Science G4 Break It Down

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Science and Health-Grade IV

Unit 1 - People/Digestive System
Break It Down
COPYRIGH T NOTICE
Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit.” This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Written, edited and produced by Basic Education Assistance for Mindanao, May 2009
SCIENCE AND HEALTH-GRADE IV
UNIT 1 - PEOPLE/DIGESTIVE SYSTEM
BREAK IT DOWN
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 8
Basic Education Curriculum Competencies

Grade 4 science: People: The human digestive system
• Demonstrate an understanding of the parts of the digestive system and the function of each
part
– Identify the parts of the digestive system.
– Describe the function of each part.
– Follow the path of food from mouth to the other parts of the digestive system.
– Describe what happens to food in each part.
– Discuss the importance of food digestion.
• How the digestive system works through a diagram
– Describe common ailments of parts of the digestive system (e. g. toothache,
stomachache, gas pains).
– Discuss ways of preventing injuries to the skeletal system and muscular systems.
– Discuss prevention and cure of ailments described in #1 (e. g. chew food well,
eating the right kinds of food, etc.).
Objectives
• Identify the different parts of the digestive system;
• Describe the function of the different parts of the digestive system;
• Explain the digestive process;
• Make model of the digestive system;
• Identify some common ailments in the digestive system;
• Describe some symptoms and causes of some common ailments in the digestive system;
• Identify some tips to prevent/cure some common ailment in the digestive system; and
• Name some ways in keeping the digestive system healthy.
Essential concepts, knowledge and understandings targeted

• The digestive system is the organ system which takes charge in the breaking down of food
into simple substances and absorbing the nutrients to nourish the cells throughout the body
so they can function well.
• Digestion starts in the mouth and ends in the small intestine.
• The digestive system can be grouped into two: the digestive tract and the accessory
organs.
• The digestive tract is an open ended tube through which the food passes. It is composed of
the following organs - mouth, esophagus, stomach, small intestine and large intestine.
Basic Education Assistance for Mindanao

Learning Guide, May 2009 3
BREAK IT DOWN
• The mouth is the first part of the digestive tract. It is where the food enters. In the
mouth, the food is cut into smaller pieces by the teeth by means of chewing. Saliva
released by the salivary glands mixes with the food. Saliva contains enzyme called amylase
which breakdown carbohydrates. The tongue helps in mixing the food and saliva by moving
it around in the mouth until it becomes a soft mass. It is now ready to be swallowed. When
it is ready to be swallowed, the tongue will push the soft mass of food or bolus to the
larynx down the esophagus. When we swallow, the epiglottis, a flap of cartilage, will cover
the trachea to prevent the bolus from entering into it. Instead, it directs the bolus into the
esophagus.
• The Esophagus is the second part of the digestive tract. It is a narrow tube, about 10
inches long which moves the bolus down the stomach by peristalsis. At the end of the
esophagus, is a muscular ring which opens to release the bolus to the stomach and closes
back to prevent the bolus from flowing back to the esophagus.
• The stomach is the third part of the digestive tract. It is a stretchy sac-like structure with
strong walls located at the left side of the abdomen, below the diaphragm. When empty, it
looks like letter C and small but it can stretch to accommodate the meals. The stomach
receives the partially digested food and the liquid that we take. As soon as the stomach
receives the food, it releases gastric juice which contains hydrochloric acid and enzyme
pepsin. Hydrochloric acid creates the acidic environment for the pepsin to breakdown the
proteins. It also kills the microorganism that may have been ingested. The stomach moves
in wavy motion (peristalsis) to compress, pummel, stir and mix the food with the
pancreatic juice and moving it into the end part of the stomach. The food now turns into
softer, porridge-like thing called chyme. At the end of the stomach is a muscular ring which
controls the flow of chyme into the small intestine. It acts like a door which opens as the
chyme flow and closes back to prevent it from flowing back to the stomach. It takes 4
hours or more for the stomach to empty itself from food.
• The Small Intestine is the fourth part of the digestive tract. It is a narrow,about 1 1/2 in
diameter and 22 ft. long, coiled tube which extends from stomach to the large intestine. It
is in this part where most digestion and absorption happen. Small intestine has three
sections: the duodenum, the jejunum and ileum. As the chyme enters the duodenum,
digestive juices like bile from liver and gallbladder and pancreatic juice from pancreas are
released. Bile emulsifies the fats and breaks it down from large globules to smaller
droplets. It also helps the fat digesting enzyme to break down the fats. Pancreatic juice
contains enzymes like amylase which breaks down the carbohydrates into simple sugar,
lipase which breaks down the fats into fatty acids and glycerol and trypsinogen which
breaks down protein into amino acids. Then, the digested food moves to the jejunum
where more digestion and absorption of nutrients like vitamins, minerals, amino acids,
simple sugar, iron, etc. occur. What is left after the absorption are the indigestible food
material, some water and bacteria which moves to the last part of the small intestine, the
ileum.
The inner surface of the small intestine is lined with millions of microscopic finger-like
structure called villi. They absorb the nutrients into the bloodstream which nourish the
cells.
The small intestine moves in peristaltic movement causing the digested food to move along
it. It takes 3-6 hours for the small intestine to empty.
• The Large Intestine is the last part of the digestive tract. It has larger diameter than the
small intestine but very much shorter. Its diameter is 2.5 inches with the length of 5-6 ft
and forms an inverted U over the small intestine. It has three sections: the cecum where
the appendix is located, colon and rectum. No digestion occurs in the large intestine. But it
performs several important functions like reabsorbing the water, dissolving the salts from
the residue and the bacteria in the large intestine promote the breakdown of undigested
food materials and make several vitamins like Vitamin K which the body needs for the

BREAK IT DOWN
clotting of blood. As more and more water is absorbed the waste materials become
compacted into soft mass called feces.
The large intestine moves its remaining contents towards the rectum. The rectum stores
the feces until elimination. Then, muscle contractions in the walls of the rectum push the
feces towards the anus where it passes out from the body.
• The accessory organs are the tongue, teeth, salivary glands, liver, pancreas and
gallbladder.
• The teeth cuts the food into smaller sizes to make swallowing easy and accommodate
digestion.
• The t moves the food around so that it will be mixed with saliva and pushes the bolus to
the pharynx when swallowed.
• The salivary glands secrete saliva which contains enzyme amylase. This enzyme breaks
down carbohydrates into simple substance.
• The liver produces bile, a yellowish green substance which emulsifies fats and assists the
fat digesting enzyme in breaking down fats.
• The pancreas secretes digestive juices which contain enzymes like amylase, lipase and
trypsinogen. These enzymes breakdown the starch and sugar into simple sugar, fats into
fatty acids and glycerol and protein into amino acids.
• The gallbladder stores the bile. During digestion, it releases the bile.
• Digestive system can be inflicted with different ailments. Some are very minor like
toothache while others are life-threatening like cancers. Some of the common ailments,
their prevention/cure are described in the activity sheets for Activity 3.2 of the learning
guide.
• Tips in keeping the digestive system healthy is also enumerated in Background Information
for Teachers (2) of this Learning Guide.
Suggested organizational strategies

• Prepare the materials ahead of time.
• Prepare the classroom for group activity.
Opportunities for Integration

• MSEP-making of lap book
• Mathematics-making a personal digestive system model with measurements
• Health-identifying ways to keep the digestive system healthy
Activities in this Learning Guide

Activity 1: Which Way?
Multiple Intelligences
• Visual/Spatial

BREAK IT DOWN
Skills
• Seeing patterns; Observation and recall of information
Activity 2: The Big Picture
• Visual/Spatial
Skills
• Seeing patterns; Organization of parts
Activity 3.1: Digestion: A Big Deal!
• Logical/Mathematical; Verbal/Linguistic
Skills
• Use information; Solve problems using required skills or knowledge
• Understanding information
Activity 3.2: Some Common Ailments, Prevention/Cure
• Body/Kinaesthetic; Naturalist
Skills
• Solve problems using required skills or knowledge
Activity 4 Option 1: Revisiting the Paper Twin
• Visual/Spatial
Skills
• Organization of parts
Activity 4 Option2: The Inside Story
• Verbal/Linguistic; Intrapersonal
Skills
• Translate knowledge into new context
Activity 5.1 Option 1: The Digestive System in Action
• Body/Kinaesthetic

BREAK IT DOWN
Skills
• Translate knowledge into new context; Solve problems using required skills or
knowledge
Activity 5.1 Option 2: My Digestive Tract
• Logical/Mathematical
Skills
• Translate knowledge into new context; Solve problems using required skills or
knowledge
Activity 5.2: Healthy Living Lap Book
• Visual/Spatial; Verbal/Linguistic
Skills
• Translate knowledge into new context; Relate knowledge from several areas
Activity 6: Thinking About My Learning
• Intrapersonal
Skills
• Mastery of subject matter; Knowledge of major ideas
Key Assessment Strategies

• Assessment checklist
• Rubrics
• Reflective Journal

BREAK IT DOWN
Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
Digestive System is the organ system which takes care of the digestion of food to nourish
the body.
In this stage, students will be working in groups where they will make one “paper twin”
and draw the organs which help in the digestion and the path of food in the body. They
will also explain according to their own understanding what happens to food as it enters
the body.

BREAK IT DOWN
Strategy
Small Group Discussion is a strategy used to generate ideas on a certain topic from all
students in a limited time. This is done to increase the student-student interaction and
to encourage participation especially in expressing his/her ideas.
Materials
1 manila paper, pentel pen/black crayon/pencil, a small basket of different foods ( actual
samples or toys)
Activity 1: Which Way?
Advance Preparation
Prepare a basket and different kinds of food.
During the Activity
1. Show the basket and ask some volunteers to take out and identify the food. Let them
explain the benefit they can get from the food.
2. Organize students into groups.
3. Distribute a manila paper, pencil/crayon /pentel pen and ask them to make one “paper
twin” by tracing the outline of the body of one of their members.
4. After making the “paper twin”, have them imagine that they are eating. Ask them the
following questions:
• What do you do first when you eat?
• Why do you think you have to chew the food that you eat?
5. Let them write their answers on the space below their paper twin.
6. When done, let them think about the following questions.
• Where do you think the food that you eat go as you swallow them?
• Where do you think will they pass?
7. Let them draw and label the path of food as it enters the body on their “paper twin” to
answer the questions in number 6.
8. When done, let them present their output to the class.
9. Ask them to post their “paper twin” and revisit them after the topic will be fully
discussed.
Formative Assessment
You may use the Small Group Assessment Checklist, (see page 21) to assess the group's
performance on the activity.
Roundup
Students should have:
• expressed their current understanding about the process on breaking of food;
and
• drawn and labeled the path of food in the body.

BREAK IT DOWN
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
In this stage, the students will be working in groups to sequentially arrange the pictures of
the organs of the digestive system sequentially to form the digestive tract. This picture
will be used to introduce the topic, the concepts to be developed and the objectives.
Strategy
Small Group Discussion is a strategy used to generate ideas on a certain topic from all
students in a limited time. This is done to increase the student-student interaction and to
encourage participation of every student especially in expressing his/her ideas.
Materials
for teacher's use:
• 4 sets of pictures of the different organs of the digestive system (see Teacher
Resource Sheet for Activity 2 “Digestive System Organs”, page 22)
• cardboard, paste or glue, a pair of scissors, envelope
for each group of students:
• manila paper, pentel pen, paste, an envelope containing the set of pictures
Activity 2 – The Big Picture

Advance preparation:
1. Cut and paste the pictures (see Teacher Resource Sheet for Activity 2 “Digestive System
Organs”, page 22 ) separately on a cardboard.
2. Prepare four sets of the digestive system organs. Each set includes pictures of mouth,
esophagus, stomach, small intestine and large intestine.
3. Put each set of digestive system organs in four separate envelopes.
During the Activity:
1. Organize students into four groups.
2. Distribute the materials and envelope to every group.
3. Instruct them to arrange the pictures in sequence (based on their own understanding)
from the first to the last organ of the digestive system and paste them on manila paper.
Then have them say something about this question:
• What do you think happens to the food as it enters your body?
4. Give them enough time to do the activity.
5. Once done, let them show their work to the class and share their answer to the
question posed in number 4.
6. Facilitate debriefing. Direct their attention on their output and ask: In which organ
system do you think these organs belong?

BREAK IT DOWN
7. Introduce the topic ( The Digestive System), the concepts ( its parts and functions, the
digestive process, the importance of digestion and some common ailments: their
prevention/cure) and the objectives. You may write these words on the board or write
them on strips of paper and post them on the board.
You may use the Small Group Assessment Checklist, (see page 21) to assess the group's
performance on the activity.
Roundup
• arranged the pictures of the organs of the digestive system sequentially; and
• been given the overview and objectives of the topic.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
This Learning Guide is about the human Digestive System. There are two activities in this
stage. These activities are provided to build student's understanding on the basic concepts
of the Digestive System like its parts and functions, the importance of digestion, the
digestive process and some common ailments and their prevention/cure. These activities
will help them increase their awareness on the importance of this organ system and to
take care of it to prevent illness from occurring. They will also be able to help the
members of their family how to take care or cure the ailments they might encounter.
The activities in this stage is anchored on BEC Competencies for Grade IV Unit 1, People,
numbers 5.1 – 5.5 and 6.1 – 6.2.
Strategies for activity 3.1
1. Small Group Discussion
2. Learning Centers are any areas in your classroom which you designate for students to
accomplish certain challenge.
Materials
for:
• Learning Center 1 – pentel pen, bond paper, pencil, crayon, a pair of scissors,
activity sheet for Activity 3.2 “Learning Center 1 – The Journey Begins”, page 23
• Learning Center 2 – ruler, bond paper, pencil, crayon, pentel pen, a pair of
scissors, activity sheet for Activity 3.2 “Learning Center 2 – On the Way Down”,
page 24
• Learning Center 3 – ruler, bond paper, pencil, crayon pentel pen, a pair of
scissors, activity sheet for Activity 3.2 “Learning Center 3 – Mixing and Churning”,
page 25
• Learning Center 4 – ruler, manila paper, pencil, pentel pen, crayon, a pair of
scissors, activity sheet for Activity 3.2 “Learning Center 4 – Passing Through”,
page26

BREAK IT DOWN
• Learning Center 5 - ruler, manila paper, pencil, pentel pen, crayon, a pair of
scissors, activity sheet for Activity 3.2 “Learning Center 5 – The Last Stop Over”,
page 27
for teacher's use
• Teacher Resource Sheet for Activity 3.2 – The Table for Digestive System, page 28
• a big Digestive System Chart
• Teacher Resource Sheet for Activity 3.2, “The Process of Absorption in Small
Intestine”, page 29, coconut milk, fine clean cloth, strainer/sponge, clear
container
Activity 3.1 – Digestion: A Big Deal!
1. Prepare five learning centers. Label them as:
• Learning Center 1 – The Journey Begins
• Learning Center 2 – On the Way Down
• Learning Center 3 – Mixing and Churning
• Learning Center 4 – Passing Through
• Learning Center 5 – The Last Stop Over
2. Put in each learning center the materials specified on the list.
3. Make a “Table for Digestive System” on a manila paper. See Teacher Resource Sheet for
Activity 3.2, “Table for Digestive System”, page 28 and post it on the board.
4. Prepare the materials for the absorption process in small intestine. See Teacher
Resource Sheet for Activity 3.2 “The Process of Absorption in Small Intestine”, page 29.
During the Activity:
1. Ask students what they think about the words “digest” and “digestion”. Publish their
answers on the board.
2. Organize students into about five groups. Assign more members to groups four and five.
3. Inform students that they are going to do a specific activity in their learning center.
4. Post the following questions on the board to guide the students:
• Where does digestion begin?
• What happens to the food in the mouth and to the other organs after we swallow
it?
• How is the food digested?
• What are the organs involved in the digestive process?
5. Lead each group to their learning center.
6. In their learning center, have them take out their activity sheets and introduce the
table posted on the board(refer to “Table for Digestive System”, page 28). Let them
make a table similar to the one posted on the board to be filled in with information
from the paragraph/s they will read.
7. Give them enough time to accomplish the task.

BREAK IT DOWN
8. When done, let each group

• fill in the Digestive System Table posted on the board. See Teacher Resource
Sheet for Activity 3.1, “Table for the Digestive System”, page 28.
• connect the picture they made to the picture which comes before it.
• share the concepts they learned from their reading starting from learning center
1 to learning center 5.
9. Facilitate debriefing every after a group shared their output. Revisit their answers for
the motive questions in number 2 and make necessary adjustments, if there are. In
addition, you may also ask the following questions:
• What are the different organs in the digestive system? Into how many groups can
we divide them? What are these groups? What are the organs that belong to each
group?
• What are the functions of each organ?
• How long is the digestive tract?
• What is digestion?
• Where does it begin? Where does it end?
• How does the food reach the cells in the body?
• Is digestion important? Why do you say so?
10. Demonstrate the Absorption process in small intestine after the debriefing of group
five. See Teacher Resource Sheet for Activity 3.2 “The Process of Absorption in Small
Intestine”, page 29.
11. Provide lecturette about the digestive system: its function as a whole and the parts
and functions of digestive tract and the accessory organs. See Background information
for teachers (1), pages 31 - 34.
12. Show the Digestive System Chart so students would be able to see the location of the
parts and how they look like. See Teacher Resource Sheet for Activity 3.1, “The Parts of
the Digestive System”, page 30.
You may use Small Group Assessment Checklist, (see page 21) to assess the group's
performance in the activity.
Roundup
• identified the parts of the digestive system and described their functions;
• made a model for each part;
• described what happens to the food in every part of the digestive tract;
• explained digestion and its importance; and
• described the digestive process.

BREAK IT DOWN
Strategy for Activity 3.2

1. Simulation is a strategy where pupils play the role of a certain character in a scenario.
It promotes evaluative and critical thinking as they contemplate on the implications of
the scenario.
2. Small Group Discussion
Materials
• Activity sheet for Activity 3.2 , “ Common Ailment, Its Prevention/Cure”, pages
35 - 41
• Teacher Resource Sheet for Activity 3.2, “Table for Some Common Ailments,
Prevention/Cure”, page 42
Activity 3.2 – Some Common Ailments/Prevention/Cure
1. Prepare five learning centers. Label them as:
• Learning Center 1 – Gastritis
• Learning Center 2 – Appendicitis
• Learning Center 3 – Diarrhea
• Learning Center 4 – Dyspepsia
• Learning Center 5 – Constipation
• Learning Center 6 – Cholera
• Learning Center 7 – Tooth Decay and Toothache
2. Put in each learning center the appropriate activity sheets as specified in number 1.
See activity sheets for Activity 3.2, pages 35 - 41.
3. Make a “Table for Some Common Ailments, Prevention/Cure” on a manila paper. See
Teacher Resource Sheet for Activity 3.2, “Table for Digestive System”, page 42 and post
it on the board.
During the lesson:
1. Ask the students to name ailment in the digestive system which they had experienced.
Publish them on the board. (toothache, diarrhea, gas pain, etc.)
2. Let them describe their feeling when they experience the ailment.
3. Ask them the possible cause/s of their ailment and what they did to cure it.
4. Inform students that they will be working in groups to perform some challenges in
learning centers which is in connection with common ailments in the digestive system,
their causes, prevention/cure.
5. Organize students into seven groups to match with the seven learning centers. Have
them organize themselves by assigning tasks to each member like the coordinator who
will take the lead in the activity, recorder who will record their responses, etc.
6. Orient them that they will do the following in their learning center:
• Read the activity sheet and talk about it, with the coordinator leading the group.
• Present what they learned from their reading through role play (e.g. dramatize
how a child get tooth decay, what he feels, and the tips for prevention/cure)

BREAK IT DOWN
7. Show the enlarged table for some common ailments, prevention and cure. Refer to
Teacher Resource Sheet for Activity 3.2, “Table for Digestive System”, page 42. Orient
them that the observers should observe very well and fill in the table posted on the
board based on the role play of the group.
8. After the group's performance, have them provide input to clarify some information.
9. Process students output/presentation. Make sure students should identify the ailment,
describe the symptoms and causes and provided some tips for its prevention/cure.
10.Facilitate debriefing after every performance of the group. You may ask the following
questions:
• What are some of the digestive system ailment?
• What are the common causes?
• What should be done to keep our digestive system healthy?
11. Provide lecturette on some tips to keep the digestive system healthy. See Background
Information for Teachers (2)”, pages 43 - 44.
You may use Small Group Assessment Checklist, (see page 21) to assess the group's
performance in the activity.
Roundup
• identified some common ailments of the digestive system;
• described the causes and symptoms of the ailments; and
• shared some tips in the prevention/cure of the digestive system ailment.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
Students will be working in groups to assess their understanding on the different concepts
on Digestive System.
Strategy
Small Group Discussion
Materials
manila paper, pentel pen, pencil, crayon
Activity 4. 1 Option 1: Revisiting the Paper Twin
1. Using the same group in Activity 1, let them revisit their paper twin.
2. Ask them to
• make amendments on their drawing using different color of pentel pen; and
• describe at least two common ailments, their causes, symptoms,
prevention/cure.

BREAK IT DOWN
3. Give them enough time to finish the task.

4. When done, let them post their output on the wall.
5. Have the other groups visit the different output in round robin manner.
Activity 4.1 Option 2 – The Inside Story
This activity may be done individually or in pair. You may also use this for summative
assessment.
1. Inform students that they are going to have an activity to assess what they learned
about the parts and functions of digestive system and the digestive process.
2. Distribute activity sheets for Activity 4.1 Option 2 “Inside Story”, page 45.
3. Give them enough time to do the task.
4. When done, ask them to exchange output with their seat mate for marking.
Check students' output using the key answer on page 30 for Activity 4.1, Option 1
“Revisiting the Paper Twin”.
For Activity 4.1, Option 2, “The Inside Story”, you may use the Possible Answers on page
46.
Roundup
The students should have:
• identified the different parts and functions of the digestive system
• described the digestive process;
• described some common ailments in the digestive system, their causes,
symptoms, prevention/cure.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Students will be working in groups to use what they learned about the digestive system in
different situations.
Strategy
Simulation is a strategy where pupils play the role of a certain character in a scenario. It
promotes evaluative and critical thinking as they contemplate on the implications of the
scenario.
Materials
for teacher to prepare
• 2 ripe bananas/any available food, 2 ziplocks/smoked cellophane, four glasses,
four food coloring (red, yellow, green, blue), water, 8 ice candy wrapper
for each group of students
• a banana in a ziplock/smoked cellophane and 4 packs of different – colored water

BREAK IT DOWN
Activity 5.1 Option 1 – The Digestive System in Action

Advance Preparation:
1. Peel the ripe banana/any food available in your locality. Put it in a ziplock/smoked
cellophane and seal.
2. Get water and put it in three different containers.
3. Put a color (red/green/yellow/blue) in every container which contains water.
4. Pack the colored water in an ice candy cellophane wrapper. Make sure that each group
should have four packs of different - colored water.
During the activity:
1. Divide the class into two groups.
2. Have a quick exercise on the digestive process to refresh students about it.
3. Tell them that they are going to simulate the digestive process. Explain that when they
simulate, they are going to play the role of the organs (teeth, tongue, mouth, salivary
gland, esophagus, stomach, etc.) of the digestive system and show how the digestion
happens. Remind them to include all the accessory organs.
4. Provide each group with the materials that you prepared. Explain that the banana is
their food and the four packs of colored water represents saliva and the digestive
juices
5. Let students organize themselves into different organs they are going to simulate.
6. Give them enough time to prepare for the simulation.
7. Tell them that while one group is performing, the others will observe and make
comments on the performance made by the other group.
8. When done, facilitate debriefing. You may address some misconceptions, if there are.
You may use Presentation/Simulation Rubric on page 47 to assess student's performance.
Roundup
Students should have simulated the digestive process.
Strategy for Activity 5.1 Option 2
Model Building is a strategy where students will make a model of the organs of the
digestive system.
Materials
bond paper, paste/glue, crayon, scissor, ruler, tape measure, activity sheet for Activity
5.1, Option 2 “My Digestive Tract Measurement Guide”, page 48
Activity 5.1 Option 2 – My Digestive Tract
1. Tell students that they will be working in pairs with individual output in making a model
of their own digestive tract.
2. Before they find their pair, ask students to locate the following parts of their body to
help them accomplish their task:
• jawline, sternum, pinky,thumb, index finger tip
3. Organize the class into groups of two.

BREAK IT DOWN
4. Distribute activity sheet for Activity 5.1, Option 2 “My Digestive Tract Measurement
Guide”, page 48 and other materials. Tell them that the measurements are just
estimate sizes of their organs.
5. Give them enough time to do the task.
6. When done, let them display their output. Facilitate debriefing. Let them compare the
length of their digestive tract and ask: How long is your digestive tract? Do you have
the same length of digestive tract? How does your digestive tract fits in your body?
You may assess students' output using the key answer on page 30.
Roundup
Students should have measured their body parts and made a model of their digestive tract.
Strategy for Activity 5.2
Lap Book Making is a strategy where students is provided opportunity to enhance their
skills in writing by making a lap book from a file folder. It integrates reading, writing,
literature and critical thinking. It is named lapbook/lap book because it can fit on to their
laps.
Materials
1 file folder, construction paper, paste, a pair of scissors, pictures/drawings, crayons
Activity 5.2 – Healthy Living Lap Book
1. Show a folder to the students and ask them if they can make a book from it. After they
have shared their opinion whether or not they can make a book from a folder, tell them
that they are going to make a lap book. Explain to them why it is named a lap book.
2. Show them an example of a lap book (if available) and have them identify its parts like
the front cover, body and the back cover.
3. Demonstrate to them how to start in making a lap book by folding the two sides of the
folder to the center. (Sample shown below)Then, instruct them that they can start
filling in the pages or add pages/flip-ins in the folder with the information and pictures
of some common ailments in the digestive system, their causes, prevention/cure.
1 2 3 4 5
4. Organize students into groups of about three or four. They may draw or cut out pictures
from magazine/newspapers. Their lap book should include the following information:
• Title of the Lap Book
• Description of some common ailments, their causes, prevention and cure
• Pictures/drawings
You may assess students' output using the Lap Book Rubric on page 49

BREAK IT DOWN
Roundup
Students should have made a lap book of some common ailments of the digestive system,
their causes, prevention/cure.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, students will be working in groups to reflect about what they learned from
the lessons. This provides them opportunities to express their feelings and ideas about the
unit of work and how can they use the
Strategy
Think-Ink-Pair-Share (TIPS) is a strategy which deepen student's thinking, create more
engagement and lively discussion in the classroom. It helps students retain information and
deepen understanding through the sharing.
Materials
Activity sheet for Activity 6, “Thinking About My Learning”, page 50
Activity 6: Thinking About My Learning
1. Tell students to reflect on the activities they did and the lessons they have on
digestive system. Ask them the following questions to think about:
• What are the three most important things you learned?
• How can you use what you learned?
• How will you improve your performance next time?
2. Show them the activity sheet for Activity 6 “Thinking About My Learning” on page
50 and talk about how to do it.
• Think – have students think about the questions found in it.
• Ink – have them record their thoughts about the questions in this box.
• Pair – have them find a partner, share their ideas and record common ideas.
• Share – using their “pair” ideas, let them choose one major idea to be shared
with the whole class.
3. When they are done, call for some volunteers to share their output with the class.
Roundup
Students should have expressed and shared what they learned and ways they can use their
learning on the digestive system.

BREAK IT DOWN
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

BREAK IT DOWN
Teacher Resource Sheet

Small Group Assessment Checklist
Group Number/Name ________________________________

Name of Activity: ____________________________________
DIRECTIONS: This form is designed to help you evaluate student work in cooperative
learning groups. Read each statement below. Then, fill in the column with a check mark
(/) for the behavior demonstrated by the group in an activity.
Criteria
1. Each member had a clear understanding of the group's task.
2. Group members listened willingly to one another.
3. There was strong leadership within the group.
4. Group members encouraged others to express opinions or

contribute information.
5. The group fulfilled all the requirements of its assigned task.
6. Overall, the group worked well together.
Additional Comments:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

BREAK IT DOWN
Teacher Resource Sheet for Activity 2

The Digestive System Organs

BREAK IT DOWN
Activity 3.1
Learning Center 1 – The Journey Begins
Challenge 1
Read the paragraph and fill in the table.
The mouth, or oral cavity, serves as door and the
first part of our digestive tract. It is where the
food enters. Within it are the teeth and the
tongue. In the mouth, the teeth break the food
into small particles as we chew so they can fit in
the esophagus when we swallow it. The tongue
helps in mixing and pushing the food around
while we chew the our teeth. As we chew the
food, a watery substance called saliva is
released by the salivary glands. Saliva aids in
chewing ,moistens the food and gathers them
into lump (bolus) so that food can be easily swallowed. It contains enzyme
amylase which breaks down the carbohydrates in the food that we eat like
rice, bread and sweet potatoes into simple substance.
Challenge 2
Draw a mouth on manila paper including the organs which help in chewing
the food.

BREAK IT DOWN
Activity 3.1
Learning Center 2 – On the Way Down
Challenge 1
When we are ready to swallow( take in) the food,
the tongue pushes a little bit the lump called
bolus towards our throat/pharynx. The Throat or
Pharynx is a tube between the mouth and
esophagus, about 5 inches long which serves as a
passageway of food and air into the opening of
Esophagus and larynx respectively. When we
swallow, the Epiglottis, a flap of cartilage, covers
the larynx directing the food towards the
Esophagus. See illustrations a and b.
Esophagus is the second part of the digestive
tract. It is like a stretchy narrow pipe which is
about 10 inches long. It moves the food from the
back of your throat to the stomach. It is well
lubricated to ease the passage of food. Once the food/bolus is in the esophagus,
the muscles in its walls move in wavy way called peristalsis to slowly
squeeze the food into the stomach.
At the end of the esophagus is a muscular ring called esophageal
sphincter which opens to allow the food to enter the stomach. Then it
closes back to prevent the food or liquid from flowing back to the
esophagus.
Challenge 2.
Make a pharynx/throat and an esophagus using the measurements
from the paragraph. Color the pharynx dark pink and the esophagus
light pink.

BREAK IT DOWN
Activity 3.1
Learning Center 3 – Mixing and Churning
Challenge 1
The third part of the digestive tract is the Stomach which
lies on the left side of the abdomen. It is a stretchy sac
shaped like letter C. It changes its shape and size
depending on its position in the body and the amount of
food in it. It is about 12 inches long and 6 inches wide at
its widest. The top of the stomach is attached to the end
of Esophagus while the bottom end is attached to the small
intestine.
The Stomach acts like a mixer. It mixes, churns and mashes all the balls of food
and liquids that came down from the Esophagus into even smaller particles. The
stomach walls release gastric juices which consist of water, Hydrochloric Acid
and an enzyme called Pepsin which mix with the food and liquid that we eat and
take. Hydrochloric Acid creates an acidic environment that pepsin needs to
breakdown proteins. The food processed by the stomach will look like porridge
or “lugaw” called Chyme. It takes about 4 hours for the stomach to completely
empty. But may take it longer if the meal contains lots of fats.
At the end of the stomach is another muscular ring known as Pyloric Sphincter
which acts like a traffic policeman. It controls the flow of Chyme to the small
intestine and ensures that it is not over-filled.
Challenge 2.
Make a stomach made of manila paper using the measurements from the
paragraph. Color it red.

BREAK IT DOWN
Activity 3.1
Learning Center 4 – Passing Through
Challenge 1
After the food is mixed and partially digested in the
stomach, it slowly proceeds in the small intestine.
The Small Intestine is the fourth organ of the digestive
tract. It is a long tube about 1 ½ inches around and 22
inches long packed below the stomach. It is made up of
three parts, the duodenum, jejunum and ileum. Its inner
part is covered with millions of microscopic, finger-like projections called Villi.
They absorb the nutrients in the food mixture in the small intestine.
When chyme from the stomach enters the small intestine, it already contains the
partially digested proteins, fats and carbohydrates. For over 3 to 6 hours , the
small intestine moves in wave-like manner, moving the chyme through it. During
this time, its three neighboring organs , the Pancreas, Liver and Gallbladder
release juices which mixes with and help digest the chyme and allow the body to
absorb the nutrients from it. The Pancreas produces pancreatic juice that
contain enzymes which help digest fat into fatty acids and glycerol,
carbohydrates into simple sugar and proteins into amino acids. The Liver release
bile which helps absorb fats in the bloodstream and the Gallbladder serves as
the storehouse for bile. It stores the bile until the body needs it.
By the time chyme reaches the end of the small intestine, 80% of all digestion in
the body has been taken place. Water, fatty acids, glycerol, amino acids, simple
sugar, vitamins and minerals are absorbed. These nutrients pass through the villi
into blood capillaries, to the liver and distributed to all parts of the body where
they are needed. What remains at the last part of the small intestine is some
water, indigestible food matters (fiber from plants) and bacteria.
At the end of the small intestine is another valve called ileocecal valve which
opens to allow the undigested food matters, water and bacteria to enter and
closes to prevent those materials from flowing backward.
Challenge 2
Make a small intestine made of manila paper using the measurements from the
paragraph.

BREAK IT DOWN
Activity 3.1
Learning Center 5 – The Last Stop Over
Challenge 1
Large Intestine is the fifth organ in the digestive
tract. It is about 3 to 4 inches around and 5 feet
long. It is made up of three parts, the Cecum,
Colon and the Rectum. The large intestine does
not produce digestive enzyme, so there is no
digestion taking place.
After the nutrients from the food are absorbed in
the small intestine, there are wastes/undigested
food materials (e.g. fiber from fruits and vegetables), some water and bacteria
left which our body can not use. These wastes move into the large intestine.
Some water and few minerals from the waste product of digestion are
reabsorbed into the bloodstream. As the water leaves the waste, it gets harder
and harder as it keeps moving along until it becomes solid which we know as the
“poop”or stool/feces. The “poop” is pushed into the rectum, the very last stop
of the digestive tract. It stays there until we are ready to get rid of it where it
passes through our anus. The bacteria produce intestinal gas (methane and
hydrogen sulfide) that gives the stool/feces their odor. The amount of that gas
called flatus, may increase if foods rich in carbohydrates (like beans) are eaten.
Millions of bacteria living in the large intestine feed on the waste products which
they were able to produce Vitamin K and some B vitamins that are absorbed
through the walls of the large intestine into the bloodstream and transported to
the liver.
The movement of large intestine in wavy like motion is very slow that it takes
the waste 12 to 24 hours to pass through it.
Challenge 2
Make a large intestine made of manila paper using the measurements from the
paragraph.

BREAK IT DOWN
Teacher Resource Sheet for Activity 3.2

Table for Digestive System
The Path of Food Its Function Appearance of food Organ/s which Enzymes/Digestive
(The Digestive in it during its assisted on its Juice that help in
Its/Their work Its/Their function
Tract ) activity activity digestion.
(Accessory Organs)

BREAK IT DOWN

The Process of Absorption in Small Intestine
What to do:
1. Tell students that they are going to see a simulation on how absorption of
nutrients in the small intestine looks like.
2. Show the materials like the coconut milk, fine clean cloth/sponge, strainer
and a clear container to the class. Let them identify and describe each.
3. Explain that each material represents the things involved in the absorption
of nutrients in the small intestine. They are:
• coconut milk - the chyme in the small intestine
• fine clean cloth/sponge - the villi
• strainer - the small intestine
• clear container - the bloodstream
4. Put the fine clean cloth/sponge in a strainer into a clear container. See
illustration below.
fine cloth/sponge
strainer
clear/transparent container
5. Call a pupil to slowly pour the coconut milk into the strainer.
6. Let them observe what happens and answer the following questions:
Questions:
1. What went through the strainer? What did not?
2. What does this activity illustrate?

BREAK IT DOWN
Teacher Resource Sheet for Activity 4

The Parts of the Digestive System

BREAK IT DOWN
Background Information for Teachers (1)

The Parts and Functions of the Digestive System
The human body needs food to function well. These foods contain the nutrients to nourish the
cells and organs in body and to provide energy. They should be broken down into simple form
before they can be used.
The Digestive System is the organ system in the body which takes care in the breaking down of
food into simple substances. This process is called digestion. Once digestion has occurred, the
nutrients are absorbed and transported to cells to all parts of our body.
Two ways of digestion happens in the body, the mechanical and the chemical digestion.
Mechanical digestion is the physical break down of tissues of meats and fiber into smaller pieces
by chewing and compressing, pummeling and stirring in the stomach. The smaller pieces are
acted upon by the digestive enzymes which breakdown complex substances into simple substance
the body can use. This process which involve enzymes is called chemical digestion.
The digestive system organs can be grouped into two, the digestive tract and the accessory
digestive organs.
The digestive tract is an open-ended tube which starts with the the mouth, esophagus, stomach,
small intestine and ends with large intestine. The accessory digestive organs are the teeth,
tongue, salivary glands, pancreas, liver and gallbladder.
The Digestive Tract
1. The Mouth is the first organ in the digestive tract. It serves as the door where food
enters. The digestive process begins here. In it are some of the accessory digestive
organs which assist in the digestion of food. They are the teeth, tongue and salivary
glands. They perform important work in the digestive process.
In the mouth, the food is cut and break into tiny pieces by the teeth by chewing it to
make swallowing easy. This is called mechanical digestion. The salivary glands release
saliva to moisten the food. The tongue helps in mixing the food and the saliva by turning
the food around while it is being chewed. The saliva is made up of water and an enzyme
called amylase which break down the carbohydrates in the food. This is called chemical
digestion. By the time the food is ready to be swallowed, it is formed into balls of moist
and pasty mixture.
When the food is turned into soft masses/bolus, they are now ready to be swallowed.
The tongues push bolus a little bit into the pharynx (a tube like structure which serves as
the passageway of air and food into the opening of larynx and esophagus). The epiglottis,
a flap of cartilage covers the larynx/windpipe and direct the bolus towards the
esophagus.
2. The Esophagus
The Esophagus is a muscular tube of about 10 in. long. It is found behind the trachea and
heart down the diaphragm into the stomach.
In the esophagus, the bolus is squeezed downward by the rhythmic muscle movement .
The walls of esophagus contract and relax one after the other. This movement is called
peristalsis.
At the end of the esophagus is a muscular ring which separates it from the stomach. It
opens as the bolus enters the stomach and closes back to prevent the bolus from flowing
back to the esophagus.

BREAK IT DOWN
3. The Stomach
The Stomach is a sac-like structure with
strong muscular walls located on the upper
left side of the abdomen below the
diaphragm. When empty, it looks like letter
C and it can expand significantly to store
all the food from a meal for both
mechanical and chemical digestion.
As food fills the stomach, its walls begin to
stretch. This initiates mechanical digestion
in the stomach. The stomach moves in
regular rhythmic pattern,contracting and
relaxing, compressing, pummeling and
stirring the food breaking it apart
physically. At the same, chemical digestion
occur because it is being mixed with gastric juices released by the stomach wall. The
gastric juice is consist of water, hydrochloric acid, an enzyme called pepsin and mucus.
Hydrochloric acid creates an acidic environment that pepsin needs to digest/breakdown
proteins. It also kills microorganisms that may have been ingested in the food. The
mucus coats the stomach, protecting it from the effects of Hydrochloric Acid and pepsin.
Digestion of carbohydrates and fats also happen in the stomach.
After the compressing, pummeling, stirring and mixing in the stomach, the food turns
into porridge like thing called chyme. It begins moving to small intestine after four hours
through a muscular ring called pyloric sphincter found at the end of the stomach.
The pyloric sphincter controls the amount of chyme that enters the small intestine. It
opens just a little and allow a bit of chyme to enter into the small intestine. Then it
closes again to prevent the chyme from flowing back to the stomach.
It takes about four hours for the stomach to empty completely.
4. The Small Intestine
The Small intestine is a narrow, twisting tube,
about 1 to 1½ inches in diameter, extending about
20 ft. long from the stomach to the large intestine.
It fills most of the lower abdomen. Most digestion
and absorption of digested food occur in the small
intestine.
The small intestine is divided into three sections.
The first section is the Duodenum. The chyme from
the stomach and secretions from liver, pancreas
and gallbladder mixes here. The liver secretes bile
breaks/digests large fat globules into small
droplets. The Pancreas secretes pancreatic juice which contain enzyme that breaks down
carbohydrates and sugars into simple sugar, fats into fatty acids and glycerol and
proteins into amino acids. The second section is the Jejunum. It is where most of the
absorption of nutrients occur. The final section is the Ileum. The ileum ends at ileocecal
valve, a sphincter that controls the flow of chyme from the ileum to the large intestine.
The inner lining of the small intestine is covered with finger-like projections called villi.
Nutrients are absorbed/passed through the walls of the villi into the bloodstream and
distributed to the body.It takes about 3-6 hours for the chyme to move through the small
intestine by peristalsis. What is left after the absorption are the indigestible food

BREAK IT DOWN
materials (e.g. fiber from plants), some water and bacteria which is considered as
waste.
5. The Large Intestine
The large intestine is a tube which
extends from small intestine to the
anus. It has bigger diameter than the
small intestine but very much shorter.
Its diameter is about 2.5 inches with
the length of 5 - 6 feet. It forms an
inverted U over the coils of small
intestine. It starts on the lower right
hand side of the body and ends at the
lower left hand side. It is divided into
three regions: the cecum, colon and
rectum.
Attached on the cecum is a slender,
finger - like appendix.
The undigested food materials, some water and bacteria leaves the small intestine
through the ileocecal valve and moves into the large intestine. No digestion takes place
in it but it serves several important functions, to wit:
• it reabsorbs the water
• dissolves the salts from the residue passed on by the small intestine
• bacteria in the large intestine promote the breakdown of undigested materials
and make several vitamins, notably, vitamin K, which the body needs for blood
clotting
Peristaltic movement in the large intestine is very slow that it takes about 12 to 24
hours for the waste to pass through. As more and more water is removed from the
waste, it becomes compacted into masses called feces. Feces are composed of water,
cellulose and other indigestible materials and dead and living bacteria. The bacteria
produce intestinal gas – methane and hydrogen sulfide- that gives feces their
characteristic odor. The amount of that gas, known as flatus may increase depending on
the food you eat.
The large intestine moves its remaining contents towards the rectum. The rectum stores
the feces until elimination. Then, muscle contractions in the walls of the rectum push
the feces towards the anus. When sphincters between the rectum and anus relax, the
feces pass out of the body.
The Accessory Organs
1. The Salivary Glands
The salivary glands produce saliva on a continuous basis to keep the mouth moist and to
digest carbohydrates in the mouth. They are located below and in front of the ears, on
the lower jaw and under the tongue.
2. The Pancreas
Pancreas is a soft, pink, triangular-shaped gland which lies behind the stomach. It
produces pancreatic juice that flows from pancreatic duct to the small intestine.It helps
breakdown carbohydrates, proteins and fats in the small intestine. This juice has
enzymes which include amylase, lipase and trypsinogen. Amylase breaks down starches
into simple sugar, Lipase breaks down fats into fatty acids and glycerol and the
Trypsinogen breaks down proteins into amino acid.

BREAK IT DOWN
3. The Liver
Liver is the largest gland in our body. It lies on the right side of the abdominal cavity
beneath the diaphragm. It is an extremely important organ. It performs different tasks
which includes the processing of nutrients and the production of bile, a watery, greenish
yellow liquid consist mainly of water, bile salts, cholesterol and assorted lipids or fats.
In the small intestine, bile salts emulsify fats, breaking them down from large globules to
smaller droplets. Bile salts aid the fat digesting enzyme in the small intestine.
4. The Gallbladder
Gallbladder is a small pouch-like, green organ located on the under surface of the right
lobe of the liver. It stores the bile secreted by the liver. When digestion is not occurring,
the bile enters the gallbladder. The gallbladder removes the water from it, making it
more concentrated. When fatty food enters the duodenum , the gallbladder contracts
spurting out the stored bile.
Source:
http://encarta.msn.com/text_761575197__3/Digestive_System.html

BREAK IT DOWN
Activity 3.2
Common Ailment, Its Prevention/Cure
Learning Center 1 – Gastritis
Gastritis is an inflammation of the lining of the stomach. It is a troublesome
condition which may lead to many complications.
Persons with gastritis loss their appetite, feel discomfort in the region of
the stomach, nauseated, dizzy, have headache, feel fullness in the
abdomen especially after meals, and experience heartburn. If left
untreated, it will result to loss of weight, anemia and occasional bleeding
in the stomach.
Some of the causes of this ailment are habitual overeating, eating of badly
combined or improperly cooked food, excessive intake of strong tea, coffee
and alcoholic drinks, habitual use of condiments (soy sauce, vinegar, fish
sauce/patis), some diseases like measles, diptheria and influenza and some
bad emotions (worry, grief and tension).
Some remedies/tips to avoid gastritis
1. Take carrot and spinach juice. They are very beneficial in the
treatment of gastritis.
2. Eat juicy fruits such as apple, orange, grapes, etc.
3. Avoid eating/drinking foods with alcohol, nicotine, spices and
condiments, chillis, flesh foods, sour things, pickles, strong tea and
coffee.
4. Drink lots of water but not during meals.
5. Chew the food thoroughly.
Source:
http://www.healthlibrary.com/book16_chapter466.htm

BREAK IT DOWN
Activity 3.2
Learning Center 2 – Appendicitis
Appendicitis is the inflammation of the vermiform appendix. It is caused by
a toxic bowel movement. When an excessive amount of poisonous waste
material accumulates in the first part of the large intestine, the appendix
is irritated and over-worked and becomes inflamed. Other causes of
Appendicitis is an infection from certain germs which are usually present in
the digestive tract.
It usually begins with a sudden pain around the navel which gradually
moves to the lower right side of the abdomen. The patient will feel
discomfort in the abdomen, indigestion and diarrhea/constipation and may
vomit. A mild fever will also occur. If the inflammation continues, the
appendix may rupture and discharge pus into the abdominal cavity. The
patient's temperature will rise, become pale and clammy.
Prevention/cure
1. In minor cases, the patient should take a rest and fast (should not
eat any food) but may drink water.
2. Apply hot compress on painful area several times a day.
3. Eat fresh fruits and vegetables and drink milk, fruit and vegetable
juices.
4. In severe cases, surgical operation should be done to remove the
appendix.
Source:

BREAK IT DOWN
Activity 3.2
Learning Center 3 – Diarrhea
Diarrhea is the frequent passage of loose or watery stools accompanied by
abdominal pain. There are many causes of this ailment. These are
overeating, infection by parasites, germs, virus, bacteria or a poison which
entered the body through the food, water or air and allergies to certain
substances or foods like milk, wheat, eggs and sea foods. It may also result
from the use of antibiotic drugs.
This ailment can lead to serious complication like dehydration due to loss
of body fluids and washing out of minerals. A dehydrated person is very
weak, have sunken eyes, dry mouth and skin, thirsty and has low flow of
urine. If left unattended, this can lead to death.
Remedies for diarrhea:
1. take carrot soup because it supplies water to fight dehydration,
replenishes sodium and other minerals, coats the intestine and
prevents vomiting. You may also use Hydrite to replenish the
minerals lost in the body;
2. avoid milk and milk drinks, cheese, fruits except banana, nuts,
meats, fatty foods and vegetable;
3. eat banana;
4. wash hands properly before eating.
Source:

BREAK IT DOWN
Activity 3.2
Learning Center 4 – Dyspepsia
Dyspepsia is an ailment caused by indigestion or difficulty in digestion. A
person who suffers from this ailment will experience abdominal pain, a
feeling of over fullness after eating, heartburn, loss of appetite, nausea or
vomiting and flatulence.
Dyspepsia is caused by :
• overeating. Overeating or frequent eating produces a feverish state
in the system and overworks the digestive system organs. It
produces too much acid which results to hyperacidity. It also makes
the work of the stomach, liver, kidneys and bowels harder.
• eating too fast neglecting the proper chewing and salivation of
food. When food is swallowed in larger chunks, the stomach works
harder and more hydrochloric acid is released. It also causes one to
swallow air. These habit of eating forces some digestive fluid into
the esophagus, causing a burning sensation or a sour taste giving an
illusion of stomach acid.
• excessive smoking and intake of alcohol
• eating and drinking together. Taking liquids with meals dilutes the
digestive juices and diminishes their potency.
• Insomnia and other emotions like fear, anger, etc.
Some remedies/tips to avoid dyspepsia
1. Adopt an all fresh, juicy fruit diet for several days and avoid tinned
or dried ones.
2. Avoid overeating.
3. Chew the food properly and never hurry through meals.
4. Avoid smoking and taking alcohol.
5. Take water or other liquids ( except milk and vegetable soup) half
an hour before and an hour after meals.
6. Always steam vegetables; and
7. Wait for your bad emotions ( angry, worried, tired, excited, etc) to
subside before eating.
Source:

BREAK IT DOWN
Activity 3.2
Learning Center 5 – Constipation
Constipation is a common disturbance in the digestive tract. The bowels do
not move regularly or are not completely emptied when they move. It is
the chief cause of many diseases because it produce toxins(poison) which
are carried to all parts of the body through the bloodstream.
The some of the most common symptoms of constipation are irregularity or
not frequent elimination of stool due to hard fecal matter, foul breath,
headache, dizziness, nausea and constant fullness in the abdomen.
Constipation is caused by insufficient intake of water, consumption of meat
in large quantities, excessive use of strong tea and coffee, insufficient
chewing, overeating and frequent use of purgatives.
Prevention/Cure
1. Drink 8 – 10 glasses of water daily. Water is needed for digesting
and dissolving food nutrients so they can be absorbed and utilized
by the body.
2. Eat green and leafy vegetables and fresh fruits like papaya,
mangoes, grape fruits and oranges.
3. Chew the food properly.
4. Avoid purgatives and laxatives because they weaken the large
intestine.
5. Sugar and sugary foods should be strictly avoided because they
steal B vitamins from the body. Without it, the intestines can not
function well.
Source:

BREAK IT DOWN
Activity 3.2
Learning Center 6 – Cholera
Cholera is an acute, diarrheal illness caused by infection of the intestine with
the bacterium Vibrio cholerae. The infection is often mild or without
symptoms, but sometimes can be severe. Infected persons can experience
sudden and profuse watery stools and vomiting which leads to rapid
dehydration and shock. The infected person may die within an hour if
untreated.
A person may get cholera by drinking water or eating food contaminated with
the cholera bacterium. In an epidemic, the source of the contamination is
usually the feces (stool) of an infected person. The disease can spread rapidly
in areas with inadequate treatment of sewage and drinking water.
Patients can be treated with oral rehydration solution (hydrite, oresol, etc.),
a prepackaged mixture of sugar and salts to be mixed with water and drunk in
large amounts. This solution is used to treat diarrhea. Severe cases should
seek medical attention promptly as they require intravenous fluid
replacement
Below are some tips to avoid cholera.
1. Drink only safe and clean water. If unsure, boil it. Upon reaching boiling
point, extend boiling for two or more minutes), or do water chlorination.
2. Eat only foods that have been thoroughly cooked and are still hot, or fruit
that you have peeled yourself.
3. Wash and cook food properly.
4. Keep food away from insects and rats by covering it.
5. Avoid foods and beverages from street vendors.
6. Sanitary disposal of waste.
7. Use toilet properly and clean it everyday.
8. Wash hands with soap after using toilet and before eating.
9. Keep surroundings clean to prevent flies and other insects and rodents
from breeding.
Source:
http://www.medicinenet.com/cholera/article.htm
http://www.doh.gov.ph/healthadvisories/cholera

BREAK IT DOWN
Activity 3.2
Learning Center 7 – Tooth Decay and Toothache.
Tooth decay and toothache is one of the most common ailment in children.
It starts when acids produced by the bacteria in plaque eat away at tooth
enamel (the hard covering of the teeth). Plaque is a paste-like substance that
adheres to the teeth and is formed by the combination of bacteria, acid,
food, and saliva. Bacteria in plaque convert all foods, especially sugar and
starch, into acids. The acids in plaque dissolve the enamel of the tooth,
causing tooth decay or cavities. A person with tooth decay experiences
toothache, may have bad breath and if left untreated, an abscess can
develop.
Some of the causes of tooth decay is eating food rich in sugar or starch and
poor dental care.
The treatment of tooth decay depends on its severity. A Dentist ( a person
who is trained and licensed in the diagnosis, prevention and treatment of
diseases of teeth and gums) will recommend a treatment that preserves the
tooth or teeth and also prevents complications. Some recommendations can
be cleaning and treatment, filling, extraction and replacement of artificial
teeth.
Tips to avoid tooth decay.
1. Brush your teeth at least twice a day with a fluoride toothpaste.
2. Floss at least once a day. Flossing will remove plaque and debris in
areas that your toothbrush can not reach.
3. Eat nutritious meals and limit snacking. If you must eat sweet
foods, do so during regular meals, when your mouth contains more
protective saliva.
4. Visit your dentist regularly.
Source:
http://chealth.canoe.ca/condition_info_details.asp?disease_id=211

BREAK IT DOWN

Table for Some Common Ailments, Prevention/Cure
Ailments Organs affected Some symptoms Some cause/s Some tips for prevention/cure

BREAK IT DOWN
Background Information for Teachers (2)

Taking Care of the Digestive System
Digestive system plays a very important role in the proper functioning of our body. It is in this
organ system where food is broken down into simpler substance so that our body can absorb the
nutrients which our body needs. If our body can not get the nutrients, it will not function
properly.
Our digestive system is subject for ailment/breakdown. Some are just minor like toothache,
others can be life threatening like colon cancer. These ailments occur due to some factors. Most
of the time it is how a person handles himself and and diet.
So it is important that people should maintain a healthy digestive system. Below are some tips:
1. Practice personal hygiene
• keep your body clean, wash your hands
before each meal and brush your teeth
properly and clean your tongue regularly.
2. Eat healthy diet
• Eat food rich in fiber (fruits, vegetables and whole
grains/cereals).
• Reduce the intake of processed food because they contain

little nutrients and large amount of saturated fats, salt
and preservatives that can be harmful to the body.
• Be cautious of the fat intake. Eat moderate amounts of good

fats (omega 3 and omega 6) and reduce your intake of bad fats
(animal fats). A diet high in fat can make the digestive system
sluggish and may cause or aggravate diseases of the digestive
system.
• Drink less alcohol because alcohol can inflame the lining of the stomach or
esophagus. Excessive intake can lead to disease in the liver.
• Drink plenty of fluids especially water. Water encourages

passage of waste through the digestive system and helps soften
stool.
• Take medications as directed because some medicines can have harmful effects
on the digestive system.
3. Eat moderately, slowly and regularly.
• Don't overeat. Overeating is putting too much stress on the digestive system
which can lead to ailments.
• Relax when you eat. Take time and eat slowly. Chew the food properly so that it
will be easier to digest.
• Eat regularly and do not skip meals.

BREAK IT DOWN
4. Exercise regularly. This helps to strengthen the muscles of the

abdomen and reduces sluggish by stimulating the intestinal
muscles to push digestive contents through the system.
5. Reduce/manage stress. Stress effects the nerves of the digestive

system and can upset the intricate balance of digestion. In some people,
stress slows the process of digestion, causing bloating, pain and constipation while others
may need to frequently empty their bowels and the stools may be more loose and
watery. It can even worsen some conditions such as peptic ulcers.
6. Quit Smoking. Smoking lowers the pressure at the junction between the
stomach and esophagus, promoting back flow of stomach acid into the
esophagus which can result in heartburn and other complications. It also
aggravates peptic ulcer and inflammatory conditions of the bowel, and is
linked with an increased risk of many cancers.
Source:
http://www.gesa.org.au/digestive_system.cfm

BREAK IT DOWN
Activity 4
The Inside Story

BREAK IT DOWN
Activity 4
The Inside Story – Possible Answers
When I entered the mouth, I I was then moved slowly towards a very narrow The undigested food materials that was
was chewed and broken into and very long tube through a pyloric sphincter. left of me, some water and bacteria
I am a tiny pieces by the teeth so that
banana. I was In the first part of the small intestine, I was were moved to a more spacious tube
I will be easier to swallow and mixed with bile and pancreatic juice from the called large intestine. Here, some water
eaten by a digest. The tongue turned me
boy/girl. liver, gallbladder and pancreas. These juices and few minerals were reabsorbed.
round and round until I became digest the carbohydrates, fats and protein even That's why I became harder. The smell
soft mass mixed with saliva. more. As I was moved along, I felt that my liquid was so bad which was a result of the
The saliva has enzyme amylase part was absorbed including all the nutrients. activity of bacteria which feed on me. I
and it broken down my What was left of me was the undigested food moved very slow along with the bacteria
carbohydrates partially. materials, some water and bacteria. that it took us 12 to 24 hrs to leave.
Then I reached the last stop which is the
rectum. Then, out I go through the anus.
The esophageal sphincter opened and I

The tongue pushed me a little bit was moved to a much bigger place
and I fell into narrow tubes, first which they call stomach. Here, I was
into the throat. Epiglottis stirred and mixed by the strong walls of
covered the larynx and directed the stomach with gastric juice which Now, I'm out of the body but
me into the esophagus. I was contain enzyme pepsin and help digest does not look like a banana
squeezed and moved down until I the carbohydrates, protein and fats. I anymore and my smell is so
reached a door which they call looked like a porridge after the mixing bad. That is why I am kept
esophageal sphincter. and stirring. below the ground. People call
me stool or feces or poop.

BREAK IT DOWN
Teacher Resource Sheet

Presentation/Simulation Rubric
Criteria 4 3 2 1
Presents the Presents the Audience has Audience can not

information in logical information in difficulty understand the
Organization
, interesting logical , following the presentation
sequence which sequence which presentation because there is
audience can follow. audience can because members no sequence of
follow. jump around information.
Convincing Competent Adequate Limited

communication of communication of communication of communication of
Presentation
character's feelings, character's character's character's
of Characters
situations and feelings, feelings, feelings,
motives situations and situations and situations and
motives. motives. motives.
Impressive variety of Good variety of Satisfactory Props are

props are used in props are used in variety of props inappropriate or
exemplary ways. It competent ways. are used in an uses no props at
Use of Props reinforced the which related to acceptable way. all.
simulation. the simulation. They rarely
support the
simulation.
Works very well with Works well with Works with others Can not work with
others. Assumes clear others. Takes part but has difficulty others in most
role and in most decisions sharing decisions situations. Can
Group Work responsibilities. and shares in the and not share
responsibilities. responsibilities. decisions or
responsibilities.
Source:
http://www-ed.final.gov/lincon/w01/projects/library/prerubric.html

BREAK IT DOWN
Activity 5.1 Option 2

My Digestive Tract Measurement Guide
hallenge:
Make a model of your digestive tract using the guide below. Label them.
1. Approximate the distance from your lips to the back of your jaw line.
Record this as the length of your mouth.
2. Approximate the distance from the back of your jaw line to the bottom of
your sternum (the sternum is the bone in the front center of your rib cage).
Record this as the length of your esophagus.
3. Spread your fingers. The length from the tip of your pinky (little finger) to
the tip of your thumb is approximately the length of your stomach. Record
this measure as the length of your stomach.
4. Measure your height and multiply it by three to calculate the length of your
small intestine.
5. Spread your arms out. The distance from the index finger tip of one hand to
the index finger tip of the other is about equal to the length of the large
intestine.
6. Color your digestive tract.
source: http://www.discover.com/educators_guide/apr-03/guide3/

BREAK IT DOWN

Lapbook/Lap Book Rubric
Points 4 3 2 1
Category
Content Covers all the information about Covers most of the Covers some of the Covers very few information
some common ailment in the information about information about some about some common ailment in
(name of some common
digestive system, causes, preventive some common ailment common ailment in the the digestive system, causes,
ailment in the digestive
measures/cure and presented in a in the digestive digestive system, causes, preventive measures/cure.
system, causes, preventive
logical manner. system, causes, preventive measures/cure .
measures/cure)
preventive
measures/cure and is
well presented.
Spelling/Grammar No error in spelling / grammar One or two errors in A few errors in Lots of spelling and grammatical
spelling/grammar spelling/grammar. errors.
Presentation Well organized presentation, neat Legible writing with Almost illegible. Illegible, messy.
and clean. few erasures.
Attractive and effectively enhanced A few are not All are attractive but a few Unattractive and detract the
the theme; show considerable attractive but all do not seem to support the content.
Pictures/drawings/diagrams
originality which illustrates support the theme theme/content.
important points. content.
Very clever or unique approach in Unique and creative At least one original touch or No original touches or creative
which originality makes the lapbook presentation with creative idea is evident. ideas in the presentation.
Creativity
entertaining as well as informative. several original
touches.

BREAK IT DOWN
Activity 6
Thinking About My Learning
The challenge
Think
• What are the three most important things you learned from the activities/
lesson?
• How can you use what you learned?
• How will you improve your performance next time?
Ink
• Write your thoughts from the above questions here
Pair
Find a partner and exchange ideas. Then write your common ideas in the
box
Share
Using your common ideas, choose one major idea to share it with the
whole class. Write that major idea below.

BREAK IT DOWN
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


Science G4 Break It Down

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science G4 Break It Down

Uploaded by

Copyright:

Available Formats

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Science and Health-Grade IV

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Suggested organizational strategies

Opportunities for Integration

Activities in this Learning Guide

Basic Education Assistance for Mindanao

Activity 2: The Big Picture

Activity 3.1: Digestion: A Big Deal!

Activity 3.2: Some Common Ailments, Prevention/Cure

Activity 4 Option 1: Revisiting the Paper Twin

Activity 4 Option2: The Inside Story

Activity 5.1 Option 1: The Digestive System in Action

Basic Education Assistance for Mindanao

Activity 6: Thinking About My Learning

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

2. Setting the Context

Activity 2 – The Big Picture

Basic Education Assistance for Mindanao

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

8. When done, let each group

Basic Education Assistance for Mindanao

Strategy for Activity 3.2

Basic Education Assistance for Mindanao

4. Check for Understanding of the Topic or Skill

Basic Education Assistance for Mindanao

3. Give them enough time to finish the task.

5. Practice and Application

Basic Education Assistance for Mindanao

Activity 5.1 Option 1 – The Digestive System in Action

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Teacher Resource Sheet

Group Number/Name ________________________________

1. Each member had a clear understanding of the group's task.

2. Group members listened willingly to one another.

3. There was strong leadership within the group.

4. Group members encouraged others to express opinions or

5. The group fulfilled all the requirements of its assigned task.

6. Overall, the group worked well together.

Basic Education Assistance for Mindanao

Teacher Resource Sheet for Activity 2

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Teacher Resource Sheet for Activity 3.2

Basic Education Assistance for Mindanao

Teacher Resource Sheet for Activity 3.2

Basic Education Assistance for Mindanao