Ruminant vs. Monogastric Digestive Systems
Overview
This lesson presents students with information regarding the differences between ruminant and monogastric digestive systems. The project portion of this lesson allows students to work in small groups and get creative to demonstrate their knowledge of these two digestive systems.
Digestive Systems
Subject Area Plan | |||
Course: | Large Animal Management | ||
Unit: | Digestive Systems | ||
Subject Area: | Monogastric vs Ruminant | ||
Materials, Supplies, Equipment, References, and Other Resources: | Play-doh, large colored library paper, various classroom items, items provided by students | ||
Essential Question(s): | How do monogastric digestive systems different from ruminant digestive systems? | ||
Objectives:
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Learning Activity 1 | Estimated Time: | 5-10 minutes |
Instructor Directions / Materials | Brief Content Outline | |
Intro activity: Guessing Game | Show students pictures of each type of digestive system - have them try to guess what systems belong to what kinds of animals |
Learning Activity 2 | Estimated Time: | 20 minutes |
Instructor Directions / Materials | Brief Content Outline | |
Lecture | With skeleton notes, teach students about the differences between ruminant and monogastric digestive systems. Allow for questions within the lecture. |
Learning Activity 3 | Estimated Time: | 15 minutes |
Instructor Directions / Materials | Brief Content Outline | |
Project explanation Students can use any materials they find in the classroom or at home (balloons, plates, play-doh, etc) | Split students into groups of 3-4 (Each student will be assigned a specific task - for ex: labeling, finding materials to use, designing model, presenting to class, etc) Explain that students need to design their own 3D model of a ruminant and monogastric digestive system. They will be judged by an outside source on whose diagrams are the most creative and accurate. 1st Place: Extra 5 points on next test 2nd place: Extra 3 points on next test |
Summary (Reflection)- What did we learn and where are we going? | Estimated Time: | 1-2 minutes |
Students will write down 1-2 facts that they learned from class today in the “final thoughts” portion of their bell-ringer sheet. Think-pair-share with each other their final thoughts. |
Evaluation Based on the Learning Outcome Expressed in the Objective(s) |
Evaluation will take place via their project completion. |