An alternative to the "Structure of the Digestive System" activity would be to have separate cells for each part of the digestive system, rather than one large diagram. In this activity, students will create a spider map identifying and defining the functions of each organ in the digestive system. Sometimes it can be helpful to have each organ isolated in order to focus in on what it does.
| Stage | Description |
|---|---|
| Mouth | Food enters the alimentary canal through the mouth. It is chewed by teeth which break food down into smaller pieces. The food is mixed with saliva that contains enzymes. |
| Esophagus | The fibromuscular tube connecting the mouth to the stomach is called the esophagus. Food is pushed down using a wave-like muscular motion called peristalsis. |
| Stomach | The stomach is the muscular organ where food is mixed with gastric juices. Gastric juice has a low pH, meaning it is acidic, and is used to help digest food and kill potentially harmful bacteria. |
| Small Intestines | The small intestines are made up of three parts: the duodenum, the jejunum, and the ilium. Here, food is mixed with enzymes and bile. The enzymes speed up the digestion process. Nutrients are then absorbed into the bloodstream. |
| Large Intestines | The large intestines are made up of two parts: the colon and the rectum. In the colon, water is reabsorbed from the food. Feces are stored in the rectum until they are ready to be passed. |
| Anus | Feces leave the alimentary canal through the anus. |
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Student Instructions
Create a spider map that identifies and describes the different organs in the digestive system.
Engage students by building a simple digestive system model using common classroom supplies like zip-top bags, pantyhose, and crackers. This interactive activity will help students visualize how each organ works together and make science learning fun!
Collect zip-top bags (mouth and stomach), a long sock or pantyhose (intestines), a cup (esophagus), water, crackers, and food coloring. Assign each item to represent a real organ. Using familiar objects makes abstract concepts concrete for students.
Have students break up crackers (chewing) and mix with water and food coloring (saliva) in a zip-top bag (mouth). Squeeze the bag to mimic chewing and mixing. Showcase peristalsis by sliding the mush through the cup (esophagus) into the next bag (stomach).
Pour the mixture into the pantyhose or sock (intestines). Squeeze gently to push the mixture through, highlighting how nutrients are absorbed and waste moves along. Students observe the changes at each stage, reinforcing organ functions.
Collect leftover material at the end of the pantyhose or sock (rectum and anus). Explain how the body reabsorbs water and stores waste before elimination. Wrap up with a group reflection on how the model represents real digestion.
The main parts of the digestive system include the mouth (breaks down food and mixes with saliva), esophagus (moves food to the stomach), stomach (uses acids and enzymes to digest food), small intestines (absorbs nutrients), large intestines (absorbs water and forms feces), and anus (expels waste).
Students can use a spider map to visually organize and describe each organ's function. By isolating each part, coloring diagrams, and writing descriptions, learners better understand the role of each digestive organ.
A spider map activity involves creating a diagram with separate cells for each digestive organ, labeling them, coloring each part, and noting its specific function to visually reinforce learning.
Quick lesson ideas include using interactive diagrams, creating spider maps for each organ, having students label and color parts, or discussing the path food takes through the digestive system.
Studying each part separately helps students focus on specific functions, prevents confusion, and supports deeper understanding of how organs work together in digestion.