Grade 5 Drama and Science

The following lesson is a cross-curricular lesson blending Drama and Science designed for Grade 5's. This lesson focuses on the human organ systems and their various function and roles by building a body machine showing each step of the system. Using theatrical skills to dramatize the workings of the digestive tract, students will gain understanding of the role of the different organs in digestion by playing their parts, learn how nutrients from food are absorbed in the digestive tract, and discover that chemicals in our food may also be absorbed in the digestive tract.

Overall Expectation:

2: Investigate the structure and function of the major organs of various human body systems;

Specific Expectations:

3.1 identify major systems in the human body (e.g., musculoskeletal system, digestive system, nervous system, circulatory system) and describe their roles and interrelationships.

3.2 describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems (e.g., we have two lungs; each one is about 25–30 cm long and cone-shaped; the right lung is slightly bigger because it has three lobes and the left lung has only two; our lungs are responsible for gas exchanges).

3.3 identify interrelationships between body systems (e.g., the respiratory system provides oxygen and removes carbon dioxide for the circulatory system)

ACTIVITY:

‘Digestive System’

This was one of my favourite activities from our drama class. It allows the teacher to introduce different functions of the organs in a creative way. Working in small groups, we were asked to “build a body machine” (we had to include sounds, actions, and connect movements from one group member to next). Each group was assigned an organ – we had to create movements and sounds that depict the function of that particular organ (e.g., esophagus – transports food). We all had a chance to practice our own part a couple of times before connecting it all together. We started our chain with the mouth and ended with the anus – to show how the digestive system works.

Mouth: the place where the digestive process begins as food enters the body.

Teeth, such as the incisors, canines, and molars, break down food into manageable bits. Incisors nibble, canines tear and shear, and molars grind, so all of these players help mechanically break up the food.

The tongue rolls the food into a bolus (a soft lump of chewed food) that can be easily swallowed.

Saliva is secreted by the salivary glands. This fluid contains enzymes that break down carbohydrates (sugars and the longer starches) into smaller sugar molecules.

Esophagus: a muscular passage connecting the mouth with the stomach. This organ doesn’t digest food; instead, it serves as a tube that pushes the bolus to the stomach in portions, so your stomach doesn’t fill up all at once.

Stomach: a saclike organ used for storing, diluting, and digesting food. The stomach churns the food and squeezes it around, which helps break the food down mechanically.

Gastric juice: a fluid secreted by glands lining the inside of the stomach, which contains hydrochloric acid and enzymes, such as pepsin, that aid in digestion.

Small intestine: the narrow, longer portion of the intestines, which serves as the primary site for digestion and absorption nutrients.

The pancreas is a gland which secretes a digestive fluid of enzymes into the intestine through one or more ducts (tubes). These pancreatic enzymes digest all types of macromolecules: starches, lipids, proteins, and nucleic acids.

The liver is a large glandular organ that is essential to many metabolic processes: secreting bile, storing fat and sugar as reserve energy sources, converting harmful substances to less toxic forms, and regulating the amount of blood in the body.

The gall bladder is a small sac located under the liver, in which bile secreted by the liver is stored until needed by the body for digestion.

The villi are small projections on the surface of the small intestine which provide greater surface area for absorption of nutrients.

Blood: the fluid that circulates throughout the body to carry nourishment and oxygen and take away waste products from cells.

Large intestine: the broad, shorter portion of the intestines, which serves to reabsorb water and package waste for elimination.

Rectum: the last section of the digestive tract in which feces (waste) are stored for elimination from the body.

Anus: the opening at the end of the digestive system from which feces exit the body. 

Digestion: the process by which food is broken down into simple chemical compounds that can be absorbed and used as nutrients for the body.

Absorption: the movement of digested molecules across the lining of the gut into the bloodstream to be transported to the body’s cells.

Pesticide: a chemical used to kill harmful animals or plants.

EXTENSION:

This activity can be adapted to other strands/topics in the Science curriculum. For example, younger students can create a chain illustrating different parts of the photosynthesis process (how plants get energy from the sun). It could also be applied to Grade 8 curriculum - topic “Understanding Life Systems - Cells”. Students can use this activity to investigate and learn about different functions and processes of plant and animal cells.

Guiding Theory:

Dwyer (1996) “Learner’s Theory” is helpful for teachers when planning different lessons and activities for students to do. As seen in this chart, individuals are able to remember 70% of what they say/discuss, 80% of what they do, and 90% of what they teach to others. Depending on the drama strategies and curriculum subject that is being focused on, students can participate in different discussions or activities where talking and teaching is involved, such as when participating in the 'Mantle of Experts' strategy. They will present information in the role of experts and would be more likely to remember the information they have told or 'taught' others. There are also numerous hands-on drama activities that could help them remember information, such as with 'Machine' associated with the subject of Science, where students would learn and remember the actions of a simple machine by doing them or acting it out.

This activity connects to “Learner Theory”.  This theory breaks down how information is absorbed, processed and retained. The strategies used in the activity help students “discuss, do, and teach” through dramatization of various functions of body organs. By allowing students to explore and do things on their own they are more likely to remember the information.