Is Fitness Important to Everyday Life?

Diana Bridges, Ryan Davila, & Chris Randolph

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Lehman Block Fall 08 Home

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?