Learning Resource Type

Learning Activity

Digestive Detectives: Investigating Patient Data

Subject Area

Science

Grade(s)

9, 10, 11, 12

Overview

Following the During Activity (Digestive Detectives: Gathering Information) student pairs will be provided with a patient data card. Using notes from their research, students will determine the patient’s diagnosis and create a mini claim-evidence-reasoning poster using an online design platform. The poster will allow students to communicate information to demonstrate an understanding of digestive diseases and disorders. 

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

    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).

    Unpacked Content

    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).

    Phase

    After/Explain/Elaborate
    Learning Objectives

    Learning Objectives

    Students will demonstrate understanding of the diseases and disorders of the digestive system by analyzing patient data and diagnosing them with a digestive disease. 

    Students will create a mini claim-evidence-reasoning poster to communicate information and their understanding of digestive diseases and disorders.

    Activity Details

    1. The teacher will return the Digestive Diseases and Disorders Table from the During Activity. 
    2. The teacher will explain to students that they will continue to work with their assigned partner. Each pair of students will be given a patient data card with symptoms and diagnostic tests. There are 6 patients, each with a different diagnosis. Some pairs of students may have the same patient assigned to them. The possible diagnoses are the diseases and disorders listed within the table. Students may refer back to the articles they used to gather information if necessary.
    3. Students will be given time to determine the diagnosis for their assigned patients in pairs.
    4. Student pairs assigned the same patient will compare their diagnoses. 
    5. The teacher will explain that students will create a simple mini claim-evidence-reasoning (CER) poster using an online design platform. They should include clear blocks of text that state each element of their CERs. If devices are unavailable, students can create mini posters using construction paper and colored pencils or markers. 
    6. Students will turn in their mini posters digitally or physically for teacher review.
    Assessment Strategies

    Assessment Strategies

    The teacher will review student mini posters using a rubric to verify accurate analysis of patient data and correct diagnosis and to verify communicated understanding of digestive diseases and disorders.

    Acceleration

    Groups that finish early can add additional information to their CER mini poster, such as treatments or images. 

    Intervention

    Some students may wish to create a paper poster or present their CER in a way that is more conducive to their strengths.

    Approximate Duration

    Total Duration

    16 to 30 Minutes

    Related Learning Activities

    Background and Preparation

    Background / Preparation

    • Teacher:
      • 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
    • The teacher should have reviewed the Digestive Diseases and Disorders Table from the During Activity (Digestive Detectives: Gathering Information) and returned them to students. 
    • The teacher should be familiar with online design platforms (Canva, Google Docs, Google Slides, etc.) and should select one or create a list of tools for students to choose from to create their posters.
    • The teacher should be familiar with the elements of the claim-evidence-reasoning model and what information should be included in each component. 
    • The teacher should print the Patient Data document and cut each page in half to create the Patient Data Cards. 
    • Optional: Laminate the Patient Data Cards.

     

    • Students:
      • Students should have gathered information on the 6 digestive diseases and disorders on the table provided in the During Activity.
      • Students should be familiar with an online design platform, like Canva, Google Docs, or Google Slides to create their poster.

    Materials and Resources

    Materials and Resources

    Teacher:

    Students:

    Digital Tools / Resources

    ALSDE LOGO