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Stomach has digestive juices the pancreas has gastric juices liver has bile 

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Stomach has digestive juices the pancreas has gastric juices liver has bile 

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Mouth, esophagus,stomach, small intestine,large intestine, and anus

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Mouth, esophagus,stomach, small intestine,large intestine, and anus

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Organ c is liver

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Scan the code and answer the questions.

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Join a game of Blooket to answer questions and compete in a fierce clash to determine who is the best and what Blook will come out victorious.

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Exercise IV: Guided question , Spallanzani experiment (25 min) 

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Exercise IV: Guided question , Spallanzani experiment (25 min) 

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Answer the following questions in your copybook

1)Pose the problem revealed in the above experiment.

2)Indicate the variable in the above experiment.

3)Formulate the hypothesis tested in the above experiment.

4)Draw a table of conditions and results of the experiment.

5)Interpret the results of tubes 1 and 2 at the end of the experiment.

6)What do you conclude?

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List 3 things you learned so far about the digestive process and its types!

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On a sticky note:

List the characteristics of the small intestines that make it a good surface for the absorption of nutrients.

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If the small intestine is the final step of digestion, then what does the large intestine do?

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Answer the questions in your copybook.

1)Indicate the organ where the digestion of food starts and where it ends.

2)Describe the fate of nutrients.

3)Name the organ responsible for the absorption of nutrients.

4)Name the structure responsible for the absorption of nutrients.

5)List the characteristics that make the small intestines well adapted for absorption.

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3rd characteristic. - 4 students will be chosen randomly (1 vs 3), they will represent the blood vessels.
- Students have to transfer the “nutrients” found in one side of the class to a container.

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3rd characteristic. - 4 students will be chosen randomly (1 vs 3), they will represent the blood vessels.
- Students have to transfer the “nutrients” found in one side of the class to a container.

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1) Stop and Think: Identify which team has a higher chance of winning.

2) Proceed with the relay.

3) Numbered Heads Together (2 minutes): What characteristic of the small intestines can you conclude?

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2nd characteristic . Numbered-Heads-together. - One student will hold a napkin while the teacher pours water on it.  Another student holds a paper while the teacher pours water. 

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2nd characteristic . Numbered-Heads-together. - One student will hold a napkin while the teacher pours water on it.  Another student holds a paper while the teacher pours water. 

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1)Distinguish the results observed when water is poured into the napkin to the results of the paper.

2)Deduce the second characteristic that makes the small intestines good for absorption.

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Which paper do you think has a larger area? Why?

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Warm up: Round Robin / student #2 shares the answer (5 min)

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Warm up: Round Robin / student #2 shares the answer (5 min)

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1)Define nutrients

2)Define absorption

3)Indicate where the nutrients should be sent.

4)Indicate how nutrients are transported

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Answer the questions in your copybook:

1)Label organs C, D, and E.

2)Indicate the pathway followed by the food in the digestive tract of the rat.

3)List the organs in which chemical digestion is carried out and indicate the juices responsible for each.

4)Indicate the organs where mechanical digestion is carried out.

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1. Recreate the below table in your copybook 2. Research online the digestive juice found in each organs and fill in the table

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With which student do you agree? why?

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Watch the video and answer the questions

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students’ progress with hassle-free analytics as you flip your classroom!

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Recreate this table in your copybook then fill it in.

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Students read the text then fill in the table.

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1. Recreate the diagram in your copybook and fill it in

2. Attach your work below..

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1) Individually, watch the video and take notes about the pathway of food.

2) Indicate the pathway followed by the food in the digestive system of mammals (eg. Humans).

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students’ progress with hassle-free analytics as you flip your classroom!

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Individual work: Research the definition + example of each type

Pair-up: Discuss your findings

Share: Share your response on Padlet  (Student#1)

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1)Indicate the source of nutrients for the body.

2)Define digestion.