| Grade Level | ||
| Standards | Inquiry Skills | |
| Students will design and conduct scientific investigations | ||
| Students will communicate scientific procedures and explanations | ||
| Human Anatomy And Physiology Content | ||
| Students will understand how the digestive system receives, modifies, and absorbs food, and eliminates solid wastes | ||
| Objectives | Understanding of the gastric anatomy and function by the use of comparative anatomical techniques between ruminant and non-ruminant stomachs. |
| Materials and Activities | |
| Engage | What do they think the stomach of a sheep and pig look like? Would they have to be different, and if so, why? |
| Explore | Have students in
groups of four do a gross examination of the stomach and report observations
of the stomachs using anatomical terminology.
Students begin the study by performing a horizontal sagital cut through the length of the stomach. Flip over cut and observe: Compare to histologic slide of stomach mucosa. Have the student collect stomach contents and observe stomach and contents under a dissection scope. Record observations. |
| Explain | Point out rugae,
sphincters, mucosa, and sub-mucosa.
Demo a transverse cut through the stomach wall. Describe glandular structures on the histologic slide. Describe comparative anatomy between the ruminant and non-ruminant stomachs. |
| Elaborate | Have students cut
samples of muscle, blood vessels, mucosal tissue, stroma, and sphincter.
Have them stretch and compress the tissue, and make an informal chart of comparison between the tissues. |
| Evaluation | Herbivore versus Omnivore comparative stomach differences researched and a concept map constructed. |
Teacher notes/reminders: This is the sixth lesson in a series of 6 utilizing an inquiry-based model. The lessons are:
1. The Digestive travels of a Burrito
2. Where Does a Burrito Go First?
3. How does Swallowing Effect the Burrito?
4. How Many Burritos Does a Stomach Hold?
5. What If That Burrito Was Bad?
6. Do Cows Eat Burritos?
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