Summer 2005 M.

1
Unit M: Digestive System


Program Area: Health Occupations Education

Course Title: Medical Sciences I Number: 7221

Unit Title: Digestive System

Suggested
Time for
Instruction: 5 class periods (90 minute classes)
9 class periods (55 minute classes)

Course Percent: 6 %

Unit Evaluation: 100% Cognitive

-------------------------------------------------------------------------------

Competency: MD13. Analyze the anatomy and physiology of the digestive
system.

Specific Objectives:

MD13.01 Describe the structure of the digestive system.

MD13.02 Analyze the function of the digestive system.

MD13.03 Analyze characteristics and treatment of common digestive
disorders.





Summer 2005 M.2
Unit M Master Outline

M. Digestive System

MD13.01 Describe the structure of the digestive system.
A. Alimentary canal
1. Digestive tract or GI tract
2. 30 ft. tube from mouth to anus
B. Accessory organs of digestion
1. Tongue
2. Teeth
3. Salivary glands
4. Pancreas
5. Liver
6. Gall bladder
C. Peritoneum
D. Mouth
1. Hard palate
2. Uvula
E. Salivary glands
1. Three pairs
2. Parotid largest
F. Teeth
1. Gingiva - gums
2. Deciduous - 20
3. Adult mouth has 32 teeth
G. Esophagus
1. 10 long muscular tube
2. Connects pharynx and stomach
H. Stomach
1. Cardiac sphincter
2. Pyloric sphincter
3. Rugae
I. Small Intestine
1. Duodenum 12 long
2. J ejunum 8 ft. long
3. Ileum 10 12 ft. long
J . Pancreas - Located behind stomach
K. Liver
1. Largest organ in body
2. Located below the diaphragm, upper right quadrant
3. Connected to gallbladder and small intestine by ducts
L. Gallbladder
1. Small, green organ
2. Inferior surface of liver
M. Large Intestine (Colon)
1. Approx 2 in diameter
2. Cecum
3. Appendix
4. Rectum
5. Anus

Summer 2005 M.3
MD13.02 Analyze the function of the digestive system.
A. Digestion
1. Bolus soft, pliable ball of semi-digested food
2. Peristalsis wavelike motions that move food along esophagus,
stomach and intestines
3. Ptyalin in saliva in mouth, converts starches to simple sugar
4. In stomach:
a. Gastric juices released
b. Stomach churns and mixes food and juice (chyme)
c. Small amounts chyme enter duodenum
d. Takes 2-4 hours for stomach to empty
5. In small intestine:
a. Digestion completed, absorption occurs
b. Addition of enzymes from pancreas and liver (via gallbladder)
6. In large intestine:
a. Large quantities of H
2
0 absorbed back into bloodstream
b. Bacteria help break down undigested food
c. Gas formation (flatulence) from bacterial action
d. Feces undigested semi-solid waste
e. Defecation colon and rectal muscles contract, external anal
sphincter under conscious control
B. Enzymes help digestion
C. Functions of Digestive System
1. Physical breakdown of food
2. Chemical digestion of food into the end products of fat, carbohydrates,
and protein
3. Absorb nutrients into blood capillaries of the small intestine
4. Eliminate waste products of digestion
D. Mouth
1. Food enters digestive system through mouth
2. Inside mouth covered with mucous membrane
3. Roof of mouth is hard palate
4. Uvula prevents food from going up nose when you swallow
E. Tongue
1. Attached to floor of mouth
2. Helps in chewing and swallowing
3. Made of skeletal muscle
4. Taste buds on surface
F. Salivary glands
1. Three pairs
2. Secrete saliva
3. Parotid largest salivary glands, become inflamed during mumps
G. Teeth
1. Gingiva gums that support and protect teeth
2. Mastication chewing
3. Deciduous baby teeth
H. Stomach
1. Cardiac sphincter
a. Circular layer of muscle
b. Controls passage of food into stomach
2. Pyloric sphincter regulates entrance of food into duodenum
3. Rugae
a. Mucous coat lining
b. Folds when stomach empty
4. Muscular coat contracts (peristalsis) to push food into small intestine

Summer 2005 M.4
I. Small Intestine
1. Three sections
2. Absorption
a. Digested food (nutrients) pass into bloodstream and on to body cells
b. Undigestible passes on to large intestine
J . Pancreas
1. Exocrine function secretes digestive enzymes
2. Also has endocrine function
K. Liver
1. Manufactures bile
2. Produces and stores glucose in the form of glycogen
3. Detoxifies alcohol, drugs and other harmful substances
4. Manufactures blood proteins
5. Stores vitamin A, D and B complex
L. Gallbladder
1. Stores bile
2. When fatty foods digested, bile released by gallbladder
M. Large Intestine
1. Chyme semi-liquid food

MD13.03 Analyze characteristics and treatments of common digestive
disorders.
A. Heartburn
1. Acid reflux
2. Symp burning sensation
3. Rx avoid chocolate, peppermint, coffee, citris, fried or fatty foods,
tomato products, stop smoking, take antacids, dont lay down 2-3 hours
after eating
B. Pyloric stenosis
1. Narrowing of pyloric sphincter, often found in infants
2. Symp projectile vomiting
3. Rx - Surgery
C. Gastritis acute or chronic inflammation of the stomach lining
D. Gastroenteritis
1. Inflammation of mucous membrane lining of stomach and intestine
2. Common cause virus
3. Symps diarrhea and vomiting
4. Complication - dehydration
E. Ulcer
1. Sore or lesion that forms in the lining of the stomach
2. Gastic ulcers in the stomach, duodenal ulcers in the duodenum
3. Primary cause H. pylori (bacteria)
4. Contributing factors smoking, alcohol, stress, certain drugs
5. Symp burning pain in abdomen between meals and early morning,
may be relieved by eating or taking an antacid
6. Diagnosis x-ray, gastroscopy
7. Rx H
2
blockers (drugs) that block release of histamine
F. Colitis (Irritable Bowel Syndrome)
1. Large intestine inflamed
2. Cause unknown
3. Symps episodes of diarrhea or constipation
Summer 2005 M.5

G. Appendicitis
1. When appendix becomes inflamed
2. If it ruptures, bacteria can spread to peritoneal cavity, causing peritonitis
3. Symps RLQ pain, rebound tenderness, fever, nausea and vomiting
4. Rx - appendectomy
H. Hepatitis A
1. Infectious hepatitis
2. Cause virus
3. Spread through contaminated food and water
I. Hepatitis B (Serum hepatitis)
1. Caused by virus found in blood
2. Transmitted by blood transfusion or being stuck by contaminated needle
(drug user)
3. Health care workers at risk should be vaccinated
4. Use standard precautions for prevention
J . Cirrhosis
1. Chronic, progressive disease of the liver
2. Normal tissue replaced by fibrous connective tissue
3. 75% caused by excessive alcohol consumption
K. Cholecystitis inflammation of the gall bladder
L. Cholelithiasis (gall stones)
1. Can block bile duct causing pain and digestive disorders
2. Small ones may pass on their own, large ones are surgically removed
3. Surgical removal of the gallbladder =cholecystectomy
M. Pancreatitis
1. Inflammation of pancreas
2. 1/3 of cases cause unknown
3. Sometimes associated with chronic alcoholism
N. Diverticulosis (diverticulitis)
1. Little sacs (diverticuli) develop in wall of colon
2. Most people over age 60 have this
3. When the sacs become inflammed =diverticulitis
O. Diarrhea
1. Loose, watery, frequent bowel movements when feces pass through
colon too rapidly
2. Caused by infection, poor diet, nervousness, toxic substances or food
irritants
P. Constipation
1. When defecation is delayed, feces become dry and hard
2. Rx diet of cereals, fruits andvegetables (roughage), drinking plenty of
fluids, exercise and avoid tension
Q. Colon cancer
1. Colonoscopy
2. Hemoccult
3. Colostomy
R. Caries tooth decay, cavities
S. Gingivitis inflammation of the gums
T. J aundice yellow color the skin
Summer 2005 M.6

U. Laparoscopic cholecystectomy
1. Most common method of cholecystectomy
2. Small abdominal incisions allow insertion of surgical instruments and
small video camera
3. Surgeon performs procedure by watching monitor and manipulating
instruments
4. Stomach muscles are not cut so healing is quicker


Summer 2005 M.7
Unit M: Digestive System

Competency MD13: Analyze the anatomy and physiology of the digestive
system.

Materials/Resources

Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers, Latest
Edition. www.DelmarAlliedHealth.com

National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current
Edition. www.hosa.org

Simmers, Louise. Diversified Health Occupations. Delmar Publishers, Latest Edition.
www.delmar.com/delmar.html



















Teaching/Learning Indicators: The following letters are used to indicate specific
skills/areas required in the instructional activity.

R Reading SS Social Studies
W Writing S Science
M Math A The Arts
H Health professional/parent/community involvement

Summer 2005 M.8
Objective MD13.01 Describe the structure of the digestive system.

Teaching/Learning Activities

Cognitive S
Have students label the diagram of the digestive system. (Appendix MD13.01B)

Teamwork S, A
Have students complete A Walk Through the Digestive System. (Appendix MD13.01C)

Critical Thinking S, A
Prepare a bag of assorted materials that students could use to be creative with. Many of
these things may be in your classroom or around your house. Suggested materials
include: balloons, pipe-cleaners, doilies, rolls of crepe paper in a variety of colors, bobby
pins, safety pins, tape, a variety of hats, old Halloween wigs, wooden spoons, boas,
sunglasses, etc.. As the students enter the classroom, have them select a note card with
a character role listed on it ( Appendix MD13.01D)

Give the students about 20 minutes to create a costume and prepare a short speech,
poem, or song about their organs location and function. The director role is to
coordinate the presentation and make sure characters appear in the correct order related
to the digestive system. This is a great day to bring a video camera and the students will
love to watch themselves.

HOSA S
Have student write HOSA Bowl questions related to the digestive system. Then play
HOSA Bowl using the competitive event guidelines in answering questions. Allow
students to take turns acting as moderator, judge, and competitor.

Cognitive S, SS
Make two sets of note cards labeled with the name of different organs in the digestive
system. Divide the students into two teams. Place a set of note cards in two brown
envelopes. (Can do more than two sets if you would rather have more groups.) Blow a
whistle for the teams to open their envelopes. Have the teams race to see who can put
the note cards in the right order related to the digestive process first.

Technology S
Have the student use the library or computer lab to complete an Internet search related
to a particular organ in the digestive system. Student may visit The Visible Human
Project, accessible through the U.S. National Library of Medicines Web site at
http://www.nim.nih.gov. This address has visual and textual information. The students
can take the information they obtain and create a bulletin board or brochure about their
particular organ.

Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the students IEP.



Summer 2005 M.9
Objective MD13.02 Analyze the function of the digestive system.

Teaching /Learning Activities

Cognitive S
Deliver a lecture about the process of digestion. While discussing the digestive process,
have students simulate the process using zip-lock bags, whole grain cereal, water, and
green food coloring. (Appendix MD13.02A)

Teamwork S, A
Have the students sing The J ourney of a Meatball. (Appendix MD13.02B)

Critical Thinking S
Have students do some simple experiments which demonstrate the chemical reactions
that take place during digestion. (Note: Your biology and chemistry teachers are
wonderful resources and this is an excellent way to integrate your curriculum. You can
also find numerous labs on the Internet.)

Some examples of simple experiments include showing the action of bile by putting equal
amounts of oil and water in a glass. Shake it and note the results. Now add grease-
fighting detergent or stain remover. Shake it again. How does the bile act like the
detergent? (Bile acts like a grease-fighting detergent, breaking up globs of fat into small
particles to prepare the fat for digestion. Have students hold a saltine cracker in their
mouth (without chewing.) Have the students describe the reaction that takes place and
explain why this happens. (Chemical breakdown of starches.)

Teamwork S, A
Working in teams of three to four students, have each team research how the liver filters
poisons such as alcohol and drugs from the blood stream. Have them create a
commercial about the physical dangers of drug and alcohol use. Videotape these
commercials and show them to some middle school students.

Technology S, H
Have students participate in a class discussion on the different diagnostic tests that are
used to assess the digestive system. Plan a field trip to a local radiology department or
ask a radiologic technologist to come to your class as guest speaker who can relate the
function of the digestive system to medical diagnostics.


Summer 2005 M.10
Objective MD13.02 Analyze the function of the digestive system.

Teaching / Learning Activities

Critical Thinking S, A
As a creative way to trace digestion, have the students design a prom invitation with
specific travel direction. The belle of the ball is Annabelle Asparagus, and the prom is
being held at Club Rec. The students must include specific directions on how to get to
the prom. They need to caution Annabelle if there is a chance she could take a wrong
turn or come upon dangers such as acid or turbulence. Be sure and remind Annabelle
how long to plan for the trip. These invitations should be colorful and creative.

Teamwork S
Assign students to groups and have them complete the Digestive System Project.
(MD13.02D).

Basic Skills S, R
Many great resources are available to help students of all ages understand the normal
function of the digestive system and capture their attention. Most of the following can be
ordered via the Internet. (Try amazon.com)

The Gas we Pass; The Story of Farts by Shinta Cho
Everyone Poops by Taro Gomi
What Happens to a Hamburger (Lets Read and Find Out) by Paul Showers
Terry Toots! by Francisco Pittau
The Magic School Bus Home Video For Lunch - topic is digestion
Grossology: The Science of Really Gross Things by Sylvia Branzei

Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the students IEP.

Summer 2005 M.11
Objective MD13.03 Analyze characteristics and treatments of common
digestive disorders.

Teaching / Learning Activities

Basic Skills S, H
Using numerous sources, have students research the different types of Hepatitis. They
could check with the local health department and see what the incidence of these
diseases are in their community. They could then make graphs comparing the incidence
of the different forms of the diseases in their community.

Employability Skills S, H
Invite a gastroenterologist to speak to the class about digestive diseases. (If possible,
ask the speaker to bring slides.) To prepare for the speaker, have students review
digestive disorders with the teacher.

Invite an enterostomal therapist to the class to speak about their role in the health care
delivery system. Ask them to discuss the emotional and physical adjustments that must
be made by the patients when the normal route for digestion must be altered. Again
have students prepare questions for the speaker before they arrive.

Following a visit by any guest speaker, assign a class member to write a thank-you note
on behalf of the class.

Critical Thinking S
Assign different gastrointestinal diseases to students. Tell them not to let the other
students know what disease they have. Have them research the signs and symptoms for
their diseases. When they return to class the next day, select several students to
assume the role of visiting gastroenterologists. Students (patients) will meet with them
and tell them about their signs and symptoms. The physicians after assessing the
patients will make a diagnosis and prescribe appropriate treatments. This exercise is
even more fun if the students bring in visual evidence of their symptoms (jaundice,
diarrhea, vomiting, etc.) After the physicians have made their diagnoses, have the
patients and physicians switch roles!

Cognitive S
Have students define terms in the Digestive Disease overview. (MD13.03A)

Technology S, R, W
Have students visit the web site http://www.virtualphysical.com/colon.html
and write a one page summary about a Virtual Colonoscopy.
Summer 2005 M.12
Objective MD13.03 Analyze characteristics and treatments of common
digestive disorder.

Teaching / Learning Activities (continued)

Critical Thinking S, SS
Give the students situations that require they process information to come up with a
solution. Write short case studies such as:

Rita, a thirty-five year old female, had a malignant tumor removed from the
jejunum six weeks ago. During her post-op visit, she mentions to her doctor that
she cannot seem to gain back the weight that she lost during the time she was in
the hospital. As her doctor, what explanation would you give her as to why she
might be having this problem.?

J uanita calls her pediatrician hysterical one evening. Her little boy is three weeks
old and almost every time she feeds him, he has projectile vomiting. When she
brings him to the office the next day, the baby has not gained any weight since
his two week visit. What would you suspect was going on with the baby and
what would you tell J uanita needed to be done?

HOSA S, SS, R, H
Have students research the relationships between stress, diet, and ulcers. Using the
guidelines for the Community Awareness Project in Section B of the HOSA Manual, plan
a project that will educate the community about ways to prevent this disease. Arrange to
do a presentation at various places in your community. (Remember the high stress
teachers and students have, so do not forget your school community.)

Special Needs
Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the students IEP.

Summer 2005 M.13
Daily Lesson Plans

Unit M: Digestive System
Lessons: 5
Hours: 7 clock hours

Steps Lesson #1 Lesson #2 Lesson #3
Focus and
Review
Brainstorm What is the
relationship between the
special senses and the
digestive system?

Using model, point to structures
and allow students to write the
correct name of the structure.
Collect note cards. Ask
questions from cards.
Statement
of
Objectives
MD13.01 Explain the structure
of the digestive system.

MD13.02 Analyze the function
of the digestive system.

MD13.03 Analyze
characteristics and treatment of
common digestive disorders.

Teacher
Input
Overheads Structure and
Function of the Digestive
system. Use a classroom
model to also point out the
structures.

Assign the Digestive System
Project (MD14.01D) You may
group students in pairs if
necessary to write the
monologue together, but only
on of the pair needs to act out
the assigned role.


Overheads finish structure
and function if needed.

Guest Speaker Radiologic
technologist ask the Rad
Tech to bring x-rays of
digestive system. Use the
overhead projector to show the
x-rays. Have Rad Tech talk
about A&P of Digestive System
as it relates to his/her job.

Allow students to present their
play As the Stomach Churns.

Debrief important concepts.

Overheads Discuss disorders
of the Digestive System
Guided
Practice
Working in pairs, begin
preliminary work on the
Digestive System Project.

Allow students time to finish
their projects.
Begin filling in Digestive
Disease overview.
Independe
nt Practice
Write 3 questions on note cards
related to digestive anatomy.

Complete the Digestive System
diagram.


Write thank you note to guest
speaker.
Finish Digestive Disease
Overview.

White 3 disorder questions on
notecards.
Closure Collect note cards. Go around
the room asking questions from
the notecards.



Reinforce important concepts
raised by the speaker. Find out
if any students would consider
a career in Radiologic
Technology.
Collect note cards. Ask
questions from the notecards.
Materials Overheads
Handouts Digestive System
diagram and Digestive System
project.

Overheads
Overhead projector
Certificate of Appreciation for
speaker
Overheads
Handout Digestive Disease
overview
Summer 2005 M.14
Unit M: Digestive System (Continued)

Steps Lesson #4 Lesson #5
Focus and
Review
Correct Digestive Disease
overview in class.
Answer student questions
before the test.



Statement
of
Objectives
MD13.03 Analyze
characteristics and treatment of
common digestive disorders.


MD13.03 Analyze
characteristics and treatment of
common digestive disorders.


Teacher
Input
Take class to the technology
lab. Have them look up
Colonoscopy and Virtual
Colonoscopy on the web.

With time remaining, go back to
the classroom and play HOSA
Bowl. Use notecards created
in class for questions.


TEST Digestive System
Guided
Practice
Have students write a one page
essay on either colonoscopy,
virtual colonoscopy, or a
personal digestive disorder
experience. Use clinical terms
and classroom learning in the
essay.


Take unit test.

Grade test in class.

Independe
nt Practice
Study for test. Have students look up the
answers to the questions they
got wrong and turn in their
corrected test.



Closure Review major concepts for test. Introduce the next unit.

Make a reading assignment.

Use remaining class time for
HOSA business/update.




Materials Technology lab
HOSA Bowl equipment
Student-created note cards




Test and key.

Green pens for grading tests.



Summer 2005 M.15

Unit M: Digestive System
Terminology List

1. absorption
2. alimentary canal
3. anus
4. appendix
5. bile
6. bolus
7. cardiac sphincter
8. cecum
9. chyme
10. colon
11. defecation
12. digestion
13. duodenum
14. enzymes
15. esophagus
16. feces
17. flatulence
18. gallbladder
19. gingiva
20. glycogen
21. hard palate
22. jejunum
23. liver
24. mastication
25. pancreas
26. parotid glands
27. peristalsis
28. ptyalin
29. pyloric sphincter
30. rectum
31. rugae
32. salivary glands
33. stomach
34. tongue
35. uvula



Disorders and Related Terminology

1. appendicitis
2. cancer
3. caries (decay)
4. cholecystitits
5. cholelithiasis
6. cholecystectomy
7. cirrhosis
8. colitis/irritable bowel
9. colonoscopy
10. colostomy
11. constipation
12. diarrhea
13. diverticulosis/diverticulitis
14. gastritis
15. gastroenteritis
16. gingivitis
17. heartburn
18. hemoccult
19. hepatitis A
20. hepatitis B
21. jaundice
22. laparoscopic cholecystectomy
23. pancreatitis
24. peritonitis
25. pyloric stenosis
26. ulcer
Summer 2005 M.16
The Digestive System

Label the following structures:

1. Diaphragm
2. Liver
3. Esophagus
4. Transverse colon
5. Small intestine
6. Pancreas
7. Appendix
8. Ascending colon
9. Stomach
10. Descending colon
11. Rectum
12. Gallbladder
13. Cecum







































Appendix MD13.01B
Summer 2005 M.17


A Walk Through the Digestive System


1. As a class, determine how to obtain two white full-size sheets and sew them
together.

2. Your teacher will divide your class into four groups. As a class, find a diagram of
the digestive system, and divide it into four sections using a grid line.

3. Each group must draw the organs or parts of organs in their section. (As
determined by the grid lines.) Once the organs are drawn, use fabric paint to
paint the organs. Try to use different colors for each organ. (You will need to
place some paper under the fabric to protect your floor.)

4. Once the paint dries, you will have a digestive system you can walk through as
you learn the names of the organs and how food progresses through the body.
Your teacher can also journey through the body as he/she teaches about the
each organ.



Note to the Teacher: This task requires a lot of teamwork because students must work
together to determine where their drawings will meet and what size the organs should
be to be proportional. They also must discuss color choice.













Appendix MD13.01C
Summer 2005 M.18
Digestive System Project


You are about to be assigned a starring role in the play, The Stomach
Churns. Once the director assigns you a role, you are to write a short
monologue in which you explain your role in the digestive system. You
also are to create a costume with props which relates to your role and
will create a visual image. Practice your role and be dramatic! The
director will give you your cues as to when you are to appear on stage. Remember you are that
organ. LIGHTS........CAMERAS.............ACTION

THE STOMACH CHURNS

STARRING:

Meredith Mouth .............................
Peter Pharynx ...............................
Edwina Esophagus .........................
Samantha Stomach .........................
Lloyd Liver .................................
Grethchen Gallbladder .....................
Sally Small Intestine ......................
Lucy Large Intestine ......................
Ricky Rectum ................................
Patsy Pancreas ...............................
Arnold Appendix ............................
Tillie Teeth ................................
Director Doug ................................

Appendix MD13.01D

Summer 2005 M.19
Digestive System Lecture Notes


Student participation instructions

Supplies Needed: Zip-lock bags, water, whole grain cereal, green food
coloring, and colander


Major structures of GI system are: Oral Cavity Stomach
Pharynx Small Intestine
Esophagus Large Intestine

The liver, pancreas, and gallbladder, often are called accessory organs because they
not a part of the alimentary canal, but are involved in the digestive process.

There are two forms of digestion:

Mechanical Digestion - the breaking down of food into progressively smaller
and smaller particles through tearing, cutting, grinding, and the moving of food
along the digestive tract.

Chemical Digestion - the process where food is converted to substances usable
by the body. Substances called enzymes speed up this process.

Oral Cavity

Receives food and begins the preparation of food for digestion.
Food is torn and ground into smaller pieces through mastication (chewing.)
Saliva from the salivary glands is added to the food as it is being broken down.

(Fill the zip-lock bag with about a cup of cereal - imagine the food
entering the mouth and it closing.)

Digestion begins in the oral cavity (both chemical and mechanical digestion.)

Main parts of the oral cavity involved are the teeth, tongue, and salivary glands.
Teeth - responsible for mastication.
Front teeth (incisors) - have thin, sharp edges. Function is to tear and cut chunks of
food from the main portions.
Premolars and molars grind the food into even smaller pieces.
Tongue moves the food around your oral cavity so that all food can be ground up.
Tongue also facilitates deglutination (swallowing.) Tongue covered with tiny
projectiles called papilla (taste buds.)
Summer 2005 M.20

(Mash up the food in the bag the food is being chewed.)


Salivary Glands

You have three pairs.
1. Parotid Glands - largest pair, located anterior and inferior to your ears. These are
the glands that swell up when infected with the mumps virus.
2. Submaxillary or submandibular glands are found near the inner surface of your
lower jaw.
3. Sublingual glands are located under your tongue.

They produce saliva. Aids in liquefying food making it easier to digest. Saliva is 99%
water but also contains the enzymes ptyalin, or salivary amylase which begins the
breakdown of starch.

(Add about 1/8 cup of water; this is the saliva. Make sure that
students do not add too much water at this point. Mixture should be
very thick!)

Food is now a wet, nondescript and utterly repugnant mass, it is called Bolus.

Pharynx

Bolus pushed into pharynx with the aid of your tongue.
Uvula (that soft, bag-shaped mass attached to the soft palate and hanging down in
the back of your throat.) blocks the passageway between your nasal and oral
cavities when you swallow.
Tongue can not push food all the way down to the stomach. The bolus is moved
further downward by way of rhythmic, muscular contractions of the pharynx, known
as peristalsis. These contractions occur in a downward wave.

Esophagus

Passing from the pharynx is a 9-10 inch (25 cm.) long, flexible tube-like structure
called the esophagus.
Begins in the throat, travels through the middle chest region, through the diaphragm,
and eventually ends in the abdominal cavity.

(Mash the bag more and ask them to pretend that the food is moving
down the esophagus into the stomach.)
Stomach
Sac-like structure located in the upper left quadrant of the abdomen. This organ is
filled with gastric juices and mucus.
Summer 2005 M.21
Gastric juice is an acidic substances composed mainly of pepsin, an enzyme that
breaks down the proteins found in food.
Hydrochloric acid in the stomach destroys unwanted bacteria and other
microorganism white future aiding the digestion of food. This acid also contributes to
the absorption of iron.
Around 35 million gastric glands produce gastric juice.
Mere sight or smell of food is enough to make your glands in your stomach secrete
more gastric juices.
The reason the stomach does not dissolve itself it because it secretes and maintains
a mucous lining which acts as a protective barrier.

(Add more water for the gastric juices.)


The stomach makes a churning action by way of muscle contractions. This action
increases the effectiveness of gastric juices. They do not flow backwards and squirt
up your throat because of the cardiac valve or cardiac sphincter.
The cardiac sphincter is a ring-like structure located between the esophagus and the
stomach which opens to allow food and liquid into the stomach and stays shuts
sometimes.
Sometimes it does not to work if you try to swallow food too quickly. This can be
painful.
In the stomach food becomes s semiliquid, creamy, homogeneous substance called
chyme.

(Mash up the bag some more.)

Chyme leaves the bottom of the stomach through the pyloric sphincter
and travels a short way to the small intestine.

Small Intestine (3-5 hours)
1 inch in diameter and 23 feet long.
It is coiled up in abdominal cavity.
Digestion continues and this is where absorption occurs.
Consists of three portions:
1. Duodenum - (about 12 inches long) This is where the pancreas and liver have
ducts which empty into the small intestine. Most of the chemical digestion occurs
in this first division. (This is a site of frequent ulceration - duodenal ulcer.)
2. J ejunum - ( about 8 feet in length)
3. Ileum
Food is now broken down into usable substances which can be used by the tissues.
These substances are absorbed by the villi (millions line the walls of the small
intestine.)
Nutrients are either sent to the blood or put into storage.
Summer 2005 M.22
Water is also absorbed by the small intestine. On the average about 10 liters of
water is absorbed each day. If necessary, however, your small intestine can absorb
at least 1 liter of water every hour.
Usually only indigestible substances, waste material, and excess water are left.

Liver
3-4 pound organ located in upper right quad. of abdomen under the diaphragm. Usually
cannot feel the liver when palpating your abdomen. Liver responsible for many vital
things:
1. Maintains correct blood sugar (glucose) levels.
2. Filters out and destroys old red blood cells (RBCs) and saves the iron to
be used again.
3. Produces bile, which is needed for the digestion and utilization of fats.


(Add green food color to represent bile. Pretend food is in the small
intestine.)

4. Acts as a storehouse for a variety of vitamins, such as vitamins K, A, D, E,
and B12.
5. Produces prothrombin which is needed for blood clotting.
6. Filters out harmful toxins that may be swallowed.

Gallbladder
Bile made by the liver goes to the gallbladder.
The gallbladder can store about 50 milliliters of bile.
When fatty foods are eaten, this 7- 10 cm. long, pear-shaped organ is signaled to
release bile to the duodenum via the common bile duct.
Some of the bile used comes directly from the liver via the hepatic ducts.
Bile breaks down fat like soap breaks down grease.
After it is broken down, the fat can be stored by the lacteals of the villi in the
intestinal wall and used by the body.

Pancreas
Located behind the stomach.
Oblong, flattened organ is about 15 cm long.
Produces pancreatic juice, which contains more digestive enzymes. This juice
travels through the pancreatic duct and then through the common bile duct to get to
the duodenum.
These enzymes help digest proteins and fats. They also contribute to the control of
blood sugar levels via its production of insulin.

Summer 2005 M.23
Large Intestine (18 to 24 hours.)
About 5 feet long and 2 inches in diameter.
Curled up within the abdomen.
Nutrients not absorbed in small intestines are absorbed here as is some of the
water.
This is where E. Coli (bacteria) is and works on undigested substances and is
needed to synthesize vitamins. ( B-complex and Vit. K)
Serves as the storage and elimination structure for indigestible substances.
Water and salts are absorbed.
Still in the form of chyme when it enters, but in the colon, chyme is converted into
feces.
Takes longer for food to pass through large intestine. Mass movements occur 3 - 4
times a day.
Defecation is the elimination of feces.
Reflex activity moves feces through the internal anal sphincter. Voluntary activity
regulates movement through the external anal sphincter.

(Strain contents of the bag; the liquid part is the nutrients absorbed by
the body and the solid part is pushed to the large intestine. This is
where the solid waste is packed and sent out the body through the
anus.)






















Appendix MD13.02A
Summer 2005 M.24


THE JOURNEY OF A MEATBALL
( Sung to the Tune -- On Top of Old Smoky)

1. On top of spaghetti -- all covered with cheese
I spotted a meatball, and quick as you please
I forked that big meatball right into my mouth
and started a process that this songs about.

2. My teeth chewed the meatball and mixed it up well
with saliva and juices, all triggered by smell.
That bolus of food then passed out of my mouth
and into the esophagus for its long journey south.

3. The old peristalsis kicked right in you know
and took my big meatball where the pH is low.
Inside of my stomach, HCL and pepsin
were mixed with the meatball by churning again.

4. Then shortly my stomach told the meatball good-bye
passed it to the intestine where the pH is high.
Intestinal juices, pancreatic ones too
along with the livers bile has much work to do.

5. All of those enzymes got right down to work
and broke down my meatball with nary a quirk.
Amino acids, monosaccharides too
are all that is left from my meatball its true.

6. Now all of the nutrients set out for a ride
in a little red blood cell tucked safely inside
theyll ride in the plasma wherever it leads
and nourish a cell that has nutritional needs.

7. Back in the intestine the rest of my meal
was sent to the colon -- which removes water with zeal.
When you eat spaghetti all covered with cheese
remember my meatball and these processes.

Printed with permission from
Cindy Moss (Biology Teacher)
Independence High School in Charlotte, NC.
Appendix MD13.02B

Summer 2005 M.25

Digestive System Project

You will be working in groups of two or three people. Each group will be assigned an
organ in the digestive system. You will have this class period to learn about the function
of this organ as it relates to the digestive system as well as any diseases involving your
organ. You have the entire class period to work on this project.

The next class period you will take on the role of this organ. You need to have a
costume or props which relate to your function. You will tell the class the role you play
in digestion.

Where do you receive food from and what do you do with the food when you
receive it?
Where do you send the food and in what form?
Are there any enzymes or chemicals which help you do your job? What diseases
are associated with your organ and what symptoms would a person have?
Are there any diagnostic tests used to examine you?

Be creative and informative. You will present this the next class period whether your
partner is here or not so be prepared and involved in the project!!!!

YOUR ORGAN
YOUR PARTNER

Counts as Test Grade:

Function (15 points)
Receives food from where and in what form (10 points)
Sends food where and in what form (10 points)
Enzymes and chemicals involved with organ (10 points)
Diseases and symptoms (15 points)
Diagnostic Tests (10 points)
Types of healthcare workers involved in caring for you (5 points)
Costume and props (25 points)






Appendix MD13.02D


Summer 2005 M.26

DIGESTIVE SYSTEM PROJ ECT GRADE FORM



STUDENTS:

ORGAN:

Function (15 points) _____
Receives food from where and in what form (10 points) _____
Sends food where and in what form (10 points) _____
Enzymes and chemicals involved with organ (10 points) _____
Diseases and symptoms (15 points) _____
Diagnostic Tests (10 points) _____
Types of healthcare workers involved in caring for you (5 points) _____
Costume and props (25 points) _____


Total Points (100 Points)

Comments:






Summer 2005 M.27
Digestive Disease Overview


Describe the following digestive disorders, treatments and terms.


Hepatitis A
Hepatitis B
Cholelithiasis
Cholecystectomy
Heartburn
Ulcer
GERD
Cirrhosis
J aundice
Constipation
Gastroenteritis
Appendicitis
Pancreatitis



Appendix MD13.03A
Summer 2005 M.28

Unit M: Digestive System















OVERHEAD
TRANSPARENCY
MASTERS
Summer 2005 M.29






DIGESTION the process of changing complex
solid foods into simpler soluble forms which can be
absorbed by body cells.

ENZYMES chemical
substances that promote
chemical reactions in living
things.

ALIMENTARY CANAL
digestive tract or
gastrointestinal tract (GI
Tract). A 30 ft. tube from
mouth to anus.

Accessory organs of
digestion:
Tongue
Teeth
Salivary glands
Pancreas
Liver
Gall bladder

Summer 2005 M.30
Lining of the Digestive System

PERITONEUM double-layered serous membrane
that lines the abdominal cavity

Functions of the Digestive System

1. Physical breakdown of food
2. Chemical digestion of food into the end products
of fat, carbohydrates and protein.
3. Absorb nutrients into blood capillaries of the
small intestines
4. Eliminate waste products of digestion

Structure of Organs of Digestion

MOUTH
Food enters digestive system through mouth
Inside of mouth covered with mucous membrane
Roof of mouth is HARD PALATE (bone) and soft
palate
UVULA flap that hangs off soft palate
prevents food from going up the nose when you
swallow

Summer 2005 M.31
TONGUE
Attached to floor of mouth
Helps in chewing and swallowing
Made of skeletal muscle attached to four bones
Taste buds on the surface

SALIVARY GLANDS
Three pairs of glands
PAROTID largest salivary glands, they
become inflamed during mumps
Secrete saliva

TEETH
GINGIVA gums, support and protect teeth
MASTICATION chewing, teeth help in
mechanical digestion
DECIDUOUS teeth baby teeth (#20)
Adult mouth has 32 teeth

ESOPHAGUS
Muscular tube, 10 long
Connects pharynx and stomach
Summer 2005 M.32
STOMACH
Upper part of abdominal cavity
CARDIAC SPHINCTER circular layer of
muscle, controls passage of food into stomach
PYLORIC SPHINCTER
valve, regulates the
entrance of food into
duodenum
RUGAE mucous coat
lining of stomach in folds
when the stomach is empty
Stomach has muscular coat
that allows it to contract
(peristalsis) and push food
into the small intestine

SMALL INTESTINE
DUODENUM first segment, curves around
pancreas, 12 long
J EJ UNUM next section, 8 ft. long
ILEUM final portion, 10-12 feet long
ABSORPTION in small intestine, digested
food passes into bloodstream and on to body
cells, undigestible passes on to large intestine

Summer 2005 M.33
Accessory Organs of Digestion

PANCREAS
Located behind stomach
Exocrine function secretes
digestive enzymes
Also has endocrine function

LIVER
Largest organ in the body
Located below the
diaphragm, upper right
quadrant
Connected to gallbladder
and small intestine by ducts
Functions:
1. Produce and store glucose in the form of
GLYCOGEN
2. Detoxify alcohol, drugs and other harmful
substances
3. Manufacture blood proteins
4. Manufactures bile
5. Store Vitamins A, D and B complex

Summer 2005 M.34
GALL BLADDER
Small green organ, inferior surface of the liver
Stores and concentrates bile until needed by the
body
When fatty foods digested, bile released by
gallbladder

LARGE INTESTINE
CHYME semi-liquid food
Approx 2 in diameter
Also called the colon
CECUM lower right portion
of large intestine
APPENDIX is finger-like
projection off cecum
RECTUM last portion of
large intestine
ANUS external opening

Summer 2005 M.35
Digestion

BOLUS soft, pliable ball creating from chewing
and addition of saliva it slides down esophagus

PERISTALSIS wavelike motions, moves food
along esophagus, stomach and intestines

In the mouth
saliva softens food to make it easier
to swallow
PTYALIN in saliva converts
starches into simple sugar
under nervous control just thinking of food can
cause your mouth to water

In the stomach
gastric (digestive) juices are released
stomach walls churn and mix (This mixture is
chyme)
small amount of chyme enters duodenum at a
time - controlled by pyloric sphincter
takes 2-4 hours for stomach to empty

Summer 2005 M.36
In the small intestine
where digestion is completed and absorption
occurs
addition of enzymes from pancreas and bile
from liver/gallbladder

In the large intestine
regulation of H
2
O balance by absorbing large
quantities back into bloodstream
bacterial action on undigested food decomposed
products excreted through colon bacteria form
moderate amounts of B complex and Vitamin K
gas formation 1-3 pints/day, pass it through rectum
(flatulence) 14 times a day, bacteria produce the gas
FECES undigested semi-solid consisting of
bacteria, waste products, mucous and cellulose
DEFECATION when lg intestine fills, defecation
reflex triggered colon and rectal muscles contract
while internal sphincter relaxes external anal
sphincter under conscious control
Summer 2005 M.37






HEARTBURN
Acid reflux
Symp burning sensation
Rx avoid chocolate and peppermint, coffee, citris,
fried or fatty foods, tomato products stop smoking
take antacids dont lay down 2-3 hours after eating

PYLORIC STENOSIS
Narrowing of pyloric sphincter, often found in
infants
Symp projectile vomiting
Rx surgery

GASTRITIS acute or chronic inflammation of the
stomach lining

GASTROENTERITIS
Inflammation of mucous membrane lining of
stomach and intestine
Common cause = virus
Symps diarrhea and vomiting for 24-36 hours
Complication = dehydration
Summer 2005 M.38
ULCER
Sore or lesion that forms in the mucosal lining of
the stomach
Gastric ulcers in the stomach and duodenal
ulcers in the duodenum
Cause H. pylori (bacteria) is primary cause
Lifestyle factors that contribute: cigarette
smoking, alcohol, stress, certain drugs
Symp burning pain in abdomen, between
meals and early morning, may be relieved by
eating or taking antacid
Diagnosis x-ray, presence of bacteria
Rx H
2
blockers (drugs) that block release of
histamine
COLITIS (IRRITABLE BOWEL
SYNDROME)
Large intestine inflamed
Cause unknown
Symps episodes of
constipation or diarrhea

APPENDICITIS
When appendix becomes inflamed
If it ruptures, bacteria from appendix can spread
to peritoneal cavity causing PERITONITIS
Summer 2005 M.39

HEPATITIS A
Infectious hepatitis
Cause virus
Spread through contaminated food or H
2
O

HEPATITIS B (Serum Hepatitis)
Caused by virus found in blood
Transmitted by blood transfusion or being stuck
with contaminated needles (drug addicts)
Health care workers at risk and should be
vaccinated
Use standard precautions for prevention

CIRRHOSIS
Chronic, progressive disease of liver
Normal tissue replaced by fibrous connective
tissue
75% caused by excessive alcohol consumption

CHOLECYSTITIS
Inflammation of gallbladder


Summer 2005 M.40
CHOLELITHIASIS
Gallstones
Can block the bile duct
causing pain and digestive
disorders
Small ones may pass on
their own, large ones
surgically removed
Surgical removal of
gallbladder =
CHOLECYSTECTOMY

PANCREATITIS
Inflammation of pancreas
1/3 of cases = cause unknown
Sometimes associated with chronic alcoholism

DIVERTICULOSIS
Little sacs (diverticuli) develop in wall of colon
Most people over age 60 have this
When the sacs become inflammed =
DIVERTICULITIS

Summer 2005 M.41
DIARRHEA
Loose, watery, frequent bowel movements when
feces pass along colon too rapidly
Caused by infection, poor diet, nervousness,
toxic substances or irritants in food

CONSTIPATION
When defecation delayed, feces become dry
and hard
Rx diet with cereals, fruits, vegetables,
(roughage), drinking plenty of fluids, exercise,
and avoiding tension

COLON CANCER
Early detection critical COLONOSCOPY after
age 50
HEMOCCULT stool slide specimen to look for
hidden blood
Rx colon resection
COLOSTOMY opening in abdomen, healthy
bowel brought to skin after cancer removed,
pouch worn to collect waste

CARIES tooth decay (cavities)

Summer 2005 M.42
GINGIVITIS inflammation of the gums

J AUNDICE yellow color when bile pigment gets in
bloodstream

LAPAROSCOPIC CHOLECYSTECTOMY
Most common method of cholecystectomy
Small abdominal incisions allow insertion of
surgical instruments and small video camera
Surgeon performs procedure by watching
monitor and manipulating instruments
Stomach muscles are not cut, healing is quicker