Digestive Detectives: Gathering Information

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

9, 10, 11, 12

Overview

Following the Before Activity (Digestive Detectives: What Do You Know?) students will work in pairs to investigate digestive diseases and disorders. Students will read provided articles to obtain information for their tables and then communicate the information within a provided data table. 

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Phase

During/Explore/Explain
Science (2015) Grade(s): 09-12 - Human Anatomy and Physiology

SC15.HAP.8

Communicate scientific information to explain the relationship between the structures and functions, both mechanical (e.g., chewing, churning in stomach) and chemical (e.g., enzymes, hydrochloric acid [HCl] in stomach), of the digestive system, including the accessory organs (e.g., salivary glands, pancreas).

UP:SC15.HAP.8

Vocabulary

  • digestive tract/ alimentary canal
  • accessory digestive organs: salivary glands, pancreas, liver, gallbladder
  • gastrulation
  • ingestion
  • mastication
  • salivary amylase
  • esophagus
  • reverse peristalsis
  • protease
  • mucosa
  • cholecystokinin
  • gastrin
  • secretin
  • chyme
  • enerokinases
  • parenteral nutrition
  • hepatic
  • flatulence
  • feces
  • buccal/ oral cavity
  • palate (hard and soft)
  • intrinsic/ extrinsic tongue muscles
  • glands (salivary, parotid, sublingual, submandibular)
  • teeth (incisors, canine/ cuspid, bicuspid/ premolars, molars, wisdom)
  • esophagus
  • stomach
  • lamina propria
  • mucosae, submucosa
  • adventitia/ serosa
  • cardiac sphincter
  • reflux
  • regions—upper (cardiac), middle (fundic), lower (pyloric)
  • cells (parietal, chief, mucous neck, gastric stem)
  • glands (cardiac, fundic, pyloric)
  • pyloric sphincter
  • intestine (small and large)
  • duodenum
  • jejunum
  • ileum
  • villi
  • mesentery
  • cecum
  • cecum
  • appendix
  • colon (transverse, descending, sigmoid)
  • rectum
  • anus
  • dysphagia
  • Gastroesophageal reflux disease (GERD)
  • Crohn's disease
  • Celiac disease
  • Diverticulitus
  • Inflammatory Bowel Disease
  • Ameobic dysentery
  • polyps
  • hepatitis
  • hernia
  • pancreatitis

Knowledge

Students know:
  • The digestive system is composed of the digestive tract (mouth, pharynx, esophagus, stomach, small intestine, large intestine, and rectum) and accessory digestive organs (salivary glands, pancreas, liver, gallbladder).
  • Mechanical digestion includes chewing (mastication), swallowing, peristalsis, churning in the stomach).
  • Chemical digestion is contributed to by enzymes, acids, and hormones.
  • The hypothalamus regulates hunger and thirst.
  • Chemical and mechanical digestion begin in the mouth.
  • Perstalsis moves food through the digestive tract.
  • The stomach uses enzymes and acids (chemical) and churning(mechanical) to digest proteins.
  • Hormones produced by the stomach and small intestine regulate digestion.
  • Digestion of most food takes place in the proximal portions of the small intestine while absorption of digested food takes place in the distal portions.
  • The large intestine absorbs water and electrolytes in its proximal components and feces is formed in the distal portions.
  • Exocrine functions of the pancreas involve the production of digestive enzymes.
  • The endocrine function of the pancreas involves insulin and glucagon, which regulate sugar.
  • Bile production is a major function of the liver.
  • The gallbladder stores and releases bile, which helps with fat digestion.
  • Food intolerances are caused by the inability to absorb or digest food.
  • Polyps are outgrowths of the mucosa that can devlop into cancer.
  • Ulcers are caused by erosion fo the digestive tract mucosa.
  • Digestive system gland disorders include cirrhosis, hepatitis, and pancreatitis.

Skills

Students are able to:
  • Gather, read, and interpret scientific information about the structures of the digestive system that contribute to mechanical digestion.
  • Gather, read, and interpret scientific information about the function of the structures of the digestive system that contribute to mechanical digestion.
  • Gather, read, and interpret scientific information about the structures of the digestive system that contribute to chemical digestion.
  • Gather, read, and interpret scientific information about the function of the structures of the digestive system that contribute to chemical digestion.
  • Communicate scientific information, in multiple formats (e.g., orally, graphically, textually) to explain the structure and function of the mechanical and chemical digestive system, as a whole, and of its intrinsic parts.
  • Use scientific literature to identify conditions and diseases that effect the digestive system.
  • Evaluate, based on evidence, how these conditions and diseases affect the body.
  • Analyze data in order to make a valid and reliable scientific claim about how the body responds to the identified conditions and diseases in its attempt to maintain homeostasis.

Understanding

Students understand that:
  • The digestive system is made of several different tissues, organs, and accessory organs that ultimately break down food into smaller, usable molecules that can be absorbed and transported by the blood to the rest of the body's tissues.
  • The digestive system creates and eliminates solid waste from the parts of foods that aren't transported into the bloodstream.
  • Numerous organs/accessory organs are structurally designed to play several different roles in the digestion process.
  • Several reactions/systems (glycolysis, electron transport chain, glucogenesis, amination, TCA cycle, etc. occur and contribute to metabolism.
  • Several factors (genetics, diet, exercise, stress, etc.) can contribute to the development of digestive disorders.
  • Lifestyle choices and various medications can help alleviate digestive disorders.
  • Multiple systems interact to play a part in digestive pathology.
  • Various organs and locations within those organs are affected, depending on each digestive disorder.

Scientific and Engineering Practices

Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts

Cause and Effect; Structure and Function
Science (2015) Grade(s): 09-12 - Human Anatomy and Physiology

SC15.HAP.8a

Obtain and communicate information to demonstrate an understanding of the disorders of the digestive system (e.g., ulcers, Crohn’s disease, diverticulitis).

Learning Objectives

Students will obtain information regarding common digestive disorders and communicate the learned material in a provided table.

Activity Details

1. The teacher will explain to students that they will be working in pairs to read several articles describing several different digestive system diseases and disorders. Students will record their notes in the Digestive Diseases and Disorders Table. The information gathered in the table will later be used to complete a case study.

2. The teacher will ensure that students have access to a print or digital copy of the table.

3. The teacher will show students where to locate the articles, ensuring that students know to click the “PDF Full Text” button in the top left corner after clicking the original links.

4. The students will take time to read the articles and take notes on the Digestive System Diseases and Disorders Table.

5. Students will turn in their tables for teacher review to ensure readiness for the case study activity.

Assessment Strategies

The teacher will review student data tables to ensure they obtained communicated information regarding digestive diseases and disorders and to ensure readiness to participate in the After Activity (Digestive Detectives: Investigating Patient Data).

Acceleration

Students who finish early may wish to research more information about each of the diseases, including images of the effects of the diseases on digestive organ tissues.

Intervention

Students in need of extra support should be paired with higher achievers. Students may also use a read-aloud extension or app, such as Google Read & Write or Microsoft ReadAloud.

Background / Preparation

Advanced Preparation:

  • Teacher:
    • The teacher should be familiar with the structures and functions of the digestive system.
    • The teacher should be familiar with the information provided in the articles regarding the diseases and disorders listed on the Digestive Diseases and Disorders Table.
    • Optional: Teacher should print copies of the Digestive Diseases and Disorders Table.
    • The teacher should ensure access to the AVL articles linked above. The link will direct the user to the abstract of each article; following clicking the link, click the button "PDF Full Text" in the top left corner to access the full article. In the event that any of the links are dysfunctional, follow these steps:
      1. Navigate to the AVL website.
      2. Click "High School" Resources button then "Science & Health" then "Health Source: Consumer Edition (EBSCO)."
      3. Search the following phrases to find each article, then click the "PDF Full Article" button in the top left corner to access the full article:
        • "peptic ulcer disease" to find "Peptic Ulcer Disease." Digestive Disorders 2015
        • "monaco, john e" to find "Children in Hospitals" by John E. Monaco, with subject "appendicitis"
        • "hiatal hernia" to find "Hiatal Hernia." Digestive Disorders 2015
        • "celiac disease" to find "Celiac Disease." Digestive Disorders 2015
        • "divert diverticulitis" to find "Divert Diverticulitis." Running and FitNews Nov/Dev 2010
        • "crohn's disease" to find "Crohn's Disease." Digestive Disorders 2015
  • Students:
    • Students should be familiar with the structures and functions of the digestive system.
    • Students should have participated in the Before Activity (Digestive Detectives: What Do You k
    • Know?).

Learning Activity (Before)

Total Duration

31 to 45 Minutes
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