Class: Year 11 Biology

Time: 1.20pm-3.00pm
Topic: Chemical digestion & Heart
Date: 27/Aug/2015 Thursday afternoon
Setting: Lab
My Aim

Essential
Question
Focus
Questions/
Success
Criteria

1. Try cover different topics in the given amount of

time
2. Clear delivery of content knowledge
1.

1. Understand the role of chemical digestion in our

body
2. Understand the structural differences between
the different digestive systems; significance and
benefits for the organisms diet
3. Understand how the physical structure of heart
assists in keeping the unidirectional blood-flow

AusVELS/

Unit1 AoS2:

VCE/VCAL

processing nutrients: features of effective systems in

heterotrophs; examples of systems in
different animals
distributing materials: features of effective transport
systems; examples of transport systems
in multicellular organisms

Assessment

Resources
/Sources
/Materials
/Equipment

Key Vocabulary

Special
Considerations

Continuous summative assessment through inclass discussion

In-group discussion with students when they are
doing jig-saw
Worksheet on digestive track for students to
complete over the weekend

-PowerPoint slides
-Short video digestion by enzymes
-reading pieces for jig-saw activity (omnivores,
carnivores, foregut herbivores and hindgut
herbivores)
-worksheet
Autotrophs, heterotrophs, absorptions, small
intestine, large intestine, pepsin, amylase,
emulsification,

Topic and activities

Time

MAIN BODY
Guiding Inquiry and
Practise
What will I do? (T) What
will students do? (SS)

Materials
required

Time
Allocati
on

Assessment Criteria:
Assessment AS Learning

-Science joke on the screen prior PPT slides

to students arrival
-Quick recap on the activity done I
last lesson briefly discuss the
journey of food in human digestive
track (focusing on mechanical
digestion)
-Prompt and guide the students to
provide verbal response
Initiate the discussion around
chemical digestion. Starting with
an example of consuming
carbohydrate (bread)
How does it taste when you
chew a piece of bread over a
period of time? Bitter? Sour?
Or sweet?
What do you think happens in
your mouth?
Guide the discussion to chemical
digestion
Short video Digestion by Video clip
enzymes
Summary table and identify the Slides
key enzymes
-amylasebreakdown of starch
-pepsin protein
-bile emulsification of fats
Students do not have to copy the
table down, but they are expected
to name the key enzymes and
their respective roles in digestive
system
Basic principal of absorption
Slides
-increased SA:V by having villi
-transfer of nutrients/molecules
into capillaries & lymphatic system
-thickness of the villi

5 mins

5 mins

5 mins
5 mins

10 min

-large intestine is responsible in

absorbing water, small amount of
nutrient and end product of
bacterial digestion
Autotroph vs heterotroph
-Assess students prior knowledge
by showing them a food pyramid
and prompt them to identify
producer and consumers
what is the relationship between
the two
Briefly go through the
characteristic of each.
Comparing the mammalian guts
-individual reading (5 mins)
-group discussion amongst
students with the same reading (5
mins)
-organize students into groups,
each group will have all 4 types of
digestive systems students will
need to discuss and compare the
different guts (15mins)
Heart
-Formative assessment
discussion to assess students
prior understanding
Drawing
-Draw a heart on whiteboard, and
instruct students to either
physically label it on the board or
simple verbal response to name
the structure of the heart (4
chambers)
-students will be instructed to draw
it on their notes
-Guide the discussion to compare
the difference between
oxygenated and deoxygenated
blood
-Where does blood get oxygen
and become oxygenated?
-How does blood travel inside the
heart
Use different colour arrows to
3

Slides

5 mins

-Reading
pieces
-instruction
for students
on the slides

25 mins

5 mins

-WB &
markers

15 mins

represent the oxygen levels in the

blood flow inside the heart
Worksheet for students
Show students the animation of
beating heart on iPad and actively
form discussion between 2-3
students; show them the app and
reinforce the flow of blood in the
heart (~3 mins each group)
;

20 mins