Overview

• Duration: 45 minutes
• Class Size: 12 students
• Unit: Digestive System Dynamics (Lesson 5 of 5)
• National Curriculum Links:
  • KS4 Science — Biology (Year 10):
    • 2.3.1 "The structure and function of the human digestive system"
    • 2.3.3 "The importance of enzyme activity in digestion"
    • 2.3.4 "The impact of diet, exercise and lifestyle on health, including the role of microorganisms and digestive disorders."
  • Programme of Study - Science (Biology key concepts):
    • Explain how lifestyle factors can contribute to non-communicable diseases (digestive disorders).
    • Describe treatments and management of common illnesses.

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Learning Objectives (WALT)

• WALT: Identify and explain causes and symptoms of common digestive disorders.
• WALT: Understand treatment and management options for IBS, GERD, and lactose intolerance.
• WALT: Present scientific information creatively and accurately.

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Success Criteria

By the end of this lesson, students will be able to:

• Describe at least three common digestive disorders and their causes.
• Explain symptoms and lifestyle or medical treatments related to each disorder.
• Collaborate to create an engaging presentation (e.g., infographic, role-play, poster) demonstrating their understanding.
• Use scientific terminology accurately and demonstrate empathy for those with digestive issues.

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Resources Needed

• Printed fact sheets on IBS, GERD, Lactose Intolerance (dyslexia-friendly text – Arial font, size 14, coloured paper, short paragraphs)
• Large paper, markers, coloured pencils for posters
• Tablets or laptops (optional) for digital presentations
• Whiteboard and markers
• Symptom cards for role-play activity
• Timer

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Lesson Structure

1. Starter Activity (5 minutes)

• Activity: Class brainstorm: “What do you already know about digestive health problems?”
• Purpose: Activate prior knowledge, link to previous lessons on digestive system function.
• Method: Write student ideas on the whiteboard.
• Differentiation: Provide visual prompts and key words to support learners who may struggle with recall or writing.

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2. Introduction & Input (10 minutes)

• Brief teacher presentation: overview of IBS, GERD, and lactose intolerance, mentioning:
  • Causes (e.g., stress/hormones for IBS, acid reflux for GERD, enzyme deficiency for lactose intolerance)
  • Symptoms (abdominal pain, acid reflux, diarrhoea, bloating, etc.)
  • Treatments and lifestyle changes (diet, medication, stress management)
• Use clear diagrams and simple terminology.
• Dyslexia-friendly: Use dual coding by showing diagrams alongside key facts.

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3. Group Research & Creative Task (20 minutes)

• Grouping: 3 groups of 4 students, each assigned one disorder.

• Each group receives fact sheets and symptom cards for their disorder.

• Task: Create a creative presentation format of their choice, e.g.,:

  • Storyboard or comic strip showing cause, symptoms, treatments
  • Poster infographic with diagrams and facts
  • Short role-play simulating a patient explaining symptoms and visiting a doctor

• Encourage use of scientific vocabulary and empathy for sufferers.

• Teacher circulates providing support and challenge as appropriate.

• Differentiation:

  • Provide sentence starters and vocabulary sheets.
  • Groups with mixed abilities to enhance peer support.
  • Use of tablets for students who prefer digital creation or have motor difficulties.

• Extension: Encourage advanced learners to include how lifestyle choices can prevent these disorders or describe current medical research advances.

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4. Presentations and Peer Assessment (8 minutes)

• Groups present their creative work to the class (about 2-3 minutes per group).
• Class gives positive, constructive feedback using a simple rubric:
  • Clarity of explanation
  • Use of scientific terms
  • Creativity and engagement of presentation

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5. Plenary & Reflection (2 minutes)

• Whole-class recap: “What are three important things we learned today about digestive disorders?”
• Students write one sentence as an exit ticket: how the lesson helped them understand digestive health better.

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Assessment

• Formative assessment through observation of group work and presentations.
• Peer assessment encourages critical thinking and communication skills.
• Exit ticket sentences provide insight into individual student understanding for teacher follow-up.

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Differentiation Strategies

Learner Type	Adjustment
Dyslexic learners	Dyslexia-friendly fact sheets, use of visuals and oral instructions, chunked information
EAL (English as an Additional Language)	Provide vocabulary glossaries, pair with strong English speakers
SEN (Special Educational Needs)	Mixed ability groups for peer support; clear, step-by-step instructions
Advanced learners	Extension challenge to explore prevention, current research, or genetic factors

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Extension/Home Learning

• Research another digestive disorder not covered (e.g., coeliac disease) and produce a fact file or presentation.
• Investigate how diet and exercise influence digestive health, preparing a short report or blog post.

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Final Note for Teachers

This lesson combines scientific knowledge with empathy and communication skills, aligning with the National Curriculum’s aim to develop scientific literacy and healthy lifestyle understanding. The creative output encourages engagement and ownership whilst respecting different learners’ needs, ensuring success for all students.