfortable explaining 3 or 4 of the ideas written. If writing is not in English, the writer has gotten written feedback on grammar and spelling from someone fluent in that language.
5: Writing is somewhat original but contains grammatical and spelling errors. Writer is comfortable explaining only 1 or 2 of the ideas written. If writing is not in English, the writer is able to transplant and any portion of the writing, verbally.
Science through Video
15: Students watch entire video, uninterrupted by other activities. Notes were taken representing entire video. The student is able to explain 5-7 ideas learned from the video and can answer 2/3 of the questions regarding the video.
10: Student watched the entire video, uninterrupted by other activities. Notes may be sketchy or vague. The student can explain 3 or 4 ideas learned and can answer some (less than 2/3) questions regarding the video.
5: The student has watched at least 75% of the video. Can explain 3 or 4 ideas learned but cannot answer more than one question regarding movie.
Science through Technology
10: Student has spent at least 30 minutes working through the program. The student is able to explain 5 concepts learned and can answer 2/3 questions regarding program.
5: The student has spent at least 20 minutes working through the program and can explain at least 3 concepts learned. The student- answers 1/3 questions regarding program.
Doing Science (“A” level lab work 20 points)
20: The student has clearly identified the hypothesis, procedure, data and conclusion. The lab report is typed, neat and well written. Procedure is written with sufficient detail that the lab could be easily be replicated by someone else (written like a recipe). The lab is an original investigation, showing creativity. The student is able to confidently describe what their question is and what happen during the lab experiment.
15: Question, hypothesis, procedure, data, and conclusion are all in the lab report but may not be clear or identified. The lab report was typed. The procedure, data, and conclusion may not be clear or identified. The lab is not able to be repeated based on the procedures. The lab may not be an original (idea came from textbook or internet). Student cannot answer more than 2 questions.
from: Kathy Nunley’s Layered Curriculum)
Time Frame: 5/3/2011 – 5/21/2011
Required Work: (Y)
(Y) Read Chapter 16, complete Guided Reading for a test grade_________ Score
(Y) Read Chapter 17, complete Guided Reading for a test grade_________ Score
(Y) Test Chapter 16/17 Digestion and Nutrition (moodle) grade___ ________Score
(Y) Quiz villi grade__________ Score
organs and their
“Always be prepared for oral defense”
(Y) Required Work
layer 150 points needed to move to the B layer. This “C”
layer must be completed before beginning the “B” layer.
layer 100 points needed to move to the A layer. This “B”
layer must be completed before beginning the “A” layer.
layer 50 points needed
(Y) Do not lose this
paper – it will be your only record
(Y) You must sign up
for oral defense – 2 a day-if you procrastinate this will cause you to
(Y) There is a
required test on moodle that will open up on May 21, 2011.
(Y) You are expected to be working on Anatomy work at all times don’t get behind it is too hard to catch up.