Objectives (5 - 7 minutes)

1. General understanding of the digestive system:

   • Students should be able to describe the digestive system in general terms, including its main organs and their functions.
   • They should understand the path food takes from the mouth to the anus, and how different organs contribute to the digestion process.
   • Students should be able to explain the importance of the digestive system for nutrition and overall health.

2. Identification and description of the organs of the digestive system:

   • Students should be able to identify and describe the specific functions of each organ of the digestive system.
   • They should understand the importance of each organ individually and how they work together to process food.

3. Understanding health problems related to the digestive system:

   • Students should be able to discuss some common health problems of the digestive system, such as heartburn, gastritis, ulcers, among others.
   • They should be able to identify possible causes of these problems and preventive measures that can be taken.

Secondary Objectives:

• Stimulate critical thinking and independent research:

  • Students should be encouraged to seek additional information about the digestive system, beyond the content presented in the classroom.
  • They should be able to formulate questions and hypotheses, and use the scientific method to find answers.

• Promote interaction and teamwork:

  • Students should be encouraged to discuss and share their ideas, opinions, and findings with their peers.
  • They should be able to work in groups to carry out practical activities and research projects.

Introduction (10 - 12 minutes)

1. Review of previous concepts:

   • The teacher should start the lesson by reviewing basic biology concepts that are fundamental for understanding the digestive system. This includes a brief review of cells, tissues, organs, and systems, and how they interrelate. (3 - 4 minutes)

2. Problem-based scenarios:

   • Next, two problem-based scenarios can be presented to engage students and prepare them for the content that will be covered in the lesson. The first one could be: 'What would happen if the food you ate didn't turn into nutrients, but passed through your body undigested?' The second one: 'How do doctors know what's wrong with a person's digestive system without opening it?' (3 - 4 minutes)

3. Contextualization of the topic's importance:

   • The teacher should then explain the importance of the digestive system for an individual's health and well-being. It can be discussed how poor eating habits can lead to a range of health problems, and how an understanding of the digestive system can help prevent and treat these problems. It can also be mentioned how digestion is essential for the absorption of nutrients, which are the body's source of energy. (1 - 2 minutes)

4. Introduction to the topic:

   • To capture students' attention, the teacher can share some curiosities about the digestive system. For example, the fact that the small intestine, responsible for most of the digestion and nutrient absorption, is about 6 meters long but is coiled up inside the human body. Another curiosity is that stomach acid is so corrosive that it can dissolve metals, but the stomach itself doesn't dissolve because it is lined with a protective layer of mucus. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Simulation activity 'Journey through the Digestive System' (10 - 12 minutes):

   • Divide the class into groups of five, and provide each group with a roll of toilet paper, colored markers, and a list of organs of the digestive system.
   • Explain that they will have to draw and label each organ on the toilet paper, in the correct order that food passes through the digestive system.
   • Students should start by drawing a mouth at one end of the paper and ending with an anus at the other end.
   • As they progress through the digestive system, students should draw and label the corresponding organs, such as the esophagus, stomach, small intestine, large intestine, etc.
   • The teacher should circulate around the room, offering guidance and answering any questions that may arise.
   • This activity will help students visualize the path food takes through the digestive system and understand the function of each organ along the way.

2. Research activity 'Digestive System Problems' (10 - 12 minutes):

   • After the conclusion of the simulation activity, students should continue working in their groups.
   • The teacher should provide each group with a list of digestive system health problems, such as heartburn, gastritis, ulcers, etc.
   • Each group should choose a problem to research. They should find out what causes the problem, what the symptoms are, and what the treatment options are.
   • Students should then create a poster or a short presentation to share their findings with the class.
   • This activity will help students understand the health problems that can affect the digestive system, and the importance of a healthy diet and balanced lifestyle for preventing these problems.

3. Group discussion and feedback (5 - 7 minutes):

   • After the conclusion of the two activities, each group should briefly present what they have learned.
   • The teacher should facilitate a class discussion, allowing students to share their findings and ideas.
   • This is an ideal moment to clarify any misunderstandings and reinforce key concepts of the digestive system.
   • The teacher should provide positive and constructive feedback to each group, encouraging them to continue exploring and questioning the world around them.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes):

   • The teacher should lead a group discussion involving all students. Each group should have the opportunity to share with the class what they discovered during the research activity.
   • Students should be encouraged to ask each other questions and express their opinions. The teacher should ensure that all students have the chance to speak and that the discussion remains focused on the topic.
   • This discussion will allow students to see different perspectives on digestive system health problems and the importance of digestion for overall health.

2. Connection to theory (2 - 3 minutes):

   • After the discussion, the teacher should help students make the connection between the practical activities and the theory presented at the beginning of the lesson.
   • The teacher can highlight how the simulation activity helped students visualize the path food takes through the digestive system and the function of each organ.
   • Similarly, the teacher can emphasize how the research activity deepened students' understanding of digestive system health problems and the importance of a healthy diet.
   • This step will allow students to see the relevance of what they have learned and how they can apply this knowledge in real life.

3. Individual reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned.
   • The teacher can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students should be encouraged to think about how the digestive system affects their daily lives, and what steps they can take to maintain a healthy digestive system.
   • This reflection will help students consolidate what they have learned and identify areas that may need further study or clarification.

4. Teacher feedback (1 minute):

   • Finally, the teacher should provide feedback to students on their performance during the lesson. The teacher should praise students' efforts, highlight notable achievements, and offer suggestions for future improvements.
   • The teacher should encourage students to continue studying the digestive system on their own, and to bring any questions or doubts to the next lesson.
   • This feedback will help motivate students and guide them in their future studies.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes):

   • The teacher should start the conclusion of the lesson by summarizing the main points covered, reiterating the structure and function of the digestive system, as well as the different organs that compose it and their respective functions.
   • This is the moment to recall the main discoveries and learnings from the practical activities, such as the simulation of the journey through the digestive system and the research on digestive problems.
   • The teacher should ensure that students are aware of the relevance of what they have learned and how they can apply this knowledge in their daily lives.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher should emphasize how the lesson connected the theory, practice, and applications of the digestive system.
   • This may include explaining how the simulation activity helped visualize the theory of the digestive system, and how the research on digestive problems applied that knowledge to real life.
   • The teacher should highlight how knowledge of the digestive system is crucial for promoting health and well-being, and how it applies to students' daily lives.

3. Extra Materials (1 minute):

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of the digestive system.
   • This may include books, articles, educational videos online, and reliable science and health websites.
   • The teacher should encourage students to explore these resources on their own, and to bring any questions or discoveries to the next lesson.

4. Subject Relevance (1 minute):

   • Finally, the teacher should emphasize the importance of the digestive system for students' daily lives.
   • This may include explaining how an understanding of the digestive system can help make healthy food choices, and prevent and treat digestive health problems.
   • The teacher should encourage students to apply what they have learned to improve their own health and well-being, and to share their knowledge with others.
   • This is an opportunity to reaffirm the relevance and usefulness of what was learned, and to motivate students to continue exploring and learning about the fascinating world of biology.