Digestive System

Introduction

With this web-quest, you will show what you have learned about the digestive system.

Remember that digestion is the transformation of complex food into nutrients with the help of digestive juices. Digestion takes place in the digestive tract or digestive tube.

You will work in pairs to create a model/poster of the digestive system (organs of digestive tract, digestive juices, functions, etc…)

You will be able to create your poster, which will include all the information that you have learned. You will be given 3 sessions in class including the rehearsal time before the oral presentation.

You will present those projects to your classmates to show how much you’ve learned and inquired throughout the unit.

You will show competence in content, communication, culture, and cognition.

You will work on organization, research, and collaboration skills.

Image result for Digestive System

Inquiry questions:

-What are the different parts of the digestive system?

-How does the food we eat impact our digestive system?

-How can we maintain a good health?

 

 

 

Duration Time: 2 sessions

Task

You will follow GRASPS strategy in this assessment.

Goal: Your goal is to create a model/poster to show the steps of the digestion process in the proper order. You need to explain the function of each organ and role of gastric juices. Discuss the impact of balanced diet on our digestive system as well as on our health.

Role: You are a nutritionist, who works in the health care center.

Audience: Your friends in the same class.

Situation: You have been invited to grade 6 students to educate them about digestive system.

Product: A Visual and written poster /model about the digestive system.

*Check the rubric for the assessment criteria.

 

The Pre-task Phase

The Task-Cycle Phase

Presentational Phase

Process

Process: Let us start the assessment!

First: Brain storm your initial ideas and the content you will cover, using an online mind map as a graphic organizer.

http://mindmapfree.com/

 

Second: Click on the following link to play a game, which will remind you of the part of the digestive system

http://yakult.com.au/resources/flash/flash_digestiveDD100.html

Third: Watch this video from other grades about the process of the digestion to have better understanding.

https://www.youtube.com/watch?v=AJM6cDH0yOU

“The digestive System”/ “A Digital Story”

 

Fourth: You are ready to create your poster/model with your friend with suitable illustrations, label, and written discussion as mentioned in the “goal”.

 

Fifth: Practice presenting your poster/model with your friend.

Note: You will be given feedback from the teacher for a better approach.

 

Finally: You will present your project to your classmates. Do not forget your role as nutritionists, where students will ask you scientific questions.

Evaluation

Text Box: Final grade </p> <p>Digestive System

Poster/Model/ Rubric

Students’ Names _______________________________ Grade 6

 

Achievement level

7-8

5-6

3-4

1-2

 

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

 

 

Labels

All items of importance on the poster are clearly labeled with captions that can be read from at least 3 feet away.

Almost all items of importance on the poster are clearly labeled with captions that can be read from at least 3 feet away.

Many items of importance on the poster are clearly labeled with captions that can be read from at least 3 feet away.

Labels are too small to view OR no important items were labeled.

 

 

Graphics -

Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.

All graphics relate to the topic. One or two borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

 

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout, and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

 

Grammar

 

There are no spelling/scientific mistakes on the poster.

There are 1-2 spelling/scientific mistakes on the poster.

There are 3-4 spelling/scientific mistakes on the poster.

There are more than 4 spelling/scientific mistakes on the poster

Rubric for Oral Presentation

 

Excellent

Good

Fair

Needs Improvement

Using Language in Spoken form

The student speaks effectively using a basic range of vocabulary, grammatical structures, and conventions accurately. Occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy. He / She uses language effectively to suit the context.

The student speaks making good use of a basic range of vocabulary, grammatical structures, and conventions, generally accurately. When speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility. He/ She usually uses language to suit the context.

The student speaks using a basic range of vocabulary, grammatical structures, and conventions, with some inappropriate choices. When speaking, uses pronunciation and intonation with some errors, some of which make understanding difficult. He/ She uses language to suit the context to some degree.

The student has difficulty to speak using a basic range of scientific vocabulary, and conventions. When speaking, uses pronunciation and intonation with many errors, making understanding difficult. He/ She makes minimal use of language to suit the context.

 

Interactive Question

Demonstrate full knowledge and confidence by answering all class questions with explanations and elaboration.

Is at ease with expected answers to all questions without elaboration.

Is uncomfortable with information and is able to answer only rudimentary questions.

Does not have grasp of information and cannot answer questions about the topic.

 

Enthusiasm

Demonstrate strong enthusiasm about the topic during the entire presentation.

Shows some enthusiasm feelings about the topic.

Shows little or mixed feeling about the topic presented.

Shows no interest in the topic presented.

 

Audience Awareness

Significantly increases audience understanding and knowledge of topic and convinces an audience to recognize the validity and importance of the subject.

Raises audience understanding and awareness of most points.

Raises audience understanding and knowledge of some points.

Fails to increase audience understanding and knowledge of topic.

 

Conclusion

Congratulations! You have presented your projects, and you’ve become experts in this topic after inquiring and presenting your work.

Now it is time for self-reflection.

Refer to the rubric and fill the reflection chart (questions) in the OneNote.

 

§  What did you enjoy most in this project?

§  What was challenging the most?

§  What linguistic skills do you feel strong in?

§  Which competence do you need to develop more?

§  What was challenging about it?

§  Did you extend your knowledge? Explain.

Credits