Sess 5 Digestion

1. The biological process of digestion
and developing scientific vocabulary
Year 2
Session 5
October 2019

2. Session Intentions
• To develop knowledge and understanding of the
digestive and how to teach this concept creatively
• To develop understanding of ways to assess
Working Scientifically skills and attitudes
• To consider the use of using models to support
teaching and learning
• To consider ways of planning for science

3. What do you know about
digestion?
• Using the template provided, draw what you
think happens to food once it enters the
mouth.
• Label your diagram and describe the function
of each part if you can
• TRY TO AVOID LOOKING AT THE WORK OF
THOSE AROUND YOU!

4. Big Question
• ‘You are what you eat’
• Do you think this statement is
true or not?
• Please record a statement on the
back of your sheet.

5. Scientific Language
• Working wall
• Word bank
• Model use of vocabulary
• Expect children to use correct vocabulary and value its use

6. Year 4

8. Incisor
Canine
Premolar
Molar
the cutter
the ripper tearer
the crusher grinders
The Process of Digestion
What do the children
know already?

9. Incisors
Incisors
Canine
Canine
Premolars
Molars
Premolars

10. Beaver
Horse
Dog
Turtle
Sheep
Panda
Tiger
Hippopotamus
Human

11. What are we looking/listening for
when assessing this work?
What questions could we ask
to promote and assess
learning?

12. What happens next?
Which diagram do you prefer to
look at? Why?

13. Breakfast Time
• In groups of 3, make your breakfast and then
use the equipment (as demonstrated) to
digest the meal
• At every stage USE SCIENTIFIC
VOCABULARY/TERMS to explain and discuss
what is happening to the food

14. Evidencing understanding:
In table groups your understanding of the
digestion process.
What creative/fun method might you choose?
Drama Dance
Poem interview/news report
Song etc…..

15. Evidencing understanding:
Poem made up by two year 5 pupils
I chew my food to make it mush
I swallow the mushy goo.
It mixes up in my stomach
And moves on to my gut .
In my gut it goes into my blood
The water I drink is needed too
What is left I do not need
And so I go to the loo
What questions could we ask to
clarify the pupil’s understanding?
• Is it only chewing that makes the
food ‘mushy goo’?
• Is there another name for ‘gut’?
• Why does the water help us
digest our food?

16. Co-Ordinated learning
Examine the year 4 children’s work.
What K & U do they demonstrate about the
digestive process?
How accurately have they used scientific
vocabulary?

17. Comparing Digestive systems
What are the
similarities and
differences?
How useful is it to
use the correct
vocabulary when
discussing these
diagrams?

18. Science is about evidence!

19. Planning for this topic

22. What have you learned?
Fill in the second body outline to demonstrate
your understanding of the digestive
system/process
How many of these key words can you explain?
How many additional digestion related words
have you learned?

23. Subject Knowledge Tracker
Working Scientifically: Process skills, using
simple equipment, key vocabulary related to
practical tasks
Biology: Digestion

24. Useful references and websites
British Medical Association (BMA) (2013) Board of Science.
Available at:
http://bmaopac.hosted.exlibrisgroup.com/exlibris/aleph/a23_1/ap
ache_media/5BHGI2CPEIGNRJXM8TV5AR58BGD252.pdf
Department for Education (DfE) (2013) National Curriculum.
Harlen: W. and Qualter, A. (2009) The Teaching of Science in
Primary Schools. Routledge.
Osborne, J., Wadsworth, P., & Black. (1992). Processes of life:
Primary SPACE project research report. Liverpool: Liverpool
University Press.
Related Reading

25. • https://www.teachingideas.co.uk/sites/default/files/ilovemylungs.pdf
Investigating lungs and breathing (Roy Castle lung cancer foundation)
• Healthy body and healthy eating Theme 5
• https://www3.hants.gov.uk/bi4l-theme5.pdf
• NHS: The eatwell guide
• https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/
• Food a fact of life: lessons
• http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=15&sectionId=101&contentI
d=436
• Fun, food and fitness: A PSHE resource for Year 1-6
• http://www.westfieldinfants.co.uk/PSHE%20Primary%20Scheme/Fun,%20Food%2
0and%20Fitness.pdf
• British Nutrition Foundation: Ideas for British Nutrition Week 2018
• https://www.nutrition.org.uk/healthyliving/hew/bnhew18-activities.html
• STEM: Teaching the KS2 snack bar lesson
• https://www.stem.org.uk/resources/elibrary/resource/32003/teaching-ks2-snack-
bar-lesson

26. • British Medical Association (BMA) (2013) Board of Science (Available
on-line)
http://bmaopac.hosted.exlibrisgroup.com/exlibris/aleph/a23_1/apache
_media/5BHGI2CPEIGNRJXM8TV5AR58BGD252.pdf
• Department for Education (DfE) (2013) National Curriculum.
• Driver, R., Squires, A.,Rushworth, P. and Wood-Robinson, V. (1994)
Making sense of Secondary Science: Research Into Children’s Ideas,
London: Routledge.
• Harlen, W. and Qualter, A. (2009) The Teaching of Science in Primary
Schools. Routledge.
• Osborne, J., Wadsworth, P., & Black. (1992). Processes of life: Primary
SPACE project research report. Liverpool: Liverpool University Press.