Jan

|| Think and communicate with clarity and precision Design an experiment Gather and interpret data Think interdependently To be aware of how they learn Listen to others || Why does what we eat matter? What happens to the food we eat? What does inside the body mean? How is the structure of digestive systems related to function? Evaluate the importance of surface area in chemical digestion and absorption? How can we design a fair experiment? How do we evaluate the reliability of experimental results? || What is the food we eat used for? Describe the 5 main nutrient groups and their use. Explain why water and fibre are considered to be non-nutrients. Identify independent and dependent variables. Compare the difference between mechanical (including bile) and chemical digestion. Define ingestion, absorption, assimilation and elimination. Match adaptations of teeth and jaw structure to different diets. What is the role of enzymes in chemical digestion (speeding up and reused). Briefly describe the structure and main functions of the following parts of the digestive system: mouth, oesophagus, stomach, small intestine, pancreas, liver, gall bladder, large intestine, rectum and anus. What are the causes, symptoms and benefits of flatulence, appendicitis, diarrhoea, vomiting and hiccups. ||
 * Unit Title ||
 * Why eat? ||
 * Unit Summary ||
 * This unit looks at why we need to eat, what we need to eat, what happens to the food we eat and how these affect human health. Experimental design thinking skills
 * Teaching and Learning Taxonomy – focusing on Higher-Order Thinking Skills ||
 * Apply past knowledge to new situations
 * Curriculum Framing Questions ||
 * Curriculum- Framing Questions |||| Essential Question ||
 * ^  |||| Why eat? ||
 * ^  |||| Unit Questions ||
 * ^  |||| Why do we need to eat?
 * ^  |||| Content Questions ||
 * ^  |||| What is cellular respiration ?
 * Accommodations for Diverse Needs  ||
 * Students with Special Needs: || Describe modified requirements, differentiated instruction and assessment, extended work time, guiding templates, support structures, and personnel. Also describe modifications in how students express their learning (example oral interview instead of written) ||