25.1 Feeding
and Digestion
Farah Abou Hachem
2023-2024
Period 1
Monday Jan. 29th 2024
Learning Intentions:
Students will be able to :
• Explain how animals obtain food.
HOTS
The students will be solving the elaborate part
as an extension of the lesson.
Connecting Science and Islam:
I can:
Success Criteria
• Classify animals according to their diets.
• Explain different types of symbiosis.
• Analyze cases and determine the type of
symbiosis.
PreAssessment
Engage
5 mins
Argue:
Nowadays many people are going on
vegetarian or vegan diets. Do you agree with
them? Support your answer with evidences.
Explore:
Rules & Expectations
1.
2
• You will
work in
group.
Choose the
task
according
to your
learning
style
3
• You will be
given 15
minutes to
answer the
questions
in PART A.
• Use the
resources
attached in
each task.
4
• The leader
is
responsible
to make
sure the
entire team
has
answered
all the
questions.
• Be ready to
reflect on
what you
solved
Explore- Rubric
Explore: How do animals obtain food?
Task 1
Watch the following video, then
answer the following questions:
Carnivore, Herbivore, and
Omnivore
Symbiosis
Task 2
Observe the diagram, then answer Read page: 840-841, then create
the questions that follow:
a table to classify how animals
Group 1
obtain food.
Group 2
1. How are animals classified
according to their diets?
2. What are the types of
symbiosis?
3. What is the name of the group
of animals that feed on dead
organisms?
Task 3
1. Classify the animals of group 1.
2. Classify the animals of group 2.
3. What is the name of the group
of animals that feed on dead
organisms?
Explain
Students will
communicate their
findings
5 mins
Elaborate, Search online for the following:
Teacher Talk: Animals Obtaining Food
 Filter Feeders: Most filter feeders catch algae
and small animals by using modified gills or other
structures as nets that filter food items out of
water.
 Detritivores: Detritivores feed on detritus, often
obtaining extra nutrients from bacteria, algae,
and other microorganisms that grow on and
around it. (Detritus is made up of decaying bits
of plant and animal material.)
 Herbivores: Eat plants or parts of plants or algae.
 Carnivores: Carnivores eat other animals.
 Omnivores: Eat both other animals and plants.
Teacher Talk: Animals Obtaining Food
 Nutritional Symbionts:
Symbionts are the organisms involved in a symbiosis. Many
animals rely upon symbiosis for their nutritional needs.
Parasitic Symbiosis Parasites live within or on a host organism,
where they feed on tissues or on blood and other body fluids,
disrupting the health of their hosts.
Mutualistic Symbiosis Mutualistic nutritional relationships benefit
both participants, and are often important in maintaining the
health of organisms.
Commensalism Symbiosis: members of one species gain
benefits while those of the other species neither benefit nor
are harmed.
Evaluate
Vocabulary
 Carnivore
Herbivore
Detritivore
Omnivore
Commensalism
Mutualism
Parasitism
Period 2
Tuesday Jan. 30th 2024
Learning Intentions:
Students will be able to :
• Describe how digestion occurs in animals.
HOTS
The students will be solving the elaborate part
as an extension of the lesson.
• Explain how mouthparts are adapted for
different diets.
Connecting Science and Islam:
I can:
Success Criteria
• Compare the digestive tracks in vertebrates
and invertebrates.
• Explain the digestion in ruminants .
• Analyze the relation between time and protein
digestion.
PreAssessment
Watch the following video then answer the
big question:
Engage
5 mins
Could Humans ever hibernate? Provide
evidence from the video to support your
answer.
How Does Hibernation Work?
Explore:
Rules & Expectations
1.
2
• You will
work in
group.
Choose the
task
according
to your
learning
style
3
• You will be
given 15
minutes to
answer the
questions
in PART A.
• Use the
resources
attached in
each task.
4
• The leader
is
responsible
to make
sure the
entire team
has
answered
all the
questions.
• Be ready to
reflect on
what you
solved
Explore- Rubric
Explore: How do animals obtain food?
Task 1
Watch the following video, then
answer the following questions:
Digestion in Sponges
Digestion in Cnidarians
Digestion in Birds
Task 2
Task 3
Observe the diagram, then answer
the questions that follow:
Read page: 842-844, then
answer the questions that
follow:
1. Compare the digestive
track of the three animals in
the videos. In terms of
openings and the numbers
of tracks.
1. Compare the digestive track of
the three animals in the videos.
In terms of openings and the
numbers of tracks.
2. Based on your previous
knowledge, how is the human
digestive system different from
the above digestive systems.
2. Compare the mouthparts of
herbivores and carnivores.
3. What are ruminants?
1. Which diagram represents
herbivore
and
which
is
carnivore? Explain your answer.
2. What are ruminants? Explain.
a
a
Explain
Students will
communicate their
findings
5 mins
Teacher Talk: Processing Food
 The simplest animals, such as sponges, digest food inside specialized cells that pass
nutrients to other cells by diffusion.
 More complex animals break food down outside cells in a digestive cavity and then
absorb the nutrients they need.
 Many invertebrates and all vertebrates digest food as it passes through a tube called
a digestive tract, which has two openings. Food moves in one direction, entering the
body through the mouth. Wastes leave through the anus.
Teacher Talk: Specializations for Different Diets
Teacher Talk: Specializations for Different Diets
Specialized Mouthparts:
Eating Meat Carnivores typically have sharp mouthparts
or other structures that can capture food, hold it, and “slice
and dice” it into small pieces.
Teacher Talk: Specializations for Different Diets
Specialized Mouthparts:
Eating Plant Leaves Herbivores have mouthparts adapted
to rasping or grinding to tear plant cell walls and expose
their contents.
Teacher Talk: Specializations for Different Diets
Specialized Digestive Tracts:
Animals called ruminants, such as cattle, have a
pouchlike extension of their esophagus called a
rumen (plural: rumina), in which symbiotic bacteria
digest cellulose.
Ruminants regurgitate food that has been partially
digested in the rumen, chew it again, and
reswallow it.
This process, called “chewing the cud,”
mechanically breaks down the food and exposes
more surfaces to bacterial activity, which helps in
digestion.
Evaluate
Elaborate, Analyze a graph:
Vocabulary
 Incisors
Molars
Canines
Premolars
Rumen
25.2 Respiration
Farah Abou Hachem
2023-2024
Period 3
Tuesday Jan. 30th 2024
Learning Intentions:
Students will be able to :
• Describe the characteristics that the
respiratory structures of all animals share.
HOTS
The students will be solving the elaborate part
as an extension of the lesson.
Connecting Science and Islam:
I can:
Success Criteria
• Compare the different ways of gas exchange in
different animals.
• Describe respiration in gills.
• Analyze data to choose the correct graph to
represent it.
PreAssessment
Review Cellular Respiration: Watch the video
and then answer the question that follow.
Engage
Cellular Respiration
1. What is the process of cellular respiration?
2. What are the two types of respiration? How do they differ?
3. What is the word equation of cellular respiration?
5 mins
Explore:
Rules & Expectations
1.
2
• You will
work in
group.
Choose the
task
according
to your
learning
style
3
• You will be
given 15
minutes to
answer the
questions
in PART A.
• Use the
resources
attached in
each task.
4
• The leader
is
responsible
to make
sure the
entire team
has
answered
all the
questions.
• Be ready to
reflect on
what you
solved
Explore- Rubric
Explore: How do animals obtain food?
Task 1
Watch the following video, then
answer the following questions:
Gas Exchange in Animals
Task 2
Task 3
Observe the diagram, then answer Read page: 845-846, then fill the
the questions that follow:
below table.
Explain
Students will
communicate their
findings
5 mins
Teacher Talk: Gas Exchange
 Gas Diffusion and Membranes:
• Recall that substances diffuse from an area of higher
concentration to an area of lower concentration.
• Gases diffuse most efficiently across a thin, moist
membrane that is permeable to those gases.
• The larger the surface area of that membrane, the more
diffusion can take place, just as a bumpy paper towel
absorbs more liquid than a smooth one does.
Teacher Talk: Respiration with gills
Evaluate
Elaborate
Vocabulary
 Operculum
Gill filament
Period 4
Wednesday Jan. 31st, 2024
Learning Intentions:
Students will be able to :
• Describe the characteristics that the
respiratory structures of all animals share.
HOTS
The students will be solving the elaborate part
as an extension of the lesson.
Connecting Science and Islam:
I can:
Success Criteria
• Compare the respiratory systems between
different terrestrial animals.
• Analyze the relation between the size of the
animal and it`s heartbeat.
PreAssessment
Inquiry Warm-up
1. Working with a partner, count the number of breaths you take in 15
seconds. Multiply that number by four for the number of breaths per
minute. Have your partner record the numbers.
Engage
2. Repeat the procedure three times. Record each of the numbers and then
calculate the average.
3. Take a deep breath and hold it for as long as you can. Have your partner
record your time.
4. Repeat the procedure three times and take an average.
5. Switch roles with your partner and repeat the procedure.
6. Exchange data with other groups in the class.
1. Observe What was the range of breathing rates per minute of the entire
class?
2. Draw Conclusions Why are there differences in breathing rates among
members of the class?
5 mins
3. Analyze Data What was the average length of time classmates could
hold their breath?
4. Infer What factors might affect how long you could hold your breath?
Explore:
Rules & Expectations
1.
2
• You will
work in
group.
Choose the
task
according
to your
learning
style
3
• You will be
given 15
minutes to
answer the
questions
in PART A.
• Use the
resources
attached in
each task.
4
• The leader
is
responsible
to make
sure the
entire team
has
answered
all the
questions.
• Be ready to
reflect on
what you
solved
Explore- Rubric
Explore: How do animals obtain food?
Task 1
Watch the following video, then
answer the following questions:
Task 2
Task 3
Observe the diagram, then answer Read page: 848, Compare the
the question that follow:
lungs between different terrestrial
animals.
Parts of the respiratory system in
vertebrates
Mention the parts of the respiratory
system and explain the role of
Mention the parts of the respiratory
each part.
system and explain the role of
each part.
Explain
Students will
communicate their
findings
5 mins
Teacher Talk: Respiratory Surfaces of Terrestrial
Animals
 Respiratory Surfaces in Invertebrates
• Respiratory structures in terrestrial invertebrates include skin, mantle cavities, book lungs, and
tracheal tubes.
• All terrestrial vertebrates—reptiles, birds, mammals, and the land stages of most amphibians—
breathe with lungs.
• The internal surface area of lungs increases from amphibians to reptiles to mammals.
Teacher Talk: Respiratory Surfaces of Terrestrial
Animals
Evaluate
Elaborate: Discuss why a bird’s pulse rate
is so much faster than a human’s.
Vocabulary
 Trachea
Alveoli
lungs
Period 5
Thursday Feb.1st, 2024
Learning Intentions:
Students will be able to :
• Describe the characteristics that the
respiratory structures of all animals share.
HOTS
The students will be solving the elaborate part
as an extension of the lesson.
Connecting Science and Islam:
I can:
•
Success Criteria
Investigate whether heat tolerant fish successfully respire
in warm, low-oxygen environments.
Explore:
Rules & Expectations
1.
2
• You will
work in
group.
Choose the
task
according
to your
learning
style
3
• You will be
given 15
minutes to
answer the
questions
in PART A.
• Use the
resources
attached in
each task.
4
• The leader
is
responsible
to make
sure the
entire team
has
answered
all the
questions.
• Be ready to
reflect on
what you
solved
Explore- Rubric
Explore: How do heat tolerant fish successfully respire in warm, low-oxygen
environments?