Help your students sketch their meals, and examine the connection between the first bite of food and their next bathroom stop (yup, they can clock poops).
Keep track of everything you eat for a day. Take note of what your food looks like before you eat it.
How do different foods compare before and after digestion? How long does it take food to make it all the way through the digestive system?
Write or draw your meals. Record how they made you feel. Clock the times you used the restroom.
Aligned with Next Generation Science Standards (NGSS):
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Copy and paste the following link to your browser to download the app: