Label Digestive System Diagram Print Out
fermiwords

Label Digestive System Diagram Print Out

Dinnerisover
Dinner Is Over, Now What? Spring 2003 NTTI

Page 3 of 7 ed to function?

Watch this video segment and be ready to tell me when its over.
the entire video clip.

STOP when finished.

we need to function?

(We eat

Say: What is it in the food that is so valuable to the human body? Discuss.

Say:

Now you will make a list of the nutrients as you watch the video.

STOP when finished: Present questions to the students such as Where and how does digestion start?

What do the words mechanical and chemical bring to mind?

How might these two : Say: We will now see if your ideas are correct.

the first two-minute segment of

at the segment with the picture of the girl eating and the statement, tive system.) Discuss what the students verbally describe the difference between mechanical and chemical digestidifference between mechanical and chemical breakdown of food.view of mechanical and chemWhat organs are part of the digestive process?

In which order would you place them?

of the digestive system (attached).

SAY: Now lets see if were correct.

the video segment,at the two-minute mark.(You should see a girl eating at a table.)

Have the students complete their worksheets as the PAUSEto enable students to complete their organizer.

Review the basic system aActivity:and their function, have the students measuractivity.

(You may want to check the following web site for additional information: will take a piece of purple yarn and measure from the corner of their mouths to their ears to get the length of their mouth, and cut.

Dinner Is Over, Now What? Spring 2003 NTTI

Page 5 of 7 This lesson was written as part of the Spring 2003 WVPT NTTI for the Virginia Enhancing Education Through Technology Ed Valley Technology Consortium (SVTC).Dinner Is Over, Now What? Spring 2003 NTTI

Page 7 of 7 Iodine solution 1.

Label 3 test tubes A, 2.Add 3 ml of water.

Mix by rotating the test tube between the palms of your 3.

Add 3 or 4 drops of iodine solution.

4.Put

of the cracker into test tube B.

5.Add 5ml of Benedicts so6.Place the test tube in 7.Chew a cracker for 1 minute.8.

Place the chewed cracker in test tube C.

Add 5 ml of Benedicts solution.

9.Place the test tube in the beaker with test tube B.

Heat the water in the

How did you tell?.
Pighearts
Science Experiments and

Lesson plans written and experiments and activities collected by Valene S.Lyons-Brady, vbrady@tmcc.edu, 775-829-9050, Truckee Meadows Community College, 5270 Neil Road, Reno, NV 89502.January 2004.

This project was subsidized through leadership funds, Adult Education and Family Literacy Act.
Notes on the experiments RETENTION AND OUTCOMES

I found that attendance did increase on the days we did activities, especially if the activities were announced well in advance.

Enthusiasm and enjoyment of the class certainly did.

Even if the activity or experiment was less than successful, the students thought it was great!

The grades on the Science Practice tests did improve, although not significantly.

I don’t know that I could use this as a justification for continuing the activities, but certainly the attendance and enthusiasm factors are justification enough.Providing meaningful educational experiences for our students is also excellent justification.

The best by far was the dissection of the pig hearts.

Even those squeamish students couldn’t resist a peek or a squeeze.

I was fortunate to have a cardiac tech in both my classes so we had some expertise.

I met with a local doctor who walked me through the dissection.

I also had instruction and guidance from my daughter (a Science Teacher) in this and other activities.

The ecosystems (terrariums) were also great fun and the students enjoyed having something to take home with them.

All the diagrams went well; students love to color and label
label digestive system diagram print out
.

They are all from Enchanted Learning ( State Literacy Resource Center has purchased a state license that can be used by Nevada educators to access this site.

Contact the SLRC (800-445-9673 or 775- 684-3340) to obtain the password.

The biggest failure was the lab notebook.

I think this could be done well, and would be an excellent activity in many ways, but I would certainly need to plan it out better.

Another point of interest (or dismay) was that there didn’t seem to be a whole lot of transfer from the book to the activity or vice versa.

The students had trouble relating one to the other.

I’ve learned this is common with most science classes in the public schools.

There are many books and tons of information on the Internet if an instructor wants to pursue or expand this program.

I found even doing a few activities/experiments was enough and I’m ever on the lookout for more or better ones.

I will continue doing the experiments/activities in the classroom as time and student need allow.

I think they add much to the students’ interest, enthusiasm and curiosity.

Several students expressed a desire to take science courses in college.

Feel free to contact me at vbrady@tmcc.edu or through Truckee Meadows Community College, 5270 Neil Road, Reno, NV 89502, 775-829-9050.

Note: In this “on-line” version, I cited only the Web site of the activities and experiments.

You may borrow the entire 100-page notebook that contains the complete printed experiments and activities from the State Literacy Resource Center, Nevada Literacy Coalition, 800-445-9673, 775-684-3340.

Pig Hearts and Onion Skins: Science Experiments & Activities for GED Students

Written and Collected by Val Brady, vbrady@tmcc.edu, 775-829-9050.January 2004.

This project was subsidized through leadership funds, Adult Education and Family Literacy Act.

pig hearts.doc 2TABLE OF CONTENTS Pig Hearts and Onion Skins: Science Experiments & Activities for GED Students

Written and Collected by Val Brady, vbrady@tmcc.edu, 775-829-9050.January 2004.This project was subsidized through leadership funds, Adult Education and Family Literacy Act.

pig hearts.doc 3

UNITTitleSource Forward

Lesson Plan Week 1Page 7 Poem Blind Men and Experiment

Steel click on 3.05 Article Just the Facts; Scientific Investigation Activity Peanut Observation Sherry Shelly, Science Teacher, Wilmington, IL Page 9 Article Short History of the Microscope Diagram Parts of the click on the appropriate diagram Diagram

Animal Cellwww.Enhantedlearning.comThen click on the appropriate diagram Diagram

Plant Cellwww.Enchantedlearning.comThen click on the appropriate diagram Lesson Plan Week 2Page 10 Activity Onion skin slides activity 3 their site search box, type keyword “cloning” for articles.Diagram

Respiratory System www.Enchantedlearning.comThen click on the appropriate diagram Diagram

Digestive click on the appropriate diagram Lesson Plan Week 3Page 12 click on the appropriate diagram Life Science
Activity Pig Heart Dissection / Nevadans may contact the SLRC (800-445-9673 or 775-684-3340) to obtain the password to access Enchantedlearning.comPig Hearts and Onion Skins: Science Experiments & Activities for GED Students

Written and Collected by Val Brady, vbrady@tmcc.edu, 775-829-9050.

January 2004.This project was subsidized through leadership funds, Adult Education and Family Literacy Act.

pig hearts.doc click on the appropriate diagram click on the appropriate diagram

Lesson Plan Week 4Page 13 Computer Game Food Chain (terrarium) Lesson Plan Week 5Page 14 click on the appropriate diagram Activity Building a Volcano Lesson Plan Week 6Page 15 Activity Making Lightning Plan Week 7Page 16 Diagram

Solar click on the appropriate diagram Earth Science Report Form I Don’t Know My Solar System www.windows.ucar.eduEnter the site, go to Teacher, Intermediate Classroom Activities, Solar System, “I Don’t Know My Solar System.” Lesson Plan Week 8Page 17 Activity Outrageous Ooze www.exploratorium.eduType in “ooze” in their site search engine Experiment Separat
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