The Digestive & Excretory Systems · The Digestive & Excretory Systems. AIMS Multimedia....

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The Digestive & Excretory SystemsINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING THE DIGESTIVE & EXCRETORY SYSTEMS

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19The Nutrients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Organ Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Fill in the Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 2002 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 2002 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 2002 AIMS Multimedia The Digestive & Excretory Systems11

OBJECTIVES

The Digestive & Excretory SystemsTHEMESThe Digestive and Excretory Systemsexplores the organs and processesthat allow the body to break downfood into molecules. Various nutrientsneeded by the body are examined,including proteins, fats andcarbohydrates. Chemical andmechanical digestion are discussed,in addition to absorption of nutrientmolecules into the bloodstream. Thethree primary forms of excretion arealso explored: exhalation of wastesfrom the lungs, perspiration throughthe skin, and urination performed bythe urinary system.

OVERVIEWNutrients provide raw materials forcell growth and repair. One exampleis the carbohydrate, a nutrient typewhich includes starches and sugars.Nutrition experts developed a foodguide pyramid to explain how muchof each nutrient we should eat. Inorder for nutrients to be used by thebody, they must be broken intosmaller parts called molecules. This isdone by water, acids and enzymes ina process known as chemical diges-tion. The teeth and muscles of thestomach also help by performingmechanical digestion. As food entersthe small intestine, tiny villi absorbnutrient molecules and pass them tothe blood vessels. After nutrients havebeen absorbed from digested mater-ial, unwanted waste is removed fromthe body by the excretory system. Theskin, lungs, and urinary systemremove waste from the body.

To learn more about the organsof the digestive and excretorysystem and how they function.

To discuss the various nutrientsfound in food and how they workto keep the body healthy.

To examine the processes thattake place during the breakdownof food into tiny molecules thatcan be used by the body.

To explore the excretory system’srole in eliminating waste from thebody.

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12© Copyright 2002 AIMS Multimedia The Digestive & Excretory System

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMOur digestive system is the oppositeof an assembly line. It takes food andbreaks it down into smaller parts,slowly reducing it into tiny particlescalled molecules. These moleculescan be passed into our blood supply,giving us energy and the materialswe need to grow, repair, think andmove. This is the purpose of diges-tion. Many organs work together tobreak down nutrients in differentways, giving us the building blocks oflife.

INTRODUCTION TOVOCABULARYBefore starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

digestion - breakdown of food intosmaller parts that the body can usefor building materials and energy

excretion - process that eliminatesunwanted materials from the body

nutrition - study of foods and howthey affect the health of living things

DISCUSSION IDEASAsk students to think about their bod-ies as machines that must be main-tained. What is their responsibilitytoward helping their bodies stay ingood working order? What can theydo to make sure that they get the fuelthey need? What things can they dowhich might cause a breakdown oftheir health?

FOCUSTell students to think about the thingsthey put in their bodies each day.How many individual processes mustoccur to convert these things into rawmaterials needed for the body? Howmany parts of the body are involvedin these processes? Ask students tokeep these questions in mind as theybegin the unit.

© Copyright 2002 AIMS Multimedia The Digestive & Excretory System

JUMP RIGHT IN

Preparation

Read The Digestive & ExcretorySystems Themes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing THE DIGESTIVE &EXCRETORY SYSTEMS

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view TheDigestive & Excretory Systemstogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing THE DIGESTIVE &EXCRETORY SYSTEMS

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE THE DIGESTIVE & EXCRETORY SYSTEMS AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Writing

Each organ in the digestive system plays a special role in the breakdown of food. Ask eachstudent to choose one of the organs below. Have them write a one-page diary entry, as if theywere that organ. Encourage them to describe what a typical day is like for them. What do theydo? How do they feel when their human host eats a healthy meal? How do they feel when theirhost eats junk food, and why? Do they work constantly or do they get breaks? Students can beas creative and descriptive as they like.

esophagusstomachsmall intestinelarge intestinerectumlivergall bladderpancreas

Meeting Individual Needs

Ask students to write paragraphs describing the process of digestion. They should begin witha bite of food as it enters the mouth. Each time an organ of the digestion system is mentioned,ask students to underline it.

Next, have students define each underlined word using a sentence. Encourage them to use adictionary or textbook if they need extra help.

Connection to Health

Drinking alcohol, especially in large amounts, can cause damage to the digestive system. Theliver can develop a disease called cirrhosis. This disease can lead to liver failure and death.The kidneys can also be damaged as they work to filter alcohol out of the blood. Alcoholics,or people who are addicted to alcohol, have a higher risk of developing cancer of the mouthand throat.

Discuss with the class some benefits, both physical and emotional, of abstaining from alcohol.Encourage them to think about the risk of addiction facing everyone who tries alcohol. Whatalternatives exist for people who choose not to drink?

60 Minutes

20 Minutes

15 Minutes

HEALTH

16© Copyright 2002 AIMS Multimedia The Digestive & Excretory Systems

Connection to History

In 1822, something happened that changed our understanding of digestion forever. After ayoung Canadian soldier was accidently shot in the stomach, an American surgeon namedWilliam Beaumont operated on the soldier and saved his life. However, the accident left a 21⁄2˝ hole in the soldier’s belly. When the hole was bandaged, the soldier could eat and digestnormally. When the bandage was removed, Dr. Beaumont could observe how the stomachworked. For eight years, the doctor studied digestion by using what came to be known as“Beaumont’s Window.”

Ask students to learn more about an early scientist who studied digestion. Some suggestionsare listed below. After they have researched the subject, have them present a short oraldescription of the scientists’ contributions.

GalenIvan PavlovLeonardo DaVinciLouis PasteurAndreas VesaliusFrederick Banting and Charles BestTheophilus of ChalcedonRéne de RéaumurJames LindTheodor SchwannErnest Starling and William Bayliss

Critical Thinking

Today, we walk into a grocery store and find pre-packaged, pre-cooked foods that are readyto eat. But thousands of years ago, people’s lives revolved around finding food. Early humanswould hunt animals and pick plants until all of the food supply in a certain area was gone.Then the people had to move on to another place.

When people learned to grow their own food, things changed quickly. Ask students to thinkabout some of the changes that occurred. Were the changes good or bad?

(Growing food allowed people to settle down into one place. Small villages were formed,allowing people to build better homes and have easier lives. Some settlements grew into townsand cities, where many people lived close together.

This way of life had advantages, such as allowing people to work together to grow largercrops. It also had disadvantages, such as the spread of diseases and crime.)

20 Minutes

60 Minutes

HISTORY


Connection to Science

Bring a box of crackers to class. Allow each student to eat a cracker and observe the taste.Next, ask each student to chew a second cracker for two minutes. Have them hold the crack-ers in their mouths for a few minutes more. What happens? How do the crackers taste? Whatcould be the reason? Hint word: ENZYME

(An enzyme called ptyalin breaks down starches, or complex carbohydrates, found in thecracker into sugars, or simple carbohydrates. Along with the action of chewing, this is the firststep of the cracker’s digestion.)

Hands On

For this activity, the class will need water, paper cups, paper towels, plastic coffee stirrers, cot-ton swabs, sugar, salt, vinegar, and instant coffee. Pencil and paper will also be needed. Eachstudent should have four cups and a stirrer. They should fill each cup with water and add ateaspoon of each substance to a different cup: sugar, salt, vinegar and instant coffee. Havethem stir each mixture thoroughly, cleaning the stirrer each time with a paper towel.

Using cotton swabs, the students should apply each mixture to various parts of their tongues.They should draw a large tongue on a sheet of paper and label the areas where sweet (sugar),salty (salt), bitter (coffee) and sour (vinegar) mixtures are most easily tasted.

Salt should be tasted in the front of the tongue, sour on the sides of the tongue, bitter in theback of the tongue, and sweet around the edge of the tongue.

Culminating Activity

Ask each student to keep a record of everything he or she eats in a 7-day period. Write downeach food and the amount eaten. Examples include an 8 oz. glass of milk, a cup of peas, halfa chocolate bar, and so on. When the records are complete, ask students to compare themwith the food guide pyramid. The most recent version of the pyramid can be found at the U.S.Department of Agriculture website: www.usda.gov.

How did their diets compare with the recommended servings of the food guide pyramid?Where do they need to make improvements? Where did they do well? What foods could theyadd to get more of the things they need? Have each student make a list of 10 things they cando on a regular basis to improve their diets.

10 Minutes

60 Minutes

Extended Time

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VOCABULARY

The following terms are from The Digestive & Excretory System. Fill in the number of each termnext to its closest definition.

1. enzyme2. carbohydrates3. mechanical digestion4. stomach5. liver

___ substances your body needs in order to live and grow, such as proteins and water

___ your body’s main source of energy; includes sugars and starches

___ nutrients found in meat, fish and beans that are needed for tissue growth and repair

___ breakdown of complex molecules into simpler ones

___ protein that speeds up chemical reactions in the body

___ green liquid that helps the body absorb fats into the bloodstream

___ finger-shaped structures in the small intestine that absorb nutrient molecules and help them pass into the blood vessels

___ largest and heaviest organ in the body; produces bile

___ physical breakdown of food primarily performed by teeth and muscles of the stomach

___ stretchy sack that uses muscular contractions, enzymes and acid to break down food


6. bile7. proteins8. chemical digestion9. villi

10. nutrients

© Copyright 2002 AIMS Multimedia The Digestive & Excretory Systems 19

Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

___1___ provide raw materials for cell growth and repair. One example is ___2___ , which includestarches and sugars. One type of sugar, called ___3___ , is the major source of energy for yourbody. Nutrition experts developed a food guide ___4___ to explain how much of each nutrient weshould eat. In order for nutrients to be used by the body, they must be broken into smaller partscalled ___5___ . This is done by water, acids and enzymes in a process known as ___6___ diges-tion. The teeth and muscles of the stomach also help by performing ___7___ digestion. As foodenters the small intestine, tiny ___8___ absorb nutrient molecules and pass them to the blood ves-sels. After nutrients have been absorbed from digested material, unwanted waste is removed fromthe body by the ___9___ system. The skin, ___10___ and urinary system remove waste from thebody.

1. A. Nutrients B. Villi C. EnzymesD. Blood vessels

2. A. Fats B. Proteins C. Oils D. Carbohydrates

3. A. fiberB. starchC. glucoseD. saliva

4. A. ladder B. pyramidC. helixD. circle

5. A. bolusB. vitamins C. moleculesD. complex carbohydrates

6. A. physical B. particle C. functional D. chemical

7. A. mechanical B. compound C. simpleD. chemical

8. A. chyme B. villi C. bicarbonatesD. alveola

9. A. reproductive B. excretoryC. digestive D. respiratory

10. A. heart B. muscles C. spinal cordD. lungs

Name

THE NUTRIENTS

In each blank, write the nutrient which best describes the food listed. Use the following nutrients tofill in the blanks. Some nutrients will be used more than once.

Unsaturated fats

Saturated fats

Simple carbohydrates (sugars)

Complex carbohydrates (starches)

Proteins

Minerals

1. Bread

2. Glucose

3. Beans

4. Fish

5. Rice

6. Iron

7. Potatoes

8. Olive Oil

9. Poultry

10. Cheese



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TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Complex carbohydrates are also known as fats.

2. ___ Unsaturated fats, such as olive oil, are usually liquids at room temperature.

3. ___ Minerals are nutrients found in the soil and absorbed by the plants we eat.

4. ___ Meat, fish and beans are at the base of the food guide pyramid.

5. ___ Saliva turns food into a slippery mass of mush called a bolus.

6. ___ The gallbladder filters excess urea out of the body and eliminates it.

7. ___ The body produces 1.5 liters of saliva every day.

8. ___ The average small intestine is about 10 inches long.

9. ___ The pancreas makes a juice that neutralizes acid in partially digested food.

10. ___ The kidneys contain microscopic filters called nephrons which filter harmful substances from the blood.

Name

ORGAN MATCH

Each organ on the left belongs to the digestive or excretory system. Match each organ to its correct function on the right.

1. esophagus

2. stomach

3. small intestine

4. large intestine

5. rectum

6. liver

7. gall bladder

8. pancreas

9. kidneys

10. urinary bladder

11. skin

12. lungs


• absorbs water from digested food

• clean and filter impurities from the blood usingtiny structures called nephrons

• releases waste products and water when yousweat or perspire

• uses muscle contractions and acid to physically digest food

• stores bile until it is needed by the body

• breaks down food with chemical digestion,absorbs nutrients and passes them to the blood

• moves food from the back of the mouth to thestomach

• stores feces until it is expelled from the body

• produces bile to help fats absorb into thebloodstream

• release carbon dioxide and water each timeyou exhale

• produces a juice containing enzymes andbicarbonate and releases it into the small intestine

• stores urine until it is expelled from the body


Name

FILL IN THE BLANKS

Use the words below to fill in each of the following blanks.

perspirationexhale

Vitamin Asaliva

enzymeboluschyme

epiglottis

1. When the lungs ___ ___ , they are releasing carbon dioxide and water from the body.

2. ___ ___ is produced from glands in the tongue, cheek and jaw.

3. The teeth and saliva work to transform food into a slippery mush called a ___ .

4. The ___ ___ is a special flap that moves over the windpipe to make sure food enters the esophagus during swallowing.

5. The ___ ___ produces enzymes and acids that work together to break down food into smaller particles.

6. After about four hours of digestion, food is reduced into a soupy mixture called ___ ___ .

7. ___ ___ is found in dairy products and helps the body maintainhealthy bones and teeth.

8. The skin releases waste products and water in a process known as___ ___ .

N U T R I E N T Q B E M

K P E X C R E T I O N S

L A R N E K A Q B P Z U

A N C O L N O M S M Y G

L C E S T O M A C H M A

C R B A Q E P E L R E H

G E N G A O I S R B Z P

P A H B U R I N A R Y O

N S B L C M G C S G V S

C A R B O H Y D R A T E

P M D H D P D R Q C S O

S Y E N D I K H P R H N

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

nutrientcarbohydrateproteinesophagusstomachpancreasenzymeurinaryexcretionkidneys


© Copyright 2002 AIMS Multimedia The Digestive & Excretory Systems

Name

TEST

Circle the phrase which best answers each question.

1. Rice, corn, pasta and bread are examples of:

• simple carbohydrates. • sugars.• complex carbohydrates.• proteins.

2. Poultry, fish and beans are examples of:

• fats.• complex carbohydrates.• starches. • proteins.

3. The important mineral that plays a large role in healthy blood cells is:

• Vitamin B.• calcium.• iron.• zinc.

4. Tiny particles that can be transported by your blood are called:

• molecules. • bolus.• villi.• enzymes.

5. A protein that speeds up chemical reactions in your body is called:

• fiber.• saliva.• an enzyme. • bile.

25

Name

TEST (CONTINUED)

6. The liver produces bile to help the body absorb into the bloodstream.

• fats.• pancreatic juice.• feces.• vitamins.

7. Bile is stored in a small organ called the:

• pancreas.• gall bladder. • rectum. • urethra.

8. The kidneys filter waste materials and impurities out of the:

• stomach.• large intestine.• villi.• blood.

9. A poisonous chemical called is formed during the breakdown of proteins.

• urea • chyme • stool• lymph fluid

10. Urine leaves the body through a slender tube called the:

• rectum.• urethra. • nephron.• ureter.


ANSWER KEY for page 18


VOCABULARY

The following terms are from The Digestive & Excretory System. Fill in the number of each termnext to its closest definition.

1. enzyme2. carbohydrates3. mechanical digestion4. stomach5. liver

___ substances your body needs in order to live and grow, such as proteins and water

___ your body’s main source of energy; includes sugars and starches

___ nutrients found in meat, fish and beans that are needed for tissue growth and repair

___ breakdown of complex molecules into simpler ones

___ protein that speeds up chemical reactions in the body

___ green liquid that helps the body absorb fats into the bloodstream

___ finger-shaped structures in the small intestine that absorb nutrient molecules and help them pass into the blood vessels

___ largest and heaviest organ in the body; produces bile

___ physical breakdown of food primarily performed by teeth and muscles of the stomach

___ stretchy sack that uses muscular contractions, enzymes and acid to break down food

10

2

7

8

1

6

9

5

3

4

6. bile7. proteins8. chemical digestion9. villi

10. nutrients



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

___1___ provide raw materials for cell growth and repair. One example is ___2___ , which includestarches and sugars. One type of sugar, called ___3___ , is the major source of energy for yourbody. Nutrition experts developed a food guide ___4___ to explain how much of each nutrient weshould eat. In order for nutrients to be used by the body, they must be broken into smaller partscalled ___5___ . This is done by water, acids and enzymes in a process known as ___6___ diges-tion. The teeth and muscles of the stomach also help by performing ___7___ digestion. As foodenters the small intestine, tiny ___8___ absorb nutrient molecules and pass them to the blood ves-sels. After nutrients have been absorbed from digested material, unwanted waste is removed fromthe body by the ___9___ system. The skin, ___10___ and urinary system remove waste from thebody.

1. A. Nutrients B. Villi C. EnzymesD. Blood vessels

2. A. Fats B. Proteins C. Oils D. Carbohydrates

3. A. fiberB. starchC. glucoseD. saliva

4. A. ladder B. pyramidC. helixD. circle

5. A. bolusB. vitamins C. moleculesD. complex carbohydrates

6. A. physical B. particle C. functional D. chemical

7. A. mechanical B. compound C. simpleD. chemical

8. A. chyme B. villi C. bicarbonatesD. alveola

9. A. reproductive B. excretoryC. digestive D. respiratory

10. A. heart B. muscles C. spinal cordD. lungs



THE NUTRIENTS

In each blank, write the nutrient which best describes the food listed. Use the following nutrients tofill in the blanks. Some nutrients will be used more than once.

Unsaturated fats

Saturated fats

Simple carbohydrates (sugars)

Complex carbohydrates (starches)

Proteins

Minerals

1. Bread

2. Glucose

3. Beans

4. Fish

5. Rice

6. Iron

7. Potatoes

8. Olive Oil

9. Poultry

10. Cheese

Complex carbohydrates

Simple carbohydrates

Proteins

Proteins


Minerals


Unsaturated fats

Proteins

Saturated fats



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Complex carbohydrates are also known as fats.

2. ___ Unsaturated fats, such as olive oil, are usually liquids at room temperature.

3. ___ Minerals are nutrients found in the soil and absorbed by the plants we eat.

4. ___ Meat, fish and beans are at the base of the food guide pyramid.

5. ___ Saliva turns food into a slippery mass of mush called a bolus.

6. ___ The gallbladder filters excess urea out of the body and eliminates it.

7. ___ The body produces 1.5 liters of saliva every day.

8. ___ The average small intestine is about 10 inches long.

9. ___ The pancreas makes a juice that neutralizes acid in partially digested food.

10. ___ The kidneys contain microscopic filters called nephrons which filter harmful substances from the blood.

F

T

T

F

T

F

T

F

T

T



ORGAN MATCH

Each organ on the left belongs to the digestive or excretory system. Match each organ to its correct function on the right.

1. esophagus

2. stomach

3. small intestine

4. large intestine

5. rectum

6. liver

7. gall bladder

8. pancreas

9. kidneys

10. urinary bladder

11. skin

12. lungs

• absorbs water from digested food

• clean and filter impurities from the blood usingtiny structures called nephrons

• releases waste products and water when yousweat or perspire

• uses muscle contractions and acid to physically digest food

• stores bile until it is needed by the body

• breaks down food with chemical digestion,absorbs nutrients and passes them to the blood

• moves food from the back of the mouth to thestomach

• stores feces until it is expelled from the body

• produces bile to help fats absorb into thebloodstream

• release carbon dioxide and water each timeyou exhale

• produces a juice containing enzymes andbicarbonate and releases it into the small intestine

• stores urine until it is expelled from the body



FILL IN THE BLANKS

Use the words below to fill in each of the following blanks.

perspirationexhale

Vitamin Asaliva

enzymeboluschyme

epiglottis

1. When the lungs ___ ___ , they are releasing carbon dioxide and water from the body.

2. ___ ___ is produced from glands in the tongue, cheek and jaw.

3. The teeth and saliva work to transform food into a slippery mush called a ___ .

4. The ___ ___ is a special flap that moves over the windpipe to make sure food enters the esophagus during swallowing.

5. The ___ ___ produces enzymes and acids that work together to break down food into smaller particles.

6. After about four hours of digestion, food is reduced into a soupy mixture called ___ ___ .

7. ___ ___ is found in dairy products and helps the body maintainhealthy bones and teeth.

8. The skin releases waste products and water in a process known as___ ___ .

exhale

Saliva

bolus

epiglottis

stomach

chyme

Vitamin A

perspiration



N U T R I E N T Q B E M

K P E X C R E T I O N S

L A R N E K A Q B P Z U

A N C O L N O M S M Y G

L C E S T O M A C H M A

C R B A Q E P E L R E H

G E N G A O I S R B Z P

P A H B U R I N A R Y O

N S B L C M G C S G V S

C A R B O H Y D R A T E

P M D H D P D R Q C S O

S Y E N D I K H P R H N

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

nutrientcarbohydrateproteinesophagusstomachpancreasenzymeurinaryexcretionkidneys



TEST

Circle the phrase which best answers each question.

1. Rice, corn, pasta and bread are examples of:

• simple carbohydrates. • sugars.• complex carbohydrates.• proteins.

2. Poultry, fish and beans are examples of:

• fats.• complex carbohydrates.• starches. • proteins.

3. The important mineral that plays a large role in healthy blood cells is:

• Vitamin B.• calcium.• iron.• zinc.

4. Tiny particles that can be transported by your blood are called:

• molecules. • bolus.• villi.• enzymes.

5. A protein that speeds up chemical reactions in your body is called:

• fiber.• saliva.• an enzyme. • bile.



TEST (CONTINUED)

6. The liver produces bile to help the body absorb into the bloodstream.

• fats.• pancreatic juice.• feces.• vitamins.

7. Bile is stored in a small organ called the:

• pancreas.• gall bladder. • rectum. • urethra.

8. The kidneys filter waste materials and impurities out of the:

• stomach.• large intestine.• villi.• blood.

9. A poisonous chemical called is formed during the breakdown of proteins.

• urea • chyme • stool• lymph fluid

10. Urine leaves the body through a slender tube called the:

• rectum.• urethra. • nephron.• ureter.

The Digestive & Excretory Systems · The Digestive & Excretory Systems. AIMS Multimedia....

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