Lesson video

Hello, my name is Mrs. Mehrin and I'm so excited to be learning all about presenting the human digestive system.

Let's begin.

Welcome to today's lesson from the unit Introduction to the human digestive system.

Your learning outcome is: I can present and communicate information about the human digestive system.

Now, I know that learning can sometimes be a little bit challenging, but that's okay.

It just means that we are going to work together and we are going to work really hard.

Let's begin.

So here are your keywords for today.

They're the words that are in bold.

Now, if you find it helpful, you can jot down the keywords along with the definitions.

However, I am going to be going through these in today's lesson, so it isn't necessary unless you find it helpful.

So if you do find it helpful, I'll give you some time now where you can pause the video and jot these down.

Off you go.

Fabulous, well done.

So our lesson today is split into two parts.

Let's begin with the first part, which is the human digestive system: plan.

Now, animals have different organs in their bodies that help them stay alive, and these organs work together in different systems such as the skeletal system and the circulatory system.

Now, what system does this image here show? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

So this image shows us the digestive system.

Now, can you remember what the digestive system does? I'll give you five seconds to think about your answer.

If you need longer, that's fine.

You can pause the video and you can come back once you're ready.

Off you go.

Fabulous, well done.

So Sofia says, "I think the digestive system helps us to understand the world around us by using our senses of seeing, hearing, touching, tasting, and smelling." And Andeep says, "I think our digestive system helps break down food so that nutrients and water can travel through our body." Who do you agree with? Do you agree with Sofia or Andeep? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The correct answer was Andeep.

Now, when humans eat food, it travels from the mouth to the toilet through the digestive system.

So here we have the mouth and there we have the rectum.

Now, the digestive system.

So here we have a baby being fed.

Now, food is digested to provide the nutrients that we need to stay alive and be healthy.

Now, do you know the order of the digestive system? So Andeep says, "First, food is broken down in the mouth by teeth.

It mixes with saliva which moistens it and makes it easier to swallow." Jacob says, "Food then travels down the oesophagus into the stomach, and here it is mixed with stomach acid." And Izzy says, "Food enters the small intestine where nutrients are absorbed into the bloodstream.

Water is removed in the large intestine and waste faeces is stored in the rectum until it is pushed out through the anus into the toilet." Now let's do a quick check-in of your learning.

It says, through which system does food travel from the mouth to the toilet? Is it A, the circulatory system, B, the digestive system, or C, the skeletal system? Now, I'll give you five seconds to think about your answer.

Off you go.

Fantastic.

The answer is B, the digestive system.

Now, Lucas would like to explain to his family how the human digestive system works.

And scientists often help us to understand how the world works by sharing what they know and what they've found out.

So it's important for scientists to communicate their findings to other people.

So this scientist says, "I communicate my work by writing about my findings and talking to other people at meetings and events." Now, how do you communicate and explain scientific ideas in your science lessons? I'll give you five seconds to have a think about that and then we will share answers.

Off you go.

Fantastic, well done.

So before we go onto that, let's do a quick check-in of our learning.

True or false, scientists like to keep their findings to themselves.

Is that true or false? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is false.

Now let's see if you can justify your answer.

Is it because A, it's important for scientists to show how clever they are, or B, it's important for scientists to communicate their findings to other people? Again, I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done, it's B.

It's important for scientists to communicate their findings to other people.

Now, Lucas needs to make sure that his explanation about the human digestive system is correct and easy for his family to understand.

And he says, "I will need to make a plan of what information to include when I communicate to other people where food goes." Now, remember, communication can be more than just saying something.

Can be written or it could be done through diagrams or videos, or it can be written down or it can be spoken.

So the scientist says, "You could draw a diagram to show what happens at each stage of the human digestive system." And Lucas says, "Great idea! Then I can communicate what happens at each stage in more detail," so he can tell people about what happens at each stage in more detail through his diagram.

Now, what type of diagram might Lucas draw? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So Lucas could draw something called a flowchart, and this is a simple flowchart to plan the stages of the human digestive system.

So for example, and this would not be for the human digestive system, but this would be for brushing your teeth, you would have something at the top that says start.

So you start by putting toothpaste on the toothbrush brush.

Then you brush your teeth for two minutes, and then you rinse your brush with water and that is the end.

So a flowchart is a diagram using boxes, lines, and arrows that show the steps of a process from beginning to end.

Now, which of these diagrams is a flowchart? Is it A, B, or C? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

It's B.

So your first activity for today is to use a flowchart to help you plan the different stages of the human digestive system.

You need to make sure that you put each stage of the system in the correct box.

So think about what you would start with and think about where you would end.

So the first box should say start and the last box should say end, and everything in between, it all needs to be in chronological order.

So it all needs to be in the steps that it happens.

So what do you do first, what do you do next, and so on.

So I'd like you to pause the video now and have a go at doing that activity.

Off you go.

Fabulous, well done.

So your flowchart might have looked like this.

So you've got your start at the top.

Then in the boxes there you've got teeth chop and grind food and saliva moistens the food.

Food is swallowed and is pushed down the oesophagus into the stomach.

Acid in the stomach kills bacteria in food.

Food moves into the small intestines, where it's broken down and then the nutrients from the food are absorbed into the bloodstream.

Food waste moves into the large intestines where water is removed from it to form faeces.

And faeces is stored in the rectum and then passes out of the anus.

And then we have an end.

So now we are onto the second part of your learning, which is the human digestive system: present.

So Lucas says, "I have made a flowchart of the digestive system." So here is part of Lucas' flowchart.

Start, so you have the start at the very beginning.

It says, "Food is cut into bits and mixed with some liquid.

Food passes down the long tube into the tummy.

Food is mixed with other liquids in the tummy." Now, what do you notice about the words that Lucas has chosen to use for his flowchart? I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

So scientists use scientific vocabulary in their explanations.

So when scientists communicate and explain scientific ideas, they use scientific vocabulary.

These are terms that we wouldn't necessarily use in everyday language.

Now, can you help Lucas to use more scientific vocabulary on his flowchart? So I'd like you to pause the video here, go back in this presentation, and then improve Lucas' flowchart by using scientific vocabulary.

Off you go.

Fantastic, well done.

So Lucas says, "I have improved my plan of the human digestive system by including more scientific vocabulary." So part of Lucas' improved flowchart of the digestive system.

So he's got the start, and then it says, "In the mouth, incisors chop." So now he's naming, he's giving the scientific name for the teeth that he's using.

"Molars grind and saliva moistens food." So before, remember, he put liquid.

This time he's used the correct scientific vocabulary of saliva.

"Food is swallowed and pushed down the oesophagus." So he said the tube, and this time he's saying the word oesophagus, "into the stomach," and last time he said tummy.

And the last one, "Acid in the stomach kills bacteria in food." So there's loads and loads of scientific vocabulary here which Lucas is using really successfully.

Now, true or false, scientists use scientific vocabulary in their explanations.

I'll give you five seconds to think about your answer.

Off you go.

Fantastic, well done.

The answer is true.

Now let's see if you can justify your answer.

So A, using scientific vocabulary is important so that scientists can explain scientific ideas.

B, using scientific vocabulary is important as it shows different languages that scientists can speak.

So I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

The answer is A.

Now Lucas says, "I will use my improved flowchart plan to create a presentation for my family to understand the human digestive system." Now, what type of presentation do you think Lucas should create? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So there are lots of different types of presentations to communicate information to different people.

And a slideshow is a written presentation that includes images and words, just like the one that we are using right now.

And they are often displayed on a screen and then presented verbally to a larger audience.

So verbally means to say it.

So you are watching a slideshow presentation right now.

So models can be used to present something that is difficult to experience first-hand, and different parts of a model can be pointed out to explain verbally how something works.

And Sofia says, "I made a model of a skeleton as we can't see inside our bodies.

It helped me to communicate to other people about their bones." Now, posters are often used for written presentations and they can be displayed on a wall to catch people's attention and help them to understand information, just like this poster here.

And Alex says, "I made a poster to help other children remember what to do with their rubbish." So reduce, reuse, recycle, refuse, and rot.

Fantastic.

Now, songs are a great way to communicate information verbally.

They can help people to understand and remember scientific vocabulary too.

Because when you listen to a really catchy song and it sticks in your head, and this is a fantastic way in order to get people to remember scientific vocabulary and what it means and how to use it.

Laura and Jun say, "We made a song about the different parts of the human body.

We presented it to the younger children to learn about their bodies." Now, another useful way is a role play.

So role play is a useful way to present information and communicate a process from start to finish.

So Sofia says, "I made a role play to show how a seed grows into a tree.

I curled my body into a ball to represent the seed and then I stretched up tall to show how the seed grows." Izzy says, "I explained what was happening during the role play using scientific vocabulary." Now, which type of presentation do you think Lucas should choose? So have a little think about all the different types of presentation that I've just explained to you.

Which one do you think Lucas should choose? I'll give you five seconds to think about your answer.

Fabulous, well done.

Now, I want you to keep that in your mind for now, because when we go onto to doing the second task for today, it will come in handy.

Now, presentations can vary in format.

Which of these ways could you communicate what you've learnt? Could you A, draw a poster, B, make a model, C, create a slideshow, or D, perform a role play? What do you think? I'll give you five seconds to think about your answer.

Off you go.

Fabulous, well done.

So you can actually do all of these.

Now, here is your second task for today.

It says, present and communicate information about the human digestive system in a format of your choice.

It can be written, or verbal, or a combination of both.

You might choose to present with your friends or by yourself.

Think about who you'll be sharing your presentation with and include scientific vocabulary.

So I'd like you to pause the video now and have a go at doing this activity.

Off you go.

Fabulous, well done.

So, you may have done one of these.

So Sam made a slideshow presentation to show her gran.

Jacob says, "I made a song about the human digestive system using scientific vocabulary and I sang it in science club." Izzy says, "I drew around my friend's body and made a model of the organs using junk materials.

We labelled each organ and displayed it for other children to see as they walked past." Now we're onto the summary of our learning for today.

And it says, when humans eat food, it travels from the mouth to the toilet through the digestive system.

A flowchart is a diagram that shows the steps of a process from beginning to end.

Scientists use scientific vocabulary when communicating their findings.

Presentations can vary in format, including verbal and written explanations.

You have worked really hard today.

I'm so proud of your fantastic effort and your critical thinking.

Well done.