Learning objectives

Knowledge

  • To describe the function of the human digestive system.

Working scientifically

  • To evaluate a model.

Success criteria

Knowledge

  • I can list the main organs of the human digestive system.
  • I can describe the function of the main organs of the digestive system.

Working scientifically

  • I can explain how a model has been used to show a part of the digestive system.
  • I can identify a weakness in the model used to represent the digestive system.

National curriculum

Science

Humans, including animals

Pupils should be taught to:

  • Describe the simple functions of the basic parts of the digestive system in humans.

Working scientifically

Pupils should be taught to use the following practical scientific methods, processes and skills:

  • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.

See National curriculum – Science - Key stages 1 and 2.

Before the lesson

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Activity: Recap and recall digestion mind map (optional).
Activity: Digestive system diagram (one each).
Activity: Digestive system diagram: support version (see Adaptive teaching).
Resource: Stretch and challenge: Digestion and food (optional - see Adaptive teaching).
Resource: Knowledge organiser: Science - Digestion and food (optional - see Adaptive teaching).
Resource: Unit vocabulary (optional - one class set for display).

Lesson plan

1: Recap and recall

Before starting this unit, check the children can recall the following key facts from units Science, Year 2, Animals: Life cycles and health and Science, Year 3, Animals: Movement and nutrition:

  • Humans need air/oxygen, food/nutrients and water to survive.
  • The life processes include movement, reproduction, sensitivity, growth, excretion and nutrition.
  • The seven nutrient groups are carbohydrates, protein, fats and oil, fibre, vitamins, minerals and water.
  • Muscles cause movement in our bodies.

Use the Activity: Recap and recall digestion mind map (one each) if needed to elicit the children’s prior knowledge.

2: Attention grabber

Give each pupil a small piece of bread and ask them to hold it in their mouth without chewing or swallowing for about 30 seconds.

Ask them:

  • What nutrient group does the bread contain the most? (Carbohydrates.)
  • How has the bread changed? (Answers may include that it became wet, soft, slippery or sweet.)
  • Why has the bread changed? (Saliva in our mouths has started breaking down the bread’s carbohydrates into sugars. This is an example of digestion.)

3: Main event

Use the equipment for modelling the digestive system in the Have ready and follow the Teacher video: Modelling the digestive system to demonstrate it to the children. Alternatively, play the Pupil video: Modelling the digestive system.

Pupil video: Modelling the digestive system

Pause the video or teacher demonstration and ask the children to identify which organ each item represents and how each organ aids the digestive process (see Teacher video: Modelling the digestive system).

Encourage the children to consider why the materials used in the model have been selected and evaluate how effective they are in modelling the process:

  • What parts of the model worked well? (Answers may include the teeth chewing or the squeezing of food through the digestive system.)
  • What parts of the model do not represent the real body well? (Answers may include the absence of actual chemicals; the model being broken up rather than continuous; liquid coming out of the small intestine when it should not; food not passing through a tube for the large intestine; the time frame not being realistic. Encourage the children to suggest alternative models or equipment.)

Observing the digestive system in the past

Display slides 1 and 2 of the Presentation: Observing the digestive system in the past and read through the story explaining how stomach acid was first observed.

Presentation: Observing the digestive system in the past

Display slide 3 and allow time for paired discussion. Take feedback and discuss as a class:

  • Why did doctors in the past usually use dead bodies to learn from? (They did not have the equipment to see inside a living body safely.)
  • How do scientists and doctors observe inside the body now? (Probes and swallowable cameras; surgery is still used but with anaesthesia and antibiotics.)
  • Do you think the doctor should have tried harder to close the wound, even if it meant he could not observe inside the stomach? (This is an ethical issue with many points of view to consider.)

The human digestive system diagram

As a class, watch the Pupil video: The human digestive system to recap the order of the organs in the digestive system and their functions.

Pupil video: The human digestive system

Hand out the Activity: Digestive system diagram (one each) and ask the children to name, describe the function and identify the equipment used to represent each organ.

4: Wrapping up

Display the Presentation: Labelling and modelling the digestive system and select volunteers to drag the labels into the correct places. Click to reveal the answers.

Presentation: Labelling and modelling the digestive system

Questions

  • What are the main organs in the digestive system? (Mouth, teeth, tongue, oesophagus, stomach, small and large intestine.)
  • What parts of the digestion model did not work well?
  • How could you improve the model?

Adaptive teaching

Pupils needing extra support

Should use the Activity: Digestive system diagram: support version; could have the Pupil video: The human digestive system playing in the background; could use the Knowledge organiser while they work to refer to the parts of the digestive system and their functions.

Pupils working at greater depth

Should add notes surrounding the diagram about the model’s strengths and weaknesses; should suggest improvements to overcome the weaknesses described; could choose an extension activity relating to the digestive system from the Resource: Stretch and challenge: Digestion and food.

Assessing progress and understanding

Pupils with secure understanding indicated by: labelling key organs found in the digestive system and describing each function; explaining how the model represented each key function of the digestive system; identifying a strength or weakness of the model.

Pupils working at greater depth indicated by: evaluating the effectiveness of the model digestive system by considering strengths and weaknesses and suggesting improvements.

Knowledge outcomes

  • I can list the main organs of the human digestive system, including the mouth, tongue, oesophagus, stomach, small intestine and large intestine.
  • I can describe the function of the oesophagus as carrying food to the stomach.
  • I can describe the function of the stomach is to break up food.
  • I can describe the functions of the small intestines as breaking up food and absorbing nutrients into the blood.
  • I can describe the function of the large intestine as absorbing water from food into the blood.

Vocabulary definitions

  • absorb

    To take in or soak up.

  • diagram

    A simple 2D drawing with labels.

  • digest

    To break up food into smaller pieces.

  • digestive system

    The group of organs that break down food and absorb nutrients.

  • ethics

    Ideas about what is right or wrong.

  • evaluate

    To judge and form an opinion on something using positives and negatives.

  • faeces

    Solid waste from the digestive system.

  • large intestine

    The organ where water is absorbed into the blood.

  • model

    Something that is used to represent something else.

  • nutrient

    A substance that is essential for survival or growth.

  • oesophagus

    A tube that carries food from the mouth to the stomach.

  • saliva

    The liquid produced in the mouth to help chewing, swallowing and digestion.

  • small intestine

    An organ where food is broken down and nutrients are absorbed into the blood.

  • stomach

    A sac-like structure where food is broken down by acid.

  • tooth

    Enamel-covered structure in the jaw for biting and chewing.

  • tongue

    The muscle in the mouth used for speaking, tasting and swallowing.

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