7th Grade

 LINK

8th grade last lesson. Enjoy

 Hey everyone! It is the last lesson on Digestion. Then Quiz (next lesson).

LINK for today's file

Main print from the file is here (if you have trouble with the file)

HW: using this LINK fill the table with columns: Vitamin, Role, Source

9th grade online quiz

 LINK is HERE

Digestive System 2. 8th Grade lesson

 Hey everyone. Here is the second lesson in row of Digestion module. Enjoy!

Learning outcomes (to be able to):

Content: to be able to explain function of stomach, small intestine, large intestine, liver and pancreas.

Language: describe the flow of food through the digestive system using words: previously, next, before (this), afterwards, after (this), then.

Exercise 1. Step one (individual work). Circle the right words or phrases in italics to create grammatically correct questions by content.

 

Step two (individual work). Match the following correct answers to the questions above. There are two extra answers that cannot be used.

1.      The organs of the alimentary canal are the mouth, pharynx, esophagus, stomach, small intestine, and large intestine.

2.      The accessory digestive structures include the teeth, tongue, salivary glands, liver, pancreas, and gallbladder.

3.      They also contract in a peristaltic rhythm - contract in waves.

4.      Stomach glands secrete two digestive substances: enzyme pepsinogen and hydrochloric acid.

5.      The acid converts pepsinogen into pepsin, an active enzyme pepsin breaks down complex protein molecules.

6.      Break down of sugars, proteins and fats happen in your small intestine.

7.      This steady contraction and relaxation is called peristalsis.

Exercise 2. Step one (individual work): Before you start, go back to the exercise 2 and remember what you already know. Fill in the blanks by using given words and phrases:

absorption              activities                 small intestine                   digestion process    stomach and small intestine                  proteins                  mouth           enzymes       defecation               reflex                      back and forth

(A)____, fats and sugars are digested in different parts of the digestive system. Proteins are digested in the (B)____. Digestion of fats starts in mouth and is completed in (C)____. Digestion of carbohydrates mostly happens in the intestine but begins in a (D)____. Enzymes designed only for the digestion of particular type of food play important role in the (E)____.

The small intestine is where digestion is completed and almost all (F)____ happens. These two (G)____ are made by microvilli. There are around 200 million microvilli per square millimeter of small intestine, which contain special (H)____ that complete the digestion of sugars and proteins. Segmentation (division of something into smaller parts) moves the chyme (I)____, increasing mixing and opportunities for absorption.

The large intestine absorbs water and forms feces, and is responsible for (J)____. Bacterial flora break down rest of the sugars, and synthesise certain vitamins. The entry of feces into the rectum activates the defecation (K)____.

Step two (pair work): Check your results with your partner’s results.

Step three (individual work): Compare your results with the correct answers shown by your teacher.

Exercise 3. Step one (individual work): Compare small and large intestines. Write down common things in the middle.

Step two (pair work): Compare your results with partner’s results.

Exercise 4. Step one (individual work). Answer the given questions.

1.      Of the three major food classes (carbohydrates, fats, and proteins), which is digested in the mouth, the stomach, and the small intestine?

2.      Offer a theory to explain why segmentation occurs and peristalsis slows in the small intestine.

Step two (individual work). Discuss your answers with the face partner and class.

Digestion online quiz 8th Grade

 Link is in here!

Digestion In The Mouth. Lab Report

Human salivary amylase: calcium ion
visible in pale khaki, chloride ion in green.

Hey there everybody. You are able to understand how your saliva changes your food. Simple experiment will provide you with useful information about the process of sugar digestion in the mouth. Use this scheme to do your work.

LAB WORK REPORT

Title: Digestion In The Mouth

Introduction: The digestion of starch begins in the mouth where it is mixed with saliva containing the enzyme salivary amylase.

8th Grade. Digestion 1st Lesson

 Digestive System

Learning outcomes (to be able to):

Content: name and explain structures of digestive system and their functions.

Language: describe flow of food through the digestive system using sequential transition words (subsequently, previously, eventually, next, before (this), afterwards, after (this), then)

Exercise 1. Step one (individual work): Match the key terms of the respiratory and digestive systems with their definitions.

1. epiglottis	a. one of the two organs in your body that you breathe with.
2. trachea	b. an organ of the body which produces a substance that the body needs, such as hormones, sweat, or saliva.
3. lung	c. the liquid inside your stomach that helps you to digest food.
4. esophagus	d. the tube that takes air from your throat to your lungs.
5. gland	e. the tube through which food passes down from your mouth to your stomach.
6. gastric juices	f. the piece of flesh that hangs down at the back of your throat.

 

Step two. Discuss your answers with shoulder partner.

Exercise 2. Step one (individual work). Match the given words and phrases with the numbers on the picture.

 

Words and phrases to use:

A.     Esophagus

B.     Stomach

C.     Large intestine

D.     Ingestion of food

E.     Feces

F.     Anus

G.    Pharynx

H.     Small intestine

I.        Defecation

Exercise 3. Step one (individual work). You will hear the following words in the video. Do you know their meaning? Match the words with their translation in your native language. Use a dictionary to help you.

trigger                                                             squeeze

esophagus                                                     stomach

digestive juices                                              absorb

unrecognizable                                              bile

fats                                                                 nourishment

intestines                                                       proteins

Step two (individual work). Answer questions after watching the video (https://goo.gl/wqoLLI).

1.      How are muscular contractions of the alimentary tract controlled?

2.      What is the function of the stomach according to the video?

3.      What bile is used for?

4.      Where does the body take its nourishment from?

Step three (pair and team work). Discuss your answers with the face partner and class.

Here we are. 8th Grade online test.

 Hey everyone. This test opens in the beginning of the test time (in the lesson).

Enjoy! And LINK of course

Respiration 2: Dark Part. 8th Grade lesson

New Term - new lesson! Enjoy!

 Exercise 1. Step one (individual work). Fill in the blanks by using given words and phrases:

throat           carbon dioxide                diffusion                 humidify                conducting zone              gas exchange               responsible                      major                               respiratory zone              out of the lungs

The breathing system is (A)_______ for getting oxygen and getting rid of (B)______, and helping in speech production and in sensing smells. From a functional perspective, the respiratory system can be divided into two (C)______ areas: the conducting zone and the (D)______. The conducting zone consists of all of the structures that provide passageways for air to travel into and (E)_______: the nasal cavity, throat, trachea, bronchi, and most bronchioles. The nasal cavity helps to warm and (F)_____ incoming air, while removing dirts and pathogens. Then air travels through other structures of the (G)______ to the lungs.

The respiratory zone includes the structures of the lungs that are directly involved in (H)______: the bronchioles and alveoli. The lining of the conducting zone is composed mostly of pseudostratified hair-lined columnar epithelium. The mucus traps pathogens and dirts, whereas beating cilia move the mucus upwards to the (I)______, where it is swallowed. As the bronchioles become smaller and smaller, and nearer to the alveoli, the epithelium thins. The endothelium of the surrounding capillaries, together with the alveolar epithelium, forms the respiratory membrane. This is a blood-air barrier through which gas exchange happens by simple (J)______.

Step two (pair work): Compare your results with the correct answers shown by your teacher and discuss them with your partner.

Exercise 2 (individual work). Read the text and make graphic organiser - Mind Map.

“Asthma is common condition that affects the lungs in both adults and children. Approximately 10 percent of adults and 15 percent of children in the Russian Federation suffer from asthma. In addition, asthma is the cause of 80% death in children from 11 to 16 years old. Asthma is a chronic disease characterised by inflammation and fluid collecting in the tissues of the airway, and bronchospasms (constriction of the bronchioles), which can prevent air from entering the lungs. In addition, excessive mucus secretion can occur, which further contributes to airway closing. Cells of the immune system, such as eosinophils and mononuclear cells, may also be involved in infiltrating the walls of the bronchi and bronchioles.

Bronchospasms occur periodically and lead to an “asthma attack.” An attack may be triggered by environmental factors such as dust, pollen, pet hair, or dander, changes in the weather, mould, tobacco smoke, and respiratory infections, or by exercise and stress.”

Exercise 3 (individual work). Watch the video and answer the questions (https://goo.gl/fdAGhB): Check if you know these words before watching.

unconscious                              flattening

to unload                                    to exhale

intercostal                                  to force

1.      Why is it better that the lungs are spongy rather than empty like a balloon?

2.    How do you think your breathing and lungs adapt when you're exercising?