Lesson Plan for Control Group

Lesson 15: Stomach and Intestines

Duration: 2 days
Day: 1
I. Objectives:
1. Explain the functions of stomach and intestines in digestion.
2. Identify the most common problems and treatment of the stomach and the
intestines.

II. A. Materials
Materials specified in the LM (Lesson 2, Activity)
Learners’ Materials (Lesson 1, Activity 1-2)
K-12 Teacher’s Guide
Chart of important concepts; diagram/ illustrations showing the digestion
process illustrated or drawn in a manila paper or illustration board

B. References:
Lozada, Buena A. and Augusto T. Mendoza. Science for Daily Use 4, JICA
Enterprises, Marikina, Philippines, 2002
Amelia M. Boac. The Amazing World of Science 4, Salesiana Books. Makati City,
Philippines, 2011

C. Process Skills: observing, describing, inferring, comparing

D. Values Integration: Eating the right kinds of food

III. Learning Tasks:

Day 1
A. Engagement (Motivation):
1. Show a picture of a family eating together.
2. Elicit pupils’ reaction
a. What are the people in the picture doing?
b. Why do we need food? (To become healthy and strong)
c. What will happen if we will not eat for a day? (We will get weak, then
sick)
d. What do you think will happen to the food you have eaten as it gets
inside your mouth?
 e. Are the food you have eaten directly get inside the different parts of the
body? (No, they should be converted into nutrients our body can use.)

B. Exploration:
1. Divide the class into four groups.
2. Tell them to do Lesson 15: LM Activity 1- “How is food digested in the
stomach?” and LM Activity 2 – “How is food digested in the intestines?”
3. Give them 5 minutes to prepare. (This activity will develop collaboration,
communication and critical thinking skills.)
4. Let each group answer all the questions in their assigned activity.

C. Explanation:
1. Allow them to share their answers and results of the different activities.
(development of communication skill)

Activity I
1. What happened to the biscuits, flour and other food after shaking the
resealable bag? (It was broken into smaller pieces, and became sticky. All
the materials added were combined together.)
2. Have you eaten your meal today? (Yes)
3. Where do you think these food go after you have swallowed it? (It will go
to the stomach.)
4. The stomach is similar to the bag in your activity. How are they similar?
(They are both big.)
5. Will the food stay in the stomach? (No.)
6. What will happen to the food? (It will be broken down into smaller
pieces.)
7. What happens after food is broken down into smaller pieces? (It will
further be digested in the small intestines to be absorbed by the body.)

Activity II
1. What went through the paper towel? (the water with pepper and
chilli powder)
2. This event also occurs in our intestines. Describe the materials that
went through the paper towel. (The materials are liquid.)
3. What will happen to the liquid material? (It will be absorbed by the
body.)
4. Why are there residues left in the paper towel?
(because the big pieces cannot pass through the paper towel)
5. What will happen to those that did not go through the paper towel?
(It will go out of the body.)
6. Which organ is similar to the paper towel? (The intestines are similar
to the paper towel.)

Digestion in the Stomach and in the Small Intestine Stomach

The food we eat gives us energy to work and play. Without food, the
other parts of the body like bones and muscles and the internal organs do
not have energy to function. However, before our body can make use of
any food that is eaten, it must be broken down into liquid form or into
smaller nutrients. The process by which food is broken down into
nutrients is called digestion.
Digestion takes place as soon as we start to chew our food. The
tongue, lips and cheeks move the food between the teeth to break it
down to small pieces. Saliva from the salivary glands mixes with the food
to soften it. Saliva also kills bacteria and breaks down starches into
sugars. So digestion of starches starts in the mouth. Moist chewed food
from the mouth goes down to stomach.
In the stomach, food is broken down into smaller particles. The
stomach is a large organ that is lined with layers of muscles. As the
muscles contract and relax, food in the stomach is squeezed, twisted and
churned. While the food is being physically changed in the stomach,
digestive enzymes and juices are also combined to change it into
nutrients. The process of digestion is both mechanical and chemical. The
mechanical part breaks down food into small bits by chewing of food in
the mouth and squeezing of food particles in the stomach. The chemical
part of digestion is the mixing of food particles with chemicals in the
saliva and stomach which changes it into nutrients that can be absorbed
by the body. Further action of enzymes in the small intestine completes
the process of chemical digestion. Food stays in the stomach for four
hours until the food turns into a thick liquid. The food that has been
moistened, chewed in the mouth and mixed with chemicals or enzymes
in the stomach goes into your small intestine.
Small Intestine
The small intestine is about 2.5cm wide and 7m long coiled tube where
food is finally digested and absorbed. The walls of the small intestine are
made of muscles that squeeze food and continuously move it. It contains
digestive juices and other enzymes that help break the food into
 nutrients. Thus, final digestion takes place in the small intestine. The
nutrients are then absorbed by the small intestines then go into your
blood stream. The blood carries these nutrients to the different parts of
the body.

Questions:
 What is the function of stomach in relation to digestion? (As the
muscles in the stomach continue to contract, the food is squeezed
and mixed with digestive juices to change the food into nutrients.)
 What about small intestines? (Small intestine contains digestive
juices and other enzymes that completely digests food and
absorbs digested nutrients.)

D. Elaboration: (development of critical thinking skills)

1. Let the learners answer questions on “Do this LM”.

1. List down names of foods that you usually eat in school. (answers may
vary)
2. What parts of the body change the food we eat before it will be absorbed
by our body cells? (mouth, stomach, small intestines)
3. What should be done to the food you eat before it can be used by the
body for growth? (It should be changed into nutrients readily absorbed
by the body cells.)
4. How would you help your stomach and small intestine work properly? (I
will chew the food well so that the stomach will receive smaller pieces of
food to be acted on by digestive enzymes.)
2. Let the pupils share their answers
3. Point out the functions of stomach and small intestine in digestion

Day 2

A. Engagement (Motivation)
1. Show a picture of a boy and girl pressing his/her stomach in pain.
 Draw responses from the pupils. Write their answers on the board.
2. Why do you think is the boy and girl pressing his/her stomach?
3. What do you think are the possible causes why he/she has stomach ache?

B. Exploration:
1. Ask the pupils to stay with their group in the previous day.
 2. Tell them to do the Lesson 15: LM Activity 3:”What are the most common problems
related to digestion?” and Lesson 15: LM Activity 4: “What are the treatments for the
common problems related to digestion?” Give them 5 minutes to finish it. (This
activity will develop collaboration, communication and critical thinking skills.)

3. Let each group answer all the questions in their assigned activity.

C. Explanation:
1. Unlock words using the Mother Tongue for comprehension.
 heartburn
 defecating
 constipation
 dehydration
2. Allow them to share their answers and results of the different activities.

Activity 3
1. In your class what is the most common digestive problem?
(Answers may vary depending on the result of classroom survey.)
2. What are the common problems related to eating dirty food?
(related to dirty foods and water- diarrhea, infestation with intestinal worms,
gastroenteritis)
3. What are common problems related to drinking dirty water?
(diarrhea, dysentry)
4. What are the common ailments caused by tension and fear? (hyperacidity)
Note to teacher: Maybe the kids should be enlightened a bit on stomach
aches/cramps caused by fear and tension which are not related to digestive
problems.

Activity 4
1. What are common diseases related to stomach and intestine?
2. What causes hyperacidity/ulcer?
3. How can you prevent constipation?
4. Why should people suffering from diarrhea be given medication right away?
(People with diarrhea should be given immediate medication to prevent loss
of water in the body.)
5. What should be done to avoid ailments related to digestion?
(Observe proper health habits) (Pupils may enumerate health habits)(drink
adequate amount of water, fruits, vegetables for fiber.)
6. What food are you going to eat to keep your body healthy? Eat nutritious
food. (They may write specific foods.)

3. Strengthen the knowledge of pupils by discussing common ailments related to

digestion. Show common ailments on the chart.
D. Elaboration: (development of creativity)
1. Ask the pupils to pretend like a doctor and let them identify possible ailments and
suggest treatment on the following symptoms:
 The child’s stool is soft and watery.
 Ronie defecates once in 3 days.
 Heartburn and gastric pain (Note to teacher You need to explain a little these
two conditions and point to the area in the diaphragm where pain may
occur.)
 The boy goes to the toilet every hour.
 The girl has a fever and sever pain around bellybutton.

E. Evaluation (development of critical thinking skill)

1. Fill in the diagram. Discuss with your group the causes and treatment to the
problem.

Problem:

Why are some children infested with intestinal worms?

CAUSES

TREATMENT

2.
 What is indigestion?
 What are the symptoms and causes of indigestion?
 How can it be prevented or treated?