Where’s the Chemistry in My Food?

by Tanisha Williams

Introduction Concept Map Project Calendar Lesson Plans Letter to Parents Assessments Resources Modifications Grant

Assessments/Evaluations One-sentence Summary It would be quite useful to use a one-sentence summary in my project. After the students are introduced to the various topics, it would benefit the students to attempt to explain, as simply as possible, how each chemistry concept is related to the everyday food that they eat. This summary will also require the students to have an understanding of why it is our bodies react the way it does to certain foods. The Annotate Journal This assessment is one that can be used throughout the whole project, semester or year. It would be a wonderful way of assessing students' understanding quickly throughout the whole project. It would give the teacher a great simple way of checking student understanding. At the end of the project, semester or year, students end up evaluating themselves and could correct any misconceptions that they have about topics, and as a result would have a reflective journal that they can take away from the class. Concept Maps I would have the students to draw a concept map to express their ideas and present knowledge of "Where’s The Chemistry Their Food". Without giving specific directions, I would just turn them loose and see what they come up with. My goal would be to look for any misconceptions so I could clarify them in future lectures or lab days. At the end of the project, I would have them draw another concept map of "The Chemistry Around Them". When they have completed the second map, I would give them back the first map that they drew earlier in the semester and have them reflect on the differences between the two maps. Assessing Skill in Application I would use CAT 25 "Student-Generated Test Questions". This type of assessment allows the students to be a part of the decision making team. It puts more responsibility on them to generate an intellegent and thought provoking question for not only themselves, but their entire class. Course-Related Self-Confidence Survey The “Course-Related Self-Confidence Survey” is an excellent way of assessing the needs of my students. This type of assessment allows the teacher to evaluate the various levels of confidence that the students have in their ability to learn the relevant skills and materials need to succeed. I will have a better idea of my students' zones of comfort. This assessment will provide me with the information I need in order to know whether or not my assignments are encouraging for the students. This kind of assessment will make me aware of the different topics that may require more coverage time, focus and attention. Interest/Knowledge/Skills Checklists For my project, I would make use of the Interest/Knowledge/Skills Checklists. I agree with the author that having the students participate in an activity such as this would allow the teacher to “better plan and adjust their teaching agendas” and “plan how to approach topics about which students indicated particularly high or low interests. As a teacher, I would try to disguise a low interest topic in such a way as to make it applicable to the student and fun for the student to learn. Punctuated Lectures I like Cat 38 due to the fact that, almost immediately, recognized it as a miniature five E lesson strategy. Punctuated Lectures allow all students and teacher to remain on the same page. It is a way to keep everyone on track. If the teacher recognizes that a student is off track during the reflective or write stage, he or she can use the feedback stage to bring the student up to speed. Teacher-designed Feedback Forms I find the teacher-designed feedback forms most appropriate. Everyone has equal access to the forms. Add to or take away from the questions at anytime, even while they are responding (if done in class). They would have enough room to elaborate or add to the questions themselves. The forms can be distributed as often as needed, and could even be available when the student has something to say, but would rather express it in writing (at any point in the semester). Group Work Evaluation I will recommend that my student work on their projects in group to make the work load easier, so Group Work Evaluation would be perfect. It would hopefully make all group members contribute to the project equally, if they knew that their peers would eventually be evaluating their work. They could probably hide from the teacher, but their teammates would know the real deal.