5E Lesson
Plan # 5
AUTHORS’
NAMES: Ryan
Davila
TITLE
OF THE LESSON: Food
Lab
TECHNOLOGY
LESSON (circle one):
Yes
No
DATE
OF LESSON: 11/13/2008
LENGTH
OF LESSON: 45
minutes
NAME
OF COURSE: 9th-
10th Grade Health
SOURCE
OF THE LESSON: Compare
the amount of starch in assorted vegetables.
classroom.all-science-fair-projects.com/forum/showthread.php?t=1290
TEKS
ADDRESSED:
§115.32.
Health 1, Grades 9-10 (One-Half Credit).
(b) Knowledge
and skills.
(1) Health
information. The student analyzes health information and applies
strategies for enhancing and maintaining personal health throughout the
life span. The student is expected to:
(A) relate the nation's health goals and objectives
to individual, family, and community health;
(B) examine the relationship among body composition,
diet, and fitness;
(C) explain the relationship between nutrition,
quality of life, and disease;
(D) describe the causes, symptoms, and treatment of
eating disorders;
CONCEPT
STATEMENT:
Knowing the
amount of starches that are in certain foods can help in keeping the
amount to a minimum. Starches are placed in a lot of foods, and are
part of our everyday diet.
PERFORMANCE OBJECTIVES:
·
The student
will be able to:
o
Detect the
amount of starches in different vegetables
o
Know the
importance of starches and why they are added to certain foods
o
Know the
importance of starches when considering healthy diets.
RESOURCES:
Lab room, safety goggles, assorted
vegetables, test tubes, clamps, and racks, graduated cylinders, scale,
beakers, thermometer, droppers, and a worksheet with attached
instructions and requirements.
SAFETY CONSIDERATIONS:
Foods used in a science lab should not be
consumed. Under no circumstances should foods prepared or stored in
containers previously used in a laboratory be consumed.
Also under no circumstances should food be thrown, or used
in any other manner besides what the instructions state. Equipment is
school property, so treat it accordingly.
SUPLEMENTARY MATERIALS, HANDOUTS:
Lab worksheet including
an instructional page, the requirements, and a food facts sheet.
Engagement
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Present the
class with a facts sheet regarding starches.
|
What are
starches and why are they placed into foods?
|
Starches are
placed into food to for energy purposes.
|
Tell the
class which vegetables are to be studied in the lab.
|
How do
starches affect your diet?
|
Starches have
little, to no affect on our diets. Starches are not needed in foods.
|
Exploration
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Divide the
students into pairs of their choice, and bring them into the lab room.
|
Does one
person from each group have their health book?
|
No, we don’t
have one.
Teacher “I
have a few extra books, so which ever group needs them raise your
hands.”
|
Once paired
up in the lab room I will then present them with the correct materials,
including instruction and requirements.
|
Did everyone
receive all the correct materials to perform the lab?
|
We didn’t get
a graduated cylinder, or a beaker.
We didn’t get
the facts worksheet.
Teacher “ ok
well the groups that are missing lab equipment, go over to the cabinets
one group at a time and get the items your lacking.”
Teacher “The
groups that are missing a handout or lab worksheet raise your hand and
I will bring you one.”
|
Explanation
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Go over the
instructions and requirements to clarify their understanding.
|
Does everyone
know exactly what is required from the lab?
|
I’m confused
on what all we have to turn in?
Teacher:
“This is why I gave a requirements sheet. Look it over and if you still
are confused I will then come and explain it.”
|
Walk around
during the lab to make sure each student is on task, and understands
the material.
|
Walk around
and ask each group individually, “how is your group coming along with
the lab?”
|
We are having
trouble with problem 5?
Teacher: “Ok
let’s see where you are at. What information have you obtained just
from the problem? Ok now take the information you already know and
place it into the equation and see what your
left with.”
|
Elaboration
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Talk about
how starches can affect a person’s diet.
|
Are starches
bad for your diet, or are they an essential part?
|
Yes, starches
are bad for you
Teacher:
“Actually starches can be a good source of energy and should be added
to your diet. But starches can also be bad for some with diabetes, or
other mildly chronic diseases.”
|
Talk about
how starches are placed into food we eat daily. Also why they are
placed into certain food, and not others.
|
Are there
different forms of starches?
Starches are
what nutrient in a complex form?
|
I’m not sure,
I don’t see why not.
Aren’t
starches a complex sugar?
Teacher:
Starches are a complex form of carbohydrates which are called polysaccharides.
|
Evaluation
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
I will hand
out an evaluation forms.
|
Is there any
confusion about my evaluation?
|
Why are we
doing evaluations?
Teacher: The
evaluation helps me know what I taught well and what I need to improve
on to better help my students reach success.
|
Give the
students an assessment over the material to test their level of
comprehension.
|
Does anyone
have any questions over the material?
|
Are starches
good for your everyday diet?
|