Healthy Living, Grade 10 : STEM Road Map for High School [1 ed.] 9781681404967, 9781681404950

Citation preview

Healthy Living STEM Road Map for High School Grade

10

Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Healthy Living Grade

10

STEM Road Map for High School Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

Arlington, Virginia Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Claire Reinburg, Director Rachel Ledbetter, Managing Editor Jennifer Merrill, Associate Editor Andrea Silen, Associate Editor Donna Yudkin, Book Acquisitions Manager

Art and Design

Will Thomas Jr., Director, cover and   interior design Himabindu Bichali, Graphic Designer, interior  design

Printing and Production Catherine Lorrain, Director

National Science Teaching Association

1840 Wilson Blvd., Arlington, VA 22201 www.nsta.org/store For customer service inquiries, please call 800-277-5300. Copyright © 2020 by the National Science Teaching Association. All rights reserved. Printed in the United States of America. 23 22 21 20   4 3 2 1 NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additional precautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in this book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions, or materials contained therein.

Permissions

Book purchasers may photocopy, print, or e-mail up to five copies of an NSTA book chapter for personal use only; this does not include display or promotional use. Elementary, middle, and high school teachers may reproduce forms, sample documents, and single NSTA book chapters needed for classroom or noncommercial, professional-development use only. E-book buyers may download files to multiple personal devices but are prohibited from posting the files to third-party servers or websites, or from passing files to non-buyers. For additional permission to photocopy or use material electronically from this NSTA Press book, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400). Please access www.nsta.org/permissions for further information about NSTA’s rights and permissions policies. Library of Congress Cataloging-in-Publication Data Names: Johnson, Carla C., 1969- editor. | Walton, Janet B., 1968- editor. | Peters-Burton, Erin E., editor. Title: Healthy living, grade 10 : STEM road map for high school / edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton. Description: Arlington : National Science Teaching Association, [2020] |Includes bibliographical references and index. Identifiers: LCCN 2019053933 (print) | LCCN 2019053934 (ebook) | ISBN 9781681404950 (paperback) | ISBN 9781681404967 (pdf ) Subjects: LCSH: Health education (Secondary) | Nutrition--Study and teaching (Secondary) | Tenth grade (Education) Classification: LCC RA440 .H43 2020 (print) | LCC RA440 (ebook) | DDC 613.071--dc23 LC record available at https://lccn.loc.gov/2019053933 LC ebook record available at https://lccn.loc.gov/2019053934 The Next Generation Science Standards (“NGSS”) were developed by twenty-six states, in collaboration with the National Research Council, the National Science Teaching Association and the American Association for the Advancement of Science in a process managed by Achieve, Inc. For more information go to www.nextgenscience.org.

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

CONTENTS About the Editors and Authors

vii

Acknowledgments

ix

Part 1: The STEM Road Map: Background, Theory, and Practice

1

2

Overview of the STEM Road Map Curriculum Series

1

Standards-Based Approach

2

Themes in the STEM Road Map Curriculum Series

2

The Need for an Integrated STEM Approach

5

Framework for STEM Integration in the Classroom

6

The Need for the STEM Road Map Curriculum Series

7

References

7

Strategies Used in the STEM Road Map Curriculum Series

9

Project- and Problem-Based Learning

9

Engineering Design Process

9

Learning Cycle

11

STEM Research Notebook

12

The Role of Assessment in the STEM Road Map Curriculum Series

13

Self-Regulated Learning Theory in the STEM Road Map Modules

16

Safety in STEM

18

References

19

Part 2: Healthy Living: STEM Road Map Module

3

Healthy Living Module Overview

23

Module Summary

23

Established Goals and Objectives

24

Challenge or Problem for Students to Solve: The Healthy Living Documentary Challenge

25

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

CONTENTS

4

Content Standards Addressed in This STEM Road Map Module

25

STEM Research Notebook

25

Module Launch

28

Prerequisite Skills for the Module

28

Potential STEM Misconceptions

29

SRL Process Components

30

Strategies for Differentiating Instruction Within This Module

31

Strategies for English Language Learners

32

Safety Considerations for the Activities in This Module

33

Desired Outcomes and Monitoring Success

33

Assessment Plan Overview and Map

34

Module Timeline

37

Resources

41

References

41

Healthy Living Lesson Plans

43

Lesson Plan 1: You Are What You Eat

43

Lesson Plan 2: Healthy Living, Healthy Community

82

Lesson Plan 3: Cells Are the Building Blocks of Health

5

Transforming Learning With Healthy Living and the STEM Road Map Curriculum Series

101

115

Appendix: Content Standards Addressed in This Module

119

Index

129

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

ABOUT THE EDITORS AND AUTHORS

Dr. Carla C. Johnson is executive director of the William and Ida Friday Institute for Educational Innovation, associate dean, and professor of science education in the College of Education at North Carolina State University in Raleigh. She was most recently an associate dean, provost fellow, and professor of science education at Purdue University in West Lafayette, Indiana. Dr. Johnson serves as the director of research and evaluation for the Department of Defense–funded Army Educational Outreach Program (AEOP), a global portfolio of STEM education programs, competitions, and apprenticeships. She has been a leader in STEM education for the past decade, serving as the director of STEM Centers, editor of the School Science and Mathematics journal, and lead researcher for the evaluation of Tennessee’s Race to the Top–funded STEM portfolio. Dr. Johnson has published over 100 articles, books, book chapters, and curriculum books focused on STEM education. She is a former science and social studies teacher and was the recipient of the 2013 Outstanding Science Teacher Educator of the Year award from the Association for Science Teacher Education (ASTE), the 2012 Award for Excellence in Integrating Science and Mathematics from the School Science and Mathematics Association (SSMA), the 2014 award for best paper on Implications of Research for Educational Practice from ASTE, and the 2006 Outstanding Early Career Scholar Award from SSMA. Her research focuses on STEM education policy implementation, effective science teaching, and integrated STEM approaches. Dr. Janet B. Walton is a senior research scholar and the assistant director of evaluation for AEOP at North Carolina State University’s William and Ida Friday Institute for Educational Innovation. She merges her economic development and education backgrounds to develop K–12 curricular materials that integrate real-life issues with sound crosscurricular content. Her research focuses on mixed methods research methodologies and collaboration between schools and community stakeholders for STEM education and problem- and project-based learning pedagogies. With this research agenda, she works to bring contextual STEM experiences into the classroom and provide students and educators with innovative resources and curricular materials. Dr. Erin Peters-Burton is the Donna R. and David E. Sterling endowed professor in science education at George Mason University in Fairfax, Virginia. She uses her experiences from 15 years as an engineer and secondary science, engineering, and mathematics

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

vii

ABOUT THE EDITORS AND AUTHORS

teacher to develop research projects that directly inform classroom practice in science and engineering. Her research agenda is based on the idea that all students should build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learning theory in science and engineering, as well as how inclusive STEM schools can help students succeed. During her tenure as a secondary teacher, she had a National Board Certification in Early Adolescent Science and was an Albert Einstein Distinguished Educator Fellow for NASA. As a researcher, Dr. Peters-Burton has published more than 100 articles, books, book chapters, and curriculum books focused on STEM education and educational psychology. She received the Outstanding Science Teacher Educator of the Year award from ASTE in 2016 and a Teacher of Distinction Award and a Scholarly Achievement Award from George Mason University in 2012, and in 2010 she was named University Science Educator of the Year by the Virginia Association of Science Teachers. Dr. Jennifer Drake-Patrick is an assistant professor of literacy education in the College of Education and Human Development at George Mason University. A former English language arts teacher, she focuses her research on disciplinary literacy. Dr. Tamara J. Moore is an associate professor of engineering education in the College of Engineering at Purdue University. Dr. Moore’s research focuses on defining STEM integration through the use of engineering as the connection and investigating its power for student learning. Dr. Anthony Pellegrino is an assistant professor of Education in the College of Education, Health, and Human Services at the University of Tennessee, Knoxville. He is a former social studies and history teacher whose research interests include youth-centered pedagogies and social science teacher preparation. Susan Poland is a PhD student focusing on science education research. With an undergraduate degree in integrated science education and a master’s degree in curriculum and instruction focusing on STEM education, she has taught elementary, middle, and high school courses in engineering and all domains of science. Her research in the PhD program focuses on the enactment of scientific research in the classroom. Dr. Bradley D. Rankin is a high school mathematics teacher at Wakefield High School in Arlington, Virginia. He has been teaching mathematics for 20 years, is board certified, and has a PhD in mathematics education leadership from George Mason University. Dr. Toni A. Sondergeld is an associate professor of assessment, research, and statistics in the School of Education at Drexel University in Philadelphia. Dr. Sondergeld’s research concentrates on assessment and evaluation in education, with a focus on K–12 STEM.

viii

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

ACKNOWLEDGMENTS This module was developed as a part of the STEM Road Map project (Carla C. Johnson, principal investigator). The Purdue University College of Education, General Motors, and other sources provided funding for this project. Copyright © 2015 from STEM Road Map: A Framework for Integrated STEM Education, edited by C. C. Johnson, E. E. Peters-Burton, and T. J. Moore. Reproduced by permission of Taylor and Francis Group, LLC, a division of Informa plc. See www.routledge.com/products/9781138804234 for more information about STEM Road Map: A Framework for Integrated STEM Education.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

ix

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

PART 1

THE STEM ROAD MAP BACKGROUND, THEORY, AND PRACTICE

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

1 OVERVIEW OF THE STEM ROAD MAP CURRICULUM SERIES Carla C. Johnson, Erin Peters-Burton, and Tamara J. Moore

T

he STEM Road Map Curriculum Series was conceptualized and developed by a team of STEM educators from across the United States in response to a growing need to infuse real-world learning contexts, delivered through authentic problemsolving pedagogy, into K–12 classrooms. The curriculum series is grounded in integrated STEM, which focuses on the integration of the STEM disciplines—science, technology, engineering, and mathematics—delivered across content areas, incorporating the Framework for 21st Century Learning along with grade-level-appropriate academic standards. The curriculum series begins in kindergarten, with a five-week instructional sequence that introduces students to the STEM themes and gives them grade-level-appropriate topics and real-world challenges or problems to solve. The series uses project-based and problem-based learning, presenting students with the problem or challenge during the first lesson, and then teaching them science, social studies, English language arts, mathematics, and other content, as they apply what they learn to the challenge or problem at hand. Authentic assessment and differentiation are embedded throughout the modules. Each STEM Road Map Curriculum Series module has a lead discipline, which may be science, social studies, English language arts, or mathematics. All disciplines are integrated into each module, along with ties to engineering. Another key component is the use of STEM Research Notebooks to allow students to track their own learning progress. The modules are designed with a scaffolded approach, with increasingly complex concepts and skills introduced as students progress through grade levels. The developers of this work view the curriculum as a resource that is intended to be used either as a whole or in part to meet the needs of districts, schools, and teachers who are implementing an integrated STEM approach. A variety of implementation formats are possible, from using one stand-alone module at a given grade level to using all five modules to provide 25 weeks of instruction. Also, within each grade band (K–2, 3–5, 6–8, 9–12), the modules can be sequenced in various ways to suit specific needs.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

1

1

Overview of the STEM Road Map Curriculum Series

STANDARDS-BASED APPROACH The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards (NGSS), the Common Core State Standards for Mathematics (CCSS Mathematics), the Common Core State Standards for English Language Arts (CCSS ELA), and the Framework for 21st Century Learning. Each module includes a detailed curriculum map that incorporates the associated standards from the particular area correlated to lesson plans. The STEM Road Map has very clear and strong connections to these academic standards, and each of the grade-level topics was derived from the mapping of the standards to ensure alignment among topics, challenges or problems, and the required academic standards for students. Therefore, the curriculum series takes a standards-based approach and is designed to provide authentic contexts for application of required knowledge and skills.

THEMES IN THE STEM ROAD MAP CURRICULUM SERIES The K–12 STEM Road Map is organized around five real-world STEM themes that were generated through an examination of the big ideas and challenges for society included in STEM standards and those that are persistent dilemmas for current and future generations: • Cause and Effect • Innovation and Progress • The Represented World • Sustainable Systems • Optimizing the Human Experience These themes are designed as springboards for launching students into an exploration of real-world learning situated within big ideas. Most important, the five STEM Road Map themes serve as a framework for scaffolding STEM learning across the K–12 continuum. The themes are distributed across the STEM disciplines so that they represent the big ideas in science (Cause and Effect; Sustainable Systems), technology (Innovation and Progress; Optimizing the Human Experience), engineering (Innovation and Progress; Sustainable Systems; Optimizing the Human Experience), and mathematics (The Represented World), as well as concepts and challenges in social studies and 21st century skills that are also excellent contexts for learning in English language arts. The process of developing themes began with the clustering of the NGSS performance expectations and the National Academy of Engineering’s grand challenges for engineering, which led to the development of the challenge in each module and connections of the module activities to the CCSS Mathematics and CCSS ELA standards. We performed these

2

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

1

Overview of the STEM Road Map Curriculum Series

mapping processes with large teams of experts and found that these five themes provided breadth, depth, and coherence to frame a high-quality STEM learning experience from kindergarten through 12th grade.

Cause and Effect The concept of cause and effect is a powerful and pervasive notion in the STEM fields. It is the foundation of understanding how and why things happen as they do. Humans spend considerable effort and resources trying to understand the causes and effects of natural and designed phenomena to gain better control over events and the environment and to be prepared to react appropriately. Equipped with the knowledge of a specific cause-and-effect relationship, we can lead better lives or contribute to the community by altering the cause, leading to a different effect. For example, if a person recognizes that irresponsible energy consumption leads to global climate change, that person can act to remedy his or her contribution to the situation. Although cause and effect is a core idea in the STEM fields, it can actually be difficult to determine. Students should be capable of understanding not only when evidence points to cause and effect but also when evidence points to relationships but not direct causality. The major goal of education is to foster students to be empowered, analytic thinkers, capable of thinking through complex processes to make important decisions. Understanding causality, as well as when it cannot be determined, will help students become better consumers, global citizens, and community members.

Innovation and Progress One of the most important factors in determining whether humans will have a positive future is innovation. Innovation is the driving force behind progress, which helps create possibilities that did not exist before. Innovation and progress are creative entities, but in the STEM fields, they are anchored by evidence and logic, and they use established concepts to move the STEM fields forward. In creating something new, students must consider what is already known in the STEM fields and apply this knowledge appropriately. When we innovate, we create value that was not there previously and create new conditions and possibilities for even more innovations. Students should consider how their innovations might affect progress and use their STEM thinking to change current human burdens to benefits. For example, if we develop more efficient cars that use byproducts from another manufacturing industry, such as food processing, then we have used waste productively and reduced the need for the waste to be hauled away, an indirect benefit of the innovation.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

1

Overview of the STEM Road Map Curriculum Series

The Represented World When we communicate about the world we live in, how the world works, and how we can meet the needs of humans, sometimes we can use the actual phenomena to explain a concept. Sometimes, however, the concept is too big, too slow, too small, too fast, or too complex for us to explain using the actual phenomena, and we must use a representation or a model to help communicate the important features. We need representations and models such as graphs, tables, mathematical expressions, and diagrams because it makes our thinking visible. For example, when examining geologic time, we cannot actually observe the passage of such large chunks of time, so we create a timeline or a model that uses a proportional scale to visually illustrate how much time has passed for different eras. Another example may be something too complex for students at a particular grade level, such as explaining the p subshell orbitals of electrons to fifth graders. Instead, we use the Bohr model, which more closely represents the orbiting of planets and is accessible to fifth graders. When we create models, they are helpful because they point out the most important features of a phenomenon. We also create representations of the world with mathematical functions, which help us change parameters to suit the situation. Creating representations of a phenomenon engages students because they are able to identify the important features of that phenomenon and communicate them directly. But because models are estimates of a phenomenon, they leave out some of the details, so it is important for students to evaluate their usefulness as well as their shortcomings.

Sustainable Systems From an engineering perspective, the term system refers to the use of “concepts of component need, component interaction, systems interaction, and feedback. The interaction of subcomponents to produce a functional system is a common lens used by all engineering disciplines for understanding, analysis, and design” (Koehler, Bloom, and Binns 2013, p. 8). Systems can be either open (e.g., an ecosystem) or closed (e.g., a car battery). Ideally, a system should be sustainable, able to maintain equilibrium without much energy from outside the structure. Looking at a garden, we see flowers blooming, weeds sprouting, insects buzzing, and various forms of life living within its boundaries. This is an example of an ecosystem, a collection of living organisms that survive together, functioning as a system. The interaction of the organisms within the system and the influences of the environment (e.g., water, sunlight) can maintain the system for a period of time, thus demonstrating its ability to endure. Sustainability is a desirable feature of a system because it allows for existence of the entity in the long term. In the STEM Road Map project, we identified different standards that we consider to be oriented toward systems that students should know and understand in the K–12 setting. These include ecosystems, the rock cycle, Earth processes (such as erosion,

4

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

1

Overview of the STEM Road Map Curriculum Series

tectonics, ocean currents, weather phenomena), Earth-Sun-Moon cycles, heat transfer, and the interaction among the geosphere, biosphere, hydrosphere, and atmosphere. Students and teachers should understand that we live in a world of systems that are not independent of each other, but rather are intrinsically linked such that a disruption in one part of a system will have reverberating effects on other parts of the system.

Optimizing the Human Experience Science, technology, engineering, and mathematics as disciplines have the capacity to continuously improve the ways humans live, interact, and find meaning in the world, thus working to optimize the human experience. This idea has two components: being more suited to our environment and being more fully human. For example, the progression of STEM ideas can help humans create solutions to complex problems, such as improving ways to access water sources, designing energy sources with minimal impact on our environment, developing new ways of communication and expression, and building efficient shelters. STEM ideas can also provide access to the secrets and wonders of nature. Learning in STEM requires students to think logically and systematically, which is a way of knowing the world that is markedly different from knowing the world as an artist. When students can employ various ways of knowing and understand when it is appropriate to use a different way of knowing or integrate ways of knowing, they are fully experiencing the best of what it is to be human. The problembased learning scenarios provided in the STEM Road Map help students develop ways of thinking like STEM professionals as they ask questions and design solutions. They learn to optimize the human experience by innovating improvements in the designed world in which they live.

THE NEED FOR AN INTEGRATED STEM APPROACH At a basic level, STEM stands for science, technology, engineering, and mathematics. Over the past decade, however, STEM has evolved to have a much broader scope and broader implications. Now, educators and policy makers refer to STEM as not only a concentrated area for investing in the future of the United States and other nations but also as a domain and mechanism for educational reform. The good intentions of the recent decade-plus of focus on accountability and increased testing has resulted in significant decreases not only in instructional time for teaching science and social studies but also in the flexibility of teachers to promote authentic, problem solving–focused classroom environments. The shift has had a detrimental impact on student acquisition of vitally important skills, which many refer to as 21st century skills, and often the ability of students to “think.” Further, schooling has become increasingly siloed into compartments of mathematics, science, English language arts, and social studies, lacking any of the connections that are overwhelmingly present in

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

5

1

Overview of the STEM Road Map Curriculum Series

the real world around children. Students have experienced school as content provided in boxes that must be memorized, devoid of any real-world context, and often have little understanding of why they are learning these things. STEM-focused projects, curriculum, activities, and schools have emerged as a means to address these challenges. However, most of these efforts have continued to focus on the individual STEM disciplines (predominantly science and engineering) through more STEM classes and after-school programs in a “STEM enhanced” approach (Breiner et al. 2012). But in traditional and STEM enhanced approaches, there is little to no focus on other disciplines that are integral to the context of STEM in the real world. Integrated STEM education, on the other hand, infuses the learning of important STEM content and concepts with a much-needed emphasis on 21st century skills and a problem- and project-based pedagogy that more closely mirrors the real-world setting for society’s challenges. It incorporates social studies, English language arts, and the arts as pivotal and necessary (Johnson 2013; Rennie, Venville, and Wallace 2012; Roehrig et al. 2012).

FRAMEWORK FOR STEM INTEGRATION IN THE CLASSROOM The STEM Road Map Curriculum Series is grounded in the Framework for STEM Integration in the Classroom as conceptualized by Moore, Guzey, and Brown (2014) and Moore et al. (2014). The framework has six elements, described in the context of how they are used in the STEM Road Map Curriculum Series as follows: 1. The STEM Road Map contexts are meaningful to students and provide motivation to engage with the content. Together, these allow students to have different ways to enter into the challenge. 2. The STEM Road Map modules include engineering design that allows students to design technologies (i.e., products that are part of the designed world) for a compelling purpose. 3. The STEM Road Map modules provide students with the opportunities to learn from failure and redesign based on the lessons learned. 4. The STEM Road Map modules include standards-based disciplinary content as the learning objectives. 5. The STEM Road Map modules include student-centered pedagogies that allow students to grapple with the content, tie their ideas to the context, and learn to think for themselves as they deepen their conceptual knowledge. 6. The STEM Road Map modules emphasize 21st century skills and, in particular, highlight communication and teamwork.

6

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

1

Overview of the STEM Road Map Curriculum Series

All of the STEM Road Map modules incorporate these six elements; however, the level of emphasis on each of these elements varies based on the challenge or problem in each module.

THE NEED FOR THE STEM ROAD MAP CURRICULUM SERIES As focus is increasing on integrated STEM, and additional schools and programs decide to move their curriculum and instruction in this direction, there is a need for highquality, research-based curriculum designed with integrated STEM at the core. Several good resources are available to help teachers infuse engineering or more STEM enhanced approaches, but no curriculum exists that spans K–12 with an integrated STEM focus. The next chapter provides detailed information about the specific pedagogy, instructional strategies, and learning theory on which the STEM Road Map Curriculum Series is grounded.

REFERENCES Breiner, J., M. Harkness, C. C. Johnson, and C. Koehler. 2012. What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics 112 (1): 3–11. Johnson, C. C. 2013. Conceptualizing integrated STEM education: Editorial. School Science and Mathematics 113 (8): 367–368. Koehler, C. M., M. A. Bloom, and I. C. Binns. 2013. Lights, camera, action: Developing a methodology to document mainstream films’ portrayal of nature of science and scientific inquiry. Electronic Journal of Science Education 17 (2). Moore, T. J., S. S. Guzey, and A. Brown. 2014. Greenhouse design to increase habitable land: An engineering unit. Science Scope 37 (7): 51–57. Moore, T. J., M. S. Stohlmann, H. H. Wang, K. M. Tank, A. W. Glancy, and G. H. Roehrig. 2014. Implementation and integration of engineering in K–12 STEM education. In Engineering in pre-college settings: Synthesizing research, policy, and practices, ed. S. Purzer, J. Strobel, and M. Cardella, 35–60. West Lafayette, IN: Purdue Press. Rennie, L., G. Venville, and J. Wallace. 2012. Integrating science, technology, engineering, and mathematics: Issues, reflections, and ways forward. New York: Routledge. Roehrig, G. H., T. J. Moore, H. H. Wang, and M. S. Park. 2012. Is adding the E enough? Investigating the impact of K–12 engineering standards on the implementation of STEM integration. School Science and Mathematics 112 (1): 31–44.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

7

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

2 STRATEGIES USED IN THE STEM ROAD MAP CURRICULUM SERIES Erin Peters-Burton, Carla C. Johnson, Toni A. Sondergeld, and Tamara J. Moore

T

he STEM Road Map Curriculum Series uses what has been identified through research as best-practice pedagogy, including embedded formative assessment strategies throughout each module. This chapter briefly describes the key strategies that are employed in the series.

PROJECT- AND PROBLEM-BASED LEARNING Each module in the STEM Road Map Curriculum Series uses either project-based learning or problem-based learning to drive the instruction. Project-based learning begins with a driving question to guide student teams in addressing a contextualized local or community problem or issue. The outcome of project-based instruction is a product that is conceptualized, designed, and tested through a series of scaffolded learning experiences (Blumenfeld et al. 1991; Krajcik and Blumenfeld 2006). Problem-based learning is often grounded in a fictitious scenario, challenge, or problem (Barell 2006; Lambros 2004). On the first day of instruction within the unit, student teams are provided with the context of the problem. Teams work through a series of activities and use open-ended research to develop their potential solution to the problem or challenge, which need not be a tangible product (Johnson 2003).

ENGINEERING DESIGN PROCESS The STEM Road Map Curriculum Series uses engineering design as a way to facilitate integrated STEM within the modules. The engineering design process (EDP) used in the STEM Road Map series is depicted in Figure 2.1 (p. 10). It highlights two major aspects of engineering design—problem scoping and solution generation—and six specific components of working toward a design: define the problem, learn about the problem, plan a solution, try the solution, test the solution, decide whether the solution is good enough. It

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

9

2

Strategies Used in the STEM Road Map Curriculum Series

©2015 PICTURESTEM, PURDUE UNIVERSITY RESEARCH FOUNDATION.

Figure 2.1. Engineering Design Process

also shows that communication and teamwork are involved throughout the entire process. As the arrows in the figure indicate, the order in which the components of engineering design are addressed depends on what becomes needed as designers progress through this EDP. Designers must communicate and work in teams throughout the process. An EDP is iterative, meaning that components of the process can be repeated as needed until the design is good enough to present to the client as a potential solution to the problem. Problem scoping is the process of gathering and analyzing information to deeply understand the engineering design problem. It includes defining the problem and learning about the problem. Defining the problem includes identifying the problem, the client, and the end user of the design. The client is the person (or people) who hired the designers to do the work, and the end user is the person (or people) who will use the final design. The designers must also identify the criteria and the constraints of the problem. The criteria are the things the client wants from the solution, and the constraints are the things that limit the possible solutions. The designers must spend significant time learning about the problem, which can include activities such as the following:

• Reading informational texts and researching about relevant concepts or contexts • Identifying and learning about needed mathematical and scientific skills, knowledge, and tools • Learning about things done previously to solve similar problems • Experimenting with possible materials that could be used in the design Problem scoping also allows designers to consider how to measure the success of the design in addressing specific criteria and staying within the constraints over multiple iterations of solution generation. Solution generation includes planning a solution, trying the solution, testing the solution, and deciding whether the solution is good enough. Planning the solution includes generating many design ideas that both address the criteria and meet the constraints. Here the designers must consider what was learned about the problem during problem scoping. Design plans include clear communication of design ideas through media such as notebooks, blueprints, schematics, or storyboards. They also include details about the

10

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

2

Strategies Used in the STEM Road Map Curriculum Series

design, such as measurements, materials, colors, costs of materials, instructions for how things fit together, and sets of directions. Making the decision about which design idea to move forward involves considering the trade-offs of each design idea. Once a clear design plan is in place, the designers must try the solution. Trying the solution includes developing a prototype (a testable model) based on the plan generated. The prototype might be something physical or a process to accomplish a goal. This component of design requires that the designers consider the risk involved in implementing the design. The prototype developed must be tested. Testing the solution includes conducting fair tests that verify whether the plan is a solution that is good enough to meet the client and end user needs and wants. Data need to be collected about the results of the tests of the prototype, and these data should be used to make evidence-based decisions regarding the design choices made in the plan. Here, the designers must again consider the criteria and constraints for the problem. Using the data gathered from the testing, the designers must decide whether the solution is good enough to meet the client and end user needs and wants by assessment based on the criteria and constraints. Here, the designers must justify or reject design decisions based on the background research gathered while learning about the problem and on the evidence gathered during the testing of the solution. The designers must now decide whether to present the current solution to the client as a possibility or to do more iterations of design on the solution. If they decide that improvements need to be made to the solution, the designers must decide if there is more that needs to be understood about the problem, client, or end user; if another design idea should be tried; or if more planning needs to be conducted on the same design. One way or another, more work needs to be done. Throughout the process of designing a solution to meet a client’s needs and wants, designers work in teams and must communicate to each other, the client, and likely the end user. Teamwork is important in engineering design because multiple perspectives and differing skills and knowledge are valuable when working to solve problems. Communication is key to the success of the designed solution. Designers must communicate their ideas clearly using many different representations, such as text in an engineering notebook, diagrams, flowcharts, technical briefs, or memos to the client.

LEARNING CYCLE The same format for the learning cycle is used in all grade levels throughout the STEM Road Map, so that students engage in a variety of activities to learn about phenomena in the modules thoroughly and have consistent experiences in the problem- and projectbased learning modules. Expectations for learning by younger students are not as high as for older students, but the format of the progression of learning is the same. Students who have learned with curriculum from the STEM Road Map in early grades know

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

11

2

Strategies Used in the STEM Road Map Curriculum Series

what to expect in later grades. The learning cycle consists of five parts—Introductory Activity/Engagement, Activity/Exploration, Explanation, Elaboration/Application of Knowledge, and Evaluation/Assessment—and is based on the empirically tested 5E model from BSCS (Bybee et al. 2006). In the Introductory Activity/Engagement phase, teachers introduce the module challenge and use a unique approach designed to pique students’ curiosity. This phase gets students to start thinking about what they already know about the topic and begin wondering about key ideas. The Introductory Activity/Engagement phase positions students to be confident about what they are about to learn, because they have prior knowledge, and clues them into what they don’t yet know. In the Activity/Exploration phase, the teacher sets up activities in which students experience a deeper look at the topics that were introduced earlier. Students engage in the activities and generate new questions or consider possibilities using preliminary investigations. Students work independently, in small groups, and in whole-group settings to conduct investigations, resulting in common experiences about the topic and skills involved in the real-world activities. Teachers can assess students’ development of concepts and skills based on the common experiences during this phase. During the Explanation phase, teachers direct students’ attention to concepts they need to understand and skills they need to possess to accomplish the challenge. Students participate in activities to demonstrate their knowledge and skills to this point, and teachers can pinpoint gaps in student knowledge during this phase. In the Elaboration/Application of Knowledge phase, teachers present students with activities that engage the students in higher-order thinking to create depth and breadth of student knowledge, while connecting ideas across topics within and across STEM. Students apply what they have learned thus far in the module to a new context or elaborate on what they have learned about the topic to a deeper level of detail. In the last phase, Evaluation/Assessment, teachers give students summative feedback on their knowledge and skills as demonstrated through the challenge. This is not the only point of assessment (as discussed in the section on Embedded Formative Assessments), but it is an assessment of the culmination of the knowledge and skills for the module. Students demonstrate their cognitive growth at this point and reflect on how far they have come since the beginning of the module. The challenges are designed to be multidimensional in the ways students must collaborate and communicate their new knowledge.

STEM RESEARCH NOTEBOOK One of the main components of the STEM Road Map Curriculum Series is the STEM Research Notebook, a place for students to capture their ideas, questions, observations, reflections, evidence of progress, and other items associated with their daily work. At the beginning of each module, the teacher walks students through the setup of the STEM

12

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

2

Strategies Used in the STEM Road Map Curriculum Series

Research Notebook, which could be a three-ring binder, composition book, or spiral notebook. You may wish to have students create divided sections so that they can easily access work from various disciplines during the module. Electronic notebooks kept on student devices are also acceptable and encouraged. Students will develop their own table of contents and create chapters in the notebook for each module. Each lesson in the STEM Road Map Curriculum Series includes one or more prompts that are designed for inclusion in the STEM Research Notebook and appear as questions or statements that the teacher assigns to students. These prompts require students to apply what they have learned across the lesson to solve the big problem or challenge for that module. Each lesson is designed to meaningfully refer students to the larger problem or challenge they have been assigned to solve with their teams. The STEM Research Notebook is designed to be a key formative assessment tool, as students’ daily entries provide evidence of what they are learning. The notebook can be used as a mechanism for dialogue between the teacher and students, as well as for peer and self-evaluation. The use of the STEM Research Notebook is designed to scaffold student notebooking skills across the grade bands in the STEM Road Map Curriculum Series. In the early grades, children learn how to organize their daily work in the notebook as a way to collect their products for future reference. In elementary school, students structure their notebooks to integrate background research along with their daily work and lesson prompts. In the upper grades (middle and high school), students expand their use of research and data gathering through team discussions to more closely mirror the work of STEM experts in the real world.

THE ROLE OF ASSESSMENT IN THE STEM ROAD MAP CURRICULUM SERIES Starting in the middle years and continuing into secondary education, the word assessment typically brings grades to mind. These grades may take the form of a letter or a percentage, but they typically are used as a representation of a student’s content mastery. If well thought out and implemented, however, classroom assessment can offer teachers, parents, and students valuable information about student learning and misconceptions that does not necessarily come in the form of a grade (Popham 2013). The STEM Road Map Curriculum Series provides a set of assessments for each module. Teachers are encouraged to use assessment information for more than just assigning grades to students. Instead, assessments of activities requiring students to actively engage in their learning, such as student journaling in STEM Research Notebooks, collaborative presentations, and constructing graphic organizers, should be used to move student learning forward. Whereas other curriculum with assessments may include objective-type (multiplechoice or matching) tests, quizzes, or worksheets, we have intentionally avoided these forms of assessments to better align assessment strategies with teacher instruction and

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

13

2

Strategies Used in the STEM Road Map Curriculum Series

student learning techniques. Since the focus of this book is on project- or problem-based STEM curriculum and instruction that focuses on higher-level thinking skills, appropriate and authentic performance assessments were developed to elicit the most reliable and valid indication of growth in student abilities (Brookhart and Nitko 2008).

Comprehensive Assessment System Assessment throughout all STEM Road Map curriculum modules acts as a comprehensive system in which formative and summative assessments work together to provide teachers with high-quality information on student learning. Formative assessment occurs when the teacher finds out formally or informally what a student knows about a smaller, defined concept or skill and provides timely feedback to the student about his or her level of proficiency. Summative assessments occur when students have performed all activities in the module and are given a cumulative performance evaluation in which they demonstrate their growth in learning. A comprehensive assessment system can be thought of as akin to a sporting event. Formative assessments are the practices: It is important to accomplish them consistently, they provide feedback to help students improve their learning, and making mistakes can be worthwhile if students are given an opportunity to learn from them. Summative assessments are the competitions: Students need to be prepared to perform at the best of their ability. Without multiple opportunities to practice skills along the way through formative assessments, students will not have the best chance of demonstrating growth in abilities through summative assessments (Black and Wiliam 1998).

Embedded Formative Assessments Formative assessments in this module serve two main purposes: to provide feedback to students about their learning and to provide important information for the teacher to inform immediate instructional needs. Providing feedback to students is particularly important when conducting problem- or project-based learning because students take on much of the responsibility for learning, and teachers must facilitate student learning in an informed way. For example, if students are required to conduct research for the Activity/Exploration phase but are not familiar with what constitutes a reliable resource, they may develop misconceptions based on poor information. When a teacher monitors this learning through formative assessments and provides specific feedback related to the instructional goals, students are less likely to develop incomplete or incorrect conceptions in their independent investigations. By using formative assessment to detect problems in student learning and then acting on this information, teachers help move student learning forward through these teachable moments. Formative assessments come in a variety of formats. They can be informal, such as asking students probing questions related to student knowledge or tasks or simply

14

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

2

Strategies Used in the STEM Road Map Curriculum Series

observing students engaged in an activity to gather information about student skills. Formative assessments can also be formal, such as a written quiz or a laboratory practical. Regardless of the type, three key steps must be completed when using formative assessments (Sondergeld, Bell, and Leusner 2010). First, the assessment is delivered to students so that teachers can collect data. Next, teachers analyze the data (student responses) to determine student strengths and areas that need additional support. Finally, teachers use the results from information collected to modify lessons and create learning environments that reinforce weak points in student learning. If student learning information is not used to modify instruction, the assessment cannot be considered formative in nature. Formative assessments can be about content, science process skills, or even learning skills. When a formative assessment focuses on content, it assesses student knowledge about the disciplinary core ideas from the Next Generation Science Standards (NGSS) or content objectives from Common Core State Standards for Mathematics (CCSS Mathematics) or Common Core State Standards for English Language Arts (CCSS ELA). Content-focused formative assessments ask students questions about declarative knowledge regarding the concepts they have been learning. Process skills formative assessments examine the extent to which a student can perform science and engineering practices from the NGSS or process objectives from CCSS Mathematics or CCSS ELA, such as constructing an argument. Learning skills can also be assessed formatively by asking students to reflect on the ways they learn best during a module and identify ways they could have learned more.

Assessment Maps Assessment maps or blueprints can be used to ensure alignment between classroom instruction and assessment. If what students are learning in the classroom is not the same as the content on which they are assessed, the resultant judgment made on student learning will be invalid (Brookhart and Nitko 2008). Therefore, the issue of instruction and assessment alignment is critical. The assessment map for this book (found in Chapter 3) indicates by lesson whether the assessment should be completed as a group or on an individual basis, identifies the assessment as formative or summative in nature, and aligns the assessment with its corresponding learning objectives. Note that the module includes far more formative assessments than summative assessments. This is done intentionally to provide students with multiple opportunities to practice their learning of new skills before completing a summative assessment. Note also that formative assessments are used to collect information on only one or two learning objectives at a time so that potential relearning or instructional modifications can focus on smaller and more manageable chunks of information. Conversely, summative assessments in the module cover many more learning objectives, as they are traditionally used as final markers of student learning. This is not to say that information collected from summative assessments cannot or should not be used formatively. If teachers find that gaps in student

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

15

2

Strategies Used in the STEM Road Map Curriculum Series

learning persist after a summative assessment is completed, it is important to revisit these existing misconceptions or areas of weakness before moving on (Black et al. 2003).

SELF-REGULATED LEARNING THEORY IN THE STEM ROAD MAP MODULES Many learning theories are compatible with the STEM Road Map modules, such as constructivism, situated cognition, and meaningful learning. However, we feel that the self-regulated learning theory (SRL) aligns most appropriately (Zimmerman 2000). SRL requires students to understand that thinking needs to be motivated and managed (Ritchhart, Church, and Morrison 2011). The STEM Road Map modules are student centered and are designed to provide students with choices, concrete hands-on experiences, and opportunities to see and make connections, especially across subjects (Eliason and Jenkins 2012; NAEYC 2016). Additionally, SRL is compatible with the modules because it fosters a learning environment that supports students’ motivation, enables students to become aware of their own learning strategies, and requires reflection on learning while experiencing the module (Peters and Kitsantas 2010). The theory behind SRL (see Figure 2.2) explains the different processes that students engage in before, during, and after a learning task. Because SRL is a cyclical learning process, the accomplishment of one Figure 2.2. SRL Theory cycle develops strategies for the next learning cycle. This cyclic way of learning aligns with the various sections in the STEM Road Map lesDuring Learning son plans on Introductory Activity/ • Monitoring progress Engagement, Activity/Explo­ra­tion, • Paying attention to the important features Explanation, Elaboration/Applica­ tion of Knowledge, and Evaluation/Assessment. Since the students engaged in a module take on much of the responsibility for learning, STEM Road Map this theory also provides guidance Curriculum Module for teachers to keep students on the Before Learning After Learning right track. • Being aware of comfort • Checking and reacting to The remainder of this section level with challenge learning performance • Activating what is • Being able to change explains how SRL theory is embedalready known about tactics that didn’t work the topic ded within the five sections of each module and points out ways to Source: Adapted from Zimmerman 2000.

16

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

2

Strategies Used in the STEM Road Map Curriculum Series

support students in becoming independent learners of STEM while productively functioning in collaborative teams.

Before Learning: Setting the Stage Before attempting a learning task such as the STEM Road Map modules, teachers should develop an understanding of their students’ level of comfort with the process of accomplishing the learning and determine what they already know about the topic. When students are comfortable with attempting a learning task, they tend to take more risks in learning and as a result achieve deeper learning (Bandura 1986). The STEM Road Map curriculum modules are designed to foster excitement from the very beginning. Each module has an Introductory Activity/Engagement section that introduces the overall topic from a unique and exciting perspective, engaging the students to learn more so that they can accomplish the challenge. The Introductory Activity also has a design component that helps teachers assess what students already know about the topic of the module. In addition to the deliberate designs in the lesson plans to support SRL, teachers can support a high level of student comfort with the learning challenge by finding out if students have ever accomplished the same kind of task and, if so, asking them to share what worked well for them.

During Learning: Staying the Course Some students fear inquiry learning because they aren’t sure what to do to be successful (Peters 2010). However, the STEM Road Map curriculum modules are embedded with tools to help students pay attention to knowledge and skills that are important for the learning task and to check student understanding along the way. One of the most important processes for learning is the ability for learners to monitor their own progress while performing a learning task (Peters 2012). The modules allow students to monitor their progress with tools such as the STEM Research Notebooks, in which they record what they know and can check whether they have acquired a complete set of knowledge and skills. The STEM Road Map modules support inquiry strategies that include previewing, questioning, predicting, clarifying, observing, discussing, and journaling (Morrison and Milner 2014). Through the use of technology throughout the modules, inquiry is supported by providing students access to resources and data while enabling them to process information, report the findings, collaborate, and develop 21st century skills. It is important for teachers to encourage students to have an open mind about alternative solutions and procedures (Milner and Sondergeld 2015) when working through the STEM Road Map curriculum modules. Novice learners can have difficulty knowing what to pay attention to and tend to treat each possible avenue for information as equal (Benner 1984). Teachers are the mentors in a classroom and can point out ways for students to approach learning during the Activity/Exploration, Explanation, and

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

17

2

Strategies Used in the STEM Road Map Curriculum Series

Elaboration/Application of Knowledge portions of the lesson plans to ensure that students pay attention to the important concepts and skills throughout the module. For example, if a student is to demonstrate conceptual awareness of motion when working on roller coaster research, but the student has misconceptions about motion, the teacher can step in and redirect student learning.

After Learning: Knowing What Works The classroom is a busy place, and it may often seem that there is no time for self-reflection on learning. Although skipping this reflective process may save time in the short term, it reduces the ability to take into account things that worked well and things that didn’t so that teaching the module may be improved next time. In the long run, SRL skills are critical for students to become independent learners who can adapt to new situations. By investing the time it takes to teach students SRL skills, teachers can save time later, because students will be able to apply methods and approaches for learning that they have found effective to new situations. In the Evaluation/Assessment portion of the STEM Road Map curriculum modules, as well as in the formative assessments throughout the modules, two processes in the after-learning phase are supported: evaluating one’s own performance and accounting for ways to adapt tactics that didn’t work well. Students have many opportunities to self-assess in formative assessments, both in groups and individually, using the rubrics provided in the modules. The designs of the NGSS and CCSS allow for students to learn in diverse ways, and the STEM Road Map curriculum modules emphasize that students can use a variety of tactics to complete the learning process. For example, students can use STEM Research Notebooks to record what they have learned during the various research activities. Notebook entries might include putting objectives in students’ own words, compiling their prior learning on the topic, documenting new learning, providing proof of what they learned, and reflecting on what they felt successful doing and what they felt they still needed to work on. Perhaps students didn’t realize that they were supposed to connect what they already knew with what they learned. They could record this and would be prepared in the next learning task to begin connecting prior learning with new learning.

SAFETY IN STEM Student safety is a primary consideration in all subjects but is an area of particular concern in science, where students may interact with unfamiliar tools and materials that may pose additional safety risks. It is important to implement safety practices within the context of STEM investigations, whether in a classroom laboratory or in the field. When you keep safety in mind as a teacher, you avoid many potential issues with the lesson while also protecting your students. STEM safety practices encompass things considered in the typical science classroom. Ensure that students are familiar with basic safety considerations, such as wearing

18

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

2

Strategies Used in the STEM Road Map Curriculum Series

protective equipment (e.g., safety glasses or goggles and latex-free gloves) and taking care with sharp objects, and know emergency exit procedures. Teachers should learn beforehand the locations of the safety eyewash, fume hood, fire extinguishers, and emergency shut-off switch in the classroom and how to use them. Also be aware of any school or district safety policies that are in place and apply those that align with the work being conducted in the lesson. It is important to review all safety procedures annually. STEM investigations should always be supervised. Each lesson in the modules includes teacher guidelines for applicable safety procedures that should be followed. Before each investigation, teachers should go over these safety procedures with the student teams. Some STEM focus areas such as engineering require that students can demonstrate how to properly use equipment in the maker space before the teacher allows them to proceed with the lesson. The National Science Teaching Association (NSTA) provides a list of science rules and regulations, including standard operating procedures for lab safety, and a safety acknowledgment form for students and parents or guardians to sign. You can access these resources at http://static.nsta.org/pdfs/SafetyInTheScienceClassroom.pdf. In addition, NSTA’s Safety in the Science Classroom web page (www.nsta.org/safety) has numerous links to safety resources, including papers written by the NSTA Safety Advisory Board. Disclaimer: The safety precautions for each activity are based on use of the recommended materials and instructions, legal safety standards, and better professional practices. Using alternative materials or procedures for these activities may jeopardize the level of safety and therefore is at the user’s own risk.

REFERENCES Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Barell, J. 2006. Problem-based learning: An inquiry approach. Thousand Oaks, CA: Corwin Press. Benner, P. 1984. From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley. Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2003. Assessment for learning: Putting it into practice. Berkshire, UK: Open University Press. Black, P., and D. Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80 (2): 139–148. Blumenfeld, P., E. Soloway, R. Marx, J. Krajcik, M. Guzdial, and A. Palincsar. 1991. Motivating project-based learning: Sustaining the doing, supporting learning. Educational Psychologist 26 (3): 369–398. Brookhart, S. M., and A. J. Nitko. 2008. Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

19

2

Strategies Used in the STEM Road Map Curriculum Series

Bybee, R., J. Taylor, A. Gardner, P. Van Scotter, J. Carlson Powell, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS. Eliason, C. F., and L. T. Jenkins. 2012. A practical guide to early childhood curriculum. 9th ed. New York: Merrill. Johnson, C. 2003. Bioterrorism is real-world science: Inquiry-based simulation mirrors real life. Science Scope 27 (3): 19–23. Krajcik, J., and P. Blumenfeld. 2006. Project-based learning. In The Cambridge handbook of the learning sciences, ed. R. Keith Sawyer, 317–334. New York: Cambridge University Press. Lambros, A. 2004. Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press. Milner, A. R., and T. Sondergeld. 2015. Gifted urban middle school students: The inquiry continuum and the nature of science. National Journal of Urban Education and Practice 8 (3): 442–461. Morrison, V., and A. R. Milner. 2014. Literacy in support of science: A closer look at crosscurricular instructional practice. Michigan Reading Journal 46 (2): 42–56. National Association for the Education of Young Children (NAEYC). 2016. Developmentally appropriate practice position statements. www.naeyc.org/positionstatements/dap. Peters, E. E. 2010. Shifting to a student-centered science classroom: An exploration of teacher and student changes in perceptions and practices. Journal of Science Teacher Education 21 (3): 329–349. Peters, E. E. 2012. Developing content knowledge in students through explicit teaching of the nature of science: Influences of goal setting and self-monitoring. Science and Education 21 (6): 881–898. Peters, E. E., and A. Kitsantas. 2010. The effect of nature of science metacognitive prompts on science students’ content and nature of science knowledge, metacognition, and self-regulatory efficacy. School Science and Mathematics 110: 382–396. Popham, W. J. 2013. Classroom assessment: What teachers need to know. 7th ed. Upper Saddle River, NJ: Pearson. Ritchhart, R., M. Church, and K. Morrison. 2011. Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass. Sondergeld, T. A., C. A. Bell, and D. M. Leusner. 2010. Understanding how teachers engage in formative assessment. Teaching and Learning 24 (2): 72–86. Zimmerman, B. J. 2000. Attaining self-regulation: A social-cognitive perspective. In Handbook of self-regulation, ed. M. Boekaerts, P. Pintrich, and M. Zeidner, 13–39. San Diego: Academic Press.

20

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

PART 2

HEALTHY LIVING STEM ROAD MAP MODULE

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3 HEALTHY LIVING MODULE OVERVIEW Jennifer Drake-Patrick, Anthony Pellegrino, Erin Peters-Burton, Bradley D. Rankin, Susan Poland, Janet B. Walton, and Carla C. Johnson

THEME: Cause and Effect LEAD DISCIPLINE: Science MODULE SUMMARY Messages about being healthy permeate society. In this module, students explore the concept of healthy living by thinking like a cell biologist, nutrition scientist, biochemist, physiologist, public health practitioner, and consumer. This module consists of three lessons. The first lesson builds background knowledge students need to successfully accomplish the challenge. Students develop an in-depth understanding of what the body needs to function properly by closely examining cell metabolism and structure. Students work in teams to investigate what it means to live a healthy lifestyle, examining the physiological effects of exercise and nutrition on health. They learn how exercise affects metabolism at a cellular level. In the second lesson, students investigate how the nutrient and ingredient composition of foods affects health. Students identify factors that inhibit and enhance health and interview key stakeholders in their communities. Based on their learning throughout the module, student teams will (a) design an innovative product or process to help individuals manage their nutrition or exercise regimens and (b) construct a prototype or model of the product or process. In the third lesson, students work in groups to complete the module challenge, demonstrating their knowledge of healthy lifestyles. Based on their learning throughout the module, student teams design a documentary for a chosen audience that explains what they have learned about being healthy, including cellular processes. Student teams create video documentaries and associated print or digital materials to share with a local audience about the importance of a healthy lifestyle to a community. This project highlights students’ understanding of this issue from biological and societal perspectives. The purpose of this project is to build students’

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

23

3

Healthy Living Module Overview

knowledge about a healthy lifestyle and their understanding of the impacts of an individual’s lifestyle choices on society (adapted from Peters-Burton et al. 2015).

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this module, students will be able to do the following: • Understand how a healthy diet and exercise contribute to optimal health • Explain how diet and exercise affect an individual’s health at a cellular level • Explain the extent to which certain foods (plant, animal, or industry-produced) are beneficial for health • Critically evaluate media messages and scientific research about healthy lifestyles • Analyze the effects of individuals’ health choices on the community • Use an engineering design process (EDP) to design a product or process to help individuals manage their nutrition or exercise regimens • Use an EDP to create a prototype or model of the product or process they designed • Create a video documentary and supplementary print or digital materials demonstrating their understanding of a healthy lifestyle Teaching integrated curricula can be difficult at the high school level, where teachers are often organized into content departments and may not have the same students across classes. There are three ways you might integrate this module: 1. The science teacher teaches all of the module through science classes, weaving in the other content area activities (mathematics, English language arts [ELA], and social studies) as much as possible. 2. The science teacher teaches most of the module through science classes, weaving in other content areas as much as possible. Other content area teachers teach their portions of the module in ways that can support the science teacher. Alternatively, the other content area teachers can assist the science teacher with planning. 3. Teachers from all content areas teach the module collaboratively during their class periods. You may also choose the level of integration depending on the amount of time available. Option 1 represents the shortest amount of time needed to teach the module, and option 3 represents the full five-week implementation of the module.

24

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

CHALLENGE OR PROBLEM FOR STUDENTS TO SOLVE: THE HEALTHY LIVING DOCUMENTARY CHALLENGE Using information they learned throughout the module and from interviews with key stakeholders in their communities, such as doctors and nutritionists, student teams are challenged to design and construct a prototype or model of an innovative product or process to help individuals manage diet and exercise regimens. Student teams are then challenged to create video documentaries about living a healthy lifestyle to present at a local venue (e.g., school board, town meeting, Rotary club). Driving Questions: What does it mean to be healthy? How do I contribute to the healthy functioning of my body? What factors help and what factors hinder the health of our cells?

CONTENT STANDARDS ADDRESSED IN THIS STEM ROAD MAP MODULE A full listing with descriptions of the standards this module addresses can be found in the appendix. Listings of the particular standards addressed within lessons are provided in a table for each lesson in Chapter 4. The crosscutting concepts in the module are patterns related to healthy living and cause and effect, because students will begin to see how a healthy diet and exercise affect the overall health of individuals and communities. Students engage in science and engineering practices such as asking questions and defining problems; designing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations (for science) and designing solutions (for engineering); engaging in argument from evidence; and obtaining, evaluating, and communicating information by analyzing the messages media sends about healthy living. Students also examine whole organism metabolism, considering how diet and exercise affect individuals on a cellular level. Language objectives are met through the use of argumentation in science, social studies objectives are met through examining community health options and initiatives, and mathematics objectives are met through communicating how a person can calculate his or her BMI and apply that knowledge to aid in living a healthier life.

STEM RESEARCH NOTEBOOK Each student should maintain a STEM Research Notebook, which will serve as a place for students to organize their work throughout this module (see p. 12 for more general discussion on setup and use of the notebook). All written work in the module should be included in the notebook, including records of students’ thoughts and ideas, fictional accounts based on the concepts in the module, and records of student progress through an EDP. The notebooks may be maintained across subject areas, giving students the

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

25

3

Healthy Living Module Overview

opportunity to see that although their classes may be separated during the school day, the knowledge they gain is connected. You may also wish to have students include the STEM Research Notebook Guidelines student handout in their notebooks. Emphasize to students the importance of organizing all information in a Research Notebook. Explain to them that scientists and other researchers maintain detailed Research Notebooks in their work. These notebooks, which are crucial to researchers’ work because they contain critical information and track the researchers’ progress, are often considered legal documents for scientists who are pursuing patents or wish to provide proof of their discovery process.

26

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

STUDENT HANDOUT

STEM RESEARCH NOTEBOOK GUIDELINES STEM professionals record their ideas, inventions, experiments, questions, observations, and other work details in notebooks so that they can use these notebooks to help them think about their projects and the problems they are trying to solve. You will each keep a STEM Research Notebook during this module that is like the notebooks that STEM professionals use. In this notebook, you will include all your work and notes about ideas you have. The notebook will help you connect your daily work with the big problem or challenge you are working to solve. It is important that you organize your notebook entries under the following headings: 1. Chapter Topic or Title of Problem or Challenge: You will start a new chapter in your STEM Research Notebook for each new module. This heading is the topic or title of the big problem or challenge that your team is working to solve in this module. 2. Date and Topic of Lesson Activity for the Day: Each day, you will begin your daily entry by writing the date and the day’s lesson topic at the top of a new page. Write the page number both on the page and in the table of contents. 3. Information Gathered From Research: This is information you find from outside resources such as websites or books. 4. Information Gained From Class or Discussions With Team Members: This information includes any notes you take in class and notes about things your team discusses. You can include drawings of your ideas here, too. 5. New Data Collected From Investigations: This includes data gathered from experiments, investigations, and activities in class. 6. Documents: These are handouts and other resources you may receive in class that will help you solve your big problem or challenge. Paste or staple these documents in your STEM Research Notebook for safekeeping and easy access later. 7. Personal Reflections: Here, you record your own thoughts and ideas on what you are learning. 8. Lesson Prompts: These are questions or statements that your teacher assigns you within each lesson to help you solve your big problem or challenge. You will respond to the prompts in your notebook. 9. Other Items: This section includes any other items your teacher gives you or other ideas or questions you may have. Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

27

3

Healthy Living Module Overview

MODULE LAUNCH In the opening activity, students examine their own beliefs about what a healthy lifestyle entails. This is a critical exercise because it is an opportunity for you to identify any misconceptions to inform future lessons and assess students’ background knowledge. Post the following statement to engage students in purposeful exploration of the topic: An individual’s healthy lifestyle choices have no impact on society. Have students discuss their positions on this statement, the extent to which they agree or disagree, and why. Compile their ideas on the board or in a web-based document. Students will likely begin discussing what they consider to be “healthy.” After discussing the impacts of healthy lifestyle choices on society, begin a discussion of what students might consider to be a healthy lifestyle. Note ideas on the board or in a web-based document. Also tell students to record all resources and ideas they have from the launch point in their STEM Research Notebooks.

PREREQUISITE SKILLS FOR THE MODULE High school students have had experience with life science and health in middle school and therefore should have basic knowledge about cell structure and functioning, cellular respiration, and healthy lifestyle habits. The focus of this unit will be on how exercise and proper diet affect systems in the body and how the overall health of individuals affects the community. Students should have also had some basic experience analyzing data to identify trends and compare information. Additionally, students will have some working knowledge of technology and ways to create using technology. Students enter this module with a wide range of preexisting skills, information, and knowledge. Table 3.1 provides an overview of prerequisite skills and knowledge that students are expected to apply in this module, along with examples of how they apply this knowledge throughout the module. Differentiation strategies are also provided for students who may need additional support in acquiring or applying this knowledge.

28

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

Table 3.1. Prerequisite Key Knowledge and Examples of Applications and Differentiation Strategies Prerequisite Key Knowledge • Understand that behavioral and social factors affect a person’s health.

• Students examine media messages and local policies and initiatives on healthy living to determine social factors that affect healthy living. • Students examine proper diet and exercise plans to determine behavioral factors that affect healthy living.

• Understand cell structure and functions.

Differentiation for Students Needing Knowledge

Application of Knowledge by Students

• Students create a model of cellular respiration.

• Provide a teacher review or place students in a group with others who can share their knowledge. • Use media presentations from the resource list to further develop students’ background knowledge as needed.

• Provide a teacher review of these concepts.

POTENTIAL STEM MISCONCEPTIONS Students enter the classroom with a wide variety of prior knowledge and ideas, so it is important to be alert to misconceptions, or inappropriate understandings of foundational knowledge. These misconceptions can be classified as one of several types: “preconceived notions,” opinions based on popular beliefs or understandings; “nonscientific beliefs,” knowledge students have gained about science from sources outside the scientific community; “conceptual misunderstandings,” incorrect conceptual models based on incomplete understanding of concepts; “vernacular misconceptions,” misunderstandings of words based on their common use versus their scientific use; and “factual misconceptions,” incorrect or imprecise knowledge learned in early life that remains unchallenged (NRC 1997, p. 28). Misconceptions must be addressed and dismantled in order for students to reconstruct their knowledge, and therefore teachers should be prepared to take the following steps: • Identify students’ misconceptions. • Provide a forum for students to confront their misconceptions. • Help students reconstruct and internalize their knowledge, based on scientific models. (NRC 1997, p. 29)

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

29

3

Healthy Living Module Overview

Keeley and Harrington (2010) recommend using diagnostic tools such as probes and formative assessment to identify and confront student misconceptions and begin the process of reconstructing student knowledge. Keeley’s Uncovering Student Ideas in Science series contains probes targeted toward uncovering student misconceptions in a variety of areas. In particular, the probes about cell function in volume 1 and of Uncovering Student Ideas in Life Science (Keeley 2011) may be useful resources for addressing student misconceptions in this module. Some commonly held misconceptions specific to lesson content are provided with each lesson so that you can be alert for student misunderstanding of the science concepts presented and used during this module. The American Association for the Advancement of Science has also identified misconceptions that students frequently hold regarding various science concepts (see the links at http://assessment.aaas.org/topics). .

SRL PROCESS COMPONENTS Table 3.2 illustrates some of the activities in the Healthy Living module and how they align with the self-regulated learning (SRL) process before, during, and after learning.

Table 3.2. SRL Process Components Learning Process Components

Example From Healthy Living Module

Lesson Number and Learning Component

BEFORE LEARNING Motivates students

Students discuss the thought provoking statement “an individual’s healthy lifestyle choices have no impact on society.”

Lesson 1, Introductory Activity/Engagement

Evokes prior learning

Students answer probing questions to move students toward thinking about their knowledge of what happens inside of the body. Possible questions include How do we keep the body healthy? How do we study what happens in the body? What conditions affect the body’s overall health?

Lesson 1, Introductory Activity/Engagement

DURING LEARNING Focuses on important features

Lesson 2, Explanation Using research completed earlier in the lesson on a particular food additive of interest, students create posters about the relative safety of the use of the chosen food additive in processed foods. Continued

30

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

Table 3.2. (continued ) Learning Process Components

Lesson Number and Learning Component

Example From Healthy Living Module

Helps students Students summarize their findings and provide interesting findings monitor their progress on their posters. Student posters will be evaluated with a rubric by the teacher and the student.

Lesson 2, Explanation

AFTER LEARNING Evaluates learning

Students complete the culminating activity in this module—a documentary based on their understandings of health in their communities. The documentary will be evaluated by community members and the teacher.

Lesson 3, Explanation

Takes account of what worked and what did not work

Students write a reflection of the review of their challenge presentation.

Lesson 3, Elaboration/ Application of Knowledge

STRATEGIES FOR DIFFERENTIATING INSTRUCTION WITHIN THIS MODULE For the purposes of this module, differentiated instruction is conceptualized as a way to tailor instruction—including process, content, and product—to various student needs in your class. A number of differentiation strategies are integrated into lessons across the module. The problem- and project-based learning approach used in the lessons is designed to address students’ multiple intelligences by providing a variety of entry points and methods to investigate the key concepts in the module. Differentiation strategies for students needing support in prerequisite knowledge can be found in Table 3.1 (p. 29). You are encouraged to use information gained about student prior knowledge during introductory activities and discussions to inform your instructional differentiation. Strategies incorporated into this lesson include flexible grouping, varied environmental learning contexts, assessments, compacting, and tiered assignments and scaffolding. Flexible Grouping. Students work collaboratively in a variety of activities throughout this module. Grouping strategies you might employ include student-led grouping, grouping students according to ability level or common interests, grouping students randomly, or grouping them so that students in each group have complementary strengths (for instance, one student might be strong in mathematics, another in art, and another in writing). You might also group students based on prior knowledge about nutrition,

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

31

3

Healthy Living Module Overview

exercise, metabolism, and cellular respiration. You can maintain the same student groupings for all three lessons, or you might choose to regroup students for Lesson 2 into design teams that they will maintain throughout the remainder of the module. Varied Environmental Learning Contexts. Students have the opportunity to learn in various contexts throughout the module, including alone, in groups, in quiet reading and research-oriented activities, and in active learning through inquiry and design activities. In addition, students learn in a variety of ways, including through doing inquiry activities, journaling, reading texts, watching videos, participating in class discussion, and conducting web-based research. Assessments. Students are assessed in a variety of ways throughout the module, including individual and collaborative formative and summative assessments. Students have the opportunity to produce work via written text, oral and media presentations, and modeling. You may choose to provide students with additional choices of media for their products (for example, PowerPoint presentations, posters, or student-created websites or blogs). Compacting. Based on student prior knowledge, you may wish to adjust instructional activities for students who exhibit prior mastery of a learning objective. For instance, if some students exhibit mastery of cellular respiration in Lesson 1, you might limit the amount of time they spend practicing these skills and instead introduce mathematics, ELA, or social studies connections with associated activities. Tiered Assignments and Scaffolding. Based on your awareness of student ability, understanding of concepts, and mastery of skills, you may wish to provide students with variations on activities by adding complexity to assignments or providing more or fewer learning supports for activities throughout the module. For instance, some students may need additional support in identifying key search words and phrases for web-based research or may benefit from cloze sentence handouts to enhance vocabulary understanding. Other students may benefit from expanded reading selections and additional reflective writing or from working with manipulatives and other visual representations of mathematical concepts. You may also work with your school librarian to compile a set of topical resources at a variety of reading levels.

STRATEGIES FOR ENGLISH LANGUAGE LEARNERS Students who are developing proficiency in English language skills require additional supports to simultaneously learn academic content and the specialized language associated with specific content areas. WIDA (2012) has created a framework for providing support to these students and makes available rubrics and guidance on differentiating instructional materials for English language learners (ELLs). In particular, ELL students may benefit from additional sensory supports such as images, physical modeling, and graphic representations of module content, as well as interactive support through

32

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

collaborative work. This module incorporates a variety of sensory supports and provides ongoing opportunities for ELL students to work collaboratively. The focus in this module on understanding what contributes to good human health through various perspectives affords opportunities to access the culturally diverse experiences of ELL students in the classroom. When differentiating instruction for ELL students, you should carefully consider the needs of these students as you introduce and use academic language in various language domains (listening, speaking, reading, and writing) throughout this module. To adequately differentiate instruction for ELL students, you should have an understanding of the proficiency level of each student. The following 9–12 WIDA standards are relevant to this module: • Standard 1: Social and Instructional Language. Focus on social behavior in group work and class discussions. • Standard 2: The Language of Language Arts. Focus on forms of media, elements of text, comprehension strategies, main ideas and details, persuasive language, creation of informational text, and editing and revision. • Standard 3: The Language of Mathematics. Focus on measurement, analysis, and strategies for problem solving. • Standard 4: The Language of Science. Focus on scientific research, scientific processes, and scientific inquiry. • Standard 5: The Language of Social Studies. Focus on impacts of individual choice on community interactions.

SAFETY CONSIDERATIONS FOR THE ACTIVITIES IN THIS MODULE There are no specific safety notes for this module. For general safety guidelines, see the Safety in STEM section in Chapter 2 (p. 18).

DESIRED OUTCOMES AND MONITORING SUCCESS The desired outcomes for this module are outlined in Table 3.3 (p. 34), along with suggested ways to gather evidence to monitor student success. For more specific details on desired outcomes, see the Established Goals and Objectives sections for the module and individual lessons.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

33

3

Healthy Living Module Overview

Table 3.3. Desired Outcomes and Evidence of Success in Achieving Identified Outcomes Evidence of Success Desired Outcome Students can explain outcomes of healthy eating and exercise on the body at a cellular level and are able to use that knowledge to inform others about why it is important to be healthy.

Performance Tasks • Students maintain STEM Research Notebooks that contain data from research on food additives and nutrients.

Other Measures Students communicate healthy lifestyle strategies to inform individuals and the community.

• Students create models of cellular respiration. • Students create posters to identify the facilitators of and barriers to healthy living.

ASSESSMENT PLAN OVERVIEW AND MAP Table 3.4 provides an overview of the major group and individual products and deliverables, or things that student teams will produce in this module, that constitute the assessment for this module. See Table 3.5 for a full assessment map of formative and summative assessments in this module. The assessment plan for this module can be conceptualized in three segments: how healthy diet and exercise are related to metabolism, how healthy lifestyles affect society, and how students can lead healthy lives. Each of the segments has several formative assessments leading to a summative assessment. The assessments have different approaches, including modeling, presentations, poster development, and documentary development. Some of the assessments are group projects, and others are completed individually.

34

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

Table 3.4. Major Products and Deliverables in Lead Disciplines for Groups and Individuals Lesson 1

2

3

Major Individual Products and Deliverables

Major Group Products and Deliverables • Cellular respiration model

• STEM Research Notebook entries

• Health Investigation report

• Metabolism Video Note Sheet

• History of nutrition poster

• Healthy Living Log

• Argumentation graphic organizer

• STEM Research Notebook entries

• Contributions to group production, including interview questions for community stakeholder

• Healthy Living Log

• Final video documentary and associated print materials on how healthy living affects society

• STEM Research Notebook entries

• Food additive poster

• Computer simulations • Storyboard for the video documentary

Table 3.5. Assessment Map for Healthy Living Module Lesson

Assessment

Group/ Individual

Formative/ Summative

Lesson Objective Assessed

1

STEM Research Notebook prompt

Individual

Formative

• Evaluate how a healthier lifestyle can affect the community.

1

Metabolism Video Note Sheet handout

Individual

Formative

• Describe the components of the human body’s cellular system and how they function together.

1

STEM Research Notebook prompt

Individual

Formative

• Calculate BMI, explain how it is derived, and what it means.

1

Health Investigation report

Group

Summative

• Design a research study that shows the relationship of exercise to an individual’s health.

• Explain whole organism metabolism and describe the roles of fats, proteins, and carbohydrates.

• Perform the investigation. • Analyze the data and communicate the findings using evidence to back the claim. Continued

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

35

3

Healthy Living Module Overview

Table 3.5. (continued ) Lesson

Assessment

Group/ Individual

Formative/ Summative

Lesson Objective Assessed

1

Cellular Respiration Model rubric

Group

Summative

• Create a model of cellular respiration.

2

STEM Research Notebook prompt

Individual

Formative

• Describe the food choices in the school cafeteria and analyze whether they are healthy or unhealthy.

2

STEM Research Notebook prompt

Individual

Formative

• Understand how companies try to make their products seem healthier.

2

STEM Research Notebook prompt

Individual

Formative

• Understand how chemicals are used in food processing.

2

Argumentation graphic organizer

Individual

Formative

• Make an argument for the food industry’s role (positive and negative) in healthy diets and the implications of food marketing.

2

STEM Research Notebook prompt

Individual

Formative

• Apply knowledge of the information learned in the module to one’s own lifestyle and to the documentary challenge.

2

Food Additive Poster rubric

Individual and group

Summative

• Define nutrition and give examples of healthy and unhealthy eating choices. • Explain how chemicals are used in food processing. • Analyze how food processing can affect the body’s cellular functioning. • Explain the role of good nutrition and exercise in maintaining health.

3

Documentary Presentation rubric

Group

Summative

• Develop a video (or script) documentary that can inform. • Synthesize information from multiple sources. • Demonstrate understanding of concepts in presentation.

36

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Lesson 1 You Are What You Eat • Students discuss health-related media messages. • Students analyze the process of wholebody metabolism by watching a video, and students chart information about vocabulary words used in the video. • Students devise a plan to collect personal data on physical activity and eating in order to study their own healthy living habits.

• Students explore their own knowledge of healthy living by creating mind maps and generating class questions to guide their investigation of healthy living.

• Students set up their STEM Research Notebooks.

Day 2

Lesson 1 You Are What You Eat • Launch the module with a discussion of a healthy lifestyle.

Day 1

• Students create a chart or timeline documenting changes in government dietary guidelines.

Lesson 1 You Are What You Eat • Students research online articles about healthy living and make and defend claims based on their findings.

Day 3

Table 3.6. STEM Road Map Module Schedule for Week One Lesson 1 You Are What You Eat • Students continue to explore wholebody metabolism by focusing on the metabolic process of cellular respiration.

Day 4

Lesson 1 You Are What You Eat • Students generate a model of cellular respiration.

Day 5

Tables 3.6–3.10 (pp. 37–40) provide lesson timelines for each week of the module. The timelines are provided for general guidance only and are based on class times of approximately 45 minutes.

MODULE TIMELINE

Healthy Living Module Overview

Healthy Living, Grade 10

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

37

38

Lesson 1 You Are What You Eat • Students present their models through a gallery walk and provide peer feedback.

Day 6

• Students explore the history of the use of BMI and discuss its advantages and disadvantages.

Lesson 1 You Are What You Eat • Students calculate their BMI and discuss other ways to measure body fat.

Day 7 Lesson 1 You Are What You Eat • Students develop a research question about how exercise affects the body and test their hypothesis.

Day 8

Table 3.7. STEM Road Map Module Schedule for Week Two Lesson 1 You Are What You Eat • Students continue the exercise lab and present their findings to their peers in 5-minute presentations.

Day 9

• Students discuss the larger implications of healthy living.

Lesson 1 You Are What You Eat • Guest speaker talks to class about a local health problem.

Day 10

3 Healthy Living Module Overview

NATIONAL SCIENCE TEACHING ASSOCIATION

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

• Students use the Argumentation Graphic Organizer for note-taking.

Lesson 2 Healthy Living, Healthy Community • Students begin exploration of facilitators and barriers to a healthy diet, with a specific focus on researching the impacts of food marketing and processing.

Day 11

• Students share what they found out about the additives in a class discussion.

• Students research food marketing and processing techniques; the effects of eating too much fat, sugar, or sodium; and particular food additives of interest.

Lesson 2 Healthy Living, Healthy Community • Students hold a structured academic controversy classroom discussion on the government’s role in public health.

Day 12

• Students begin gathering information and footage for their Healthy Living Documentary Challenge and work in pairs to start drafting questions for interviews with community members.

Lesson 2 Healthy Living, Healthy Community • Students create a poster from their research to explain factors that inhibit or enhance the healthy functioning of the body.

Day 13

Table 3.8. STEM Road Map Module Schedule for Week Three

• Students continue preparing to conduct interviews for inclusion in their documentaries.

Lesson 2 Healthy Living, Healthy Community • Students share posters in class through a gallery walk and receive peer feedback.

Day 14

• Students begin to use an EDP to design a product or process to help individuals manage their health or nutrition regimens.

Lesson 2 Healthy Living, Healthy Community • Students create and share elevator speeches about the topics they want to address in the documentary challenge.

Day 15

Healthy Living Module Overview

Healthy Living, Grade 10

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

39

40 • Students begin to conduct interviews via Skype, by e-mail, or face to face.

• Students begin computer simulations of the interaction of the cellular system in the body.

Lesson 3 Cells Are the Building Blocks of Health • Students complete their product or system prototype or model.

Day 17

Lesson 3 Cells Are the Building Blocks of Health • Students work on editing documentaries and designing print resources.

Day 21 Lesson 3 Cells Are the Building Blocks of Health • Students continue to work on editing documentaries and designing print resources.

Day 22

Lesson 3 Cells Are the Building Blocks of Health • Students finalize documentaries and print resources.

Day 23

Lesson 3 Cells Are the Building Blocks of Health • Students conduct peer reviews of video documentaries.

Day 24

• Students begin to create video documentaries.

• Students brainstorm a plan for their video documentaries. • Students develop a timeline for creating their videos and begin preproduction planning (e.g., creating scenes and a storyboard, list of materials needed, locations).

Lesson 3 Cells Are the Building Blocks of Health • Students continue to conduct interviews.

Day 19

Lesson 3 Cells Are the Building Blocks of Health • Students continue to conduct interviews.

Day 18

Table 3.10. STEM Road Map Module Schedule for Week Five

• Students continue their product or process design and begin building a prototype or model.

Lesson 2 Healthy Living, Healthy Community • Students create maps of locations in their community that support healthy living. Class discusses differences in access to healthyliving resources in different parts of the community.

Day 16

Table 3.9. STEM Road Map Module Schedule for Week Four

Lesson 3 Cells Are the Building Blocks of Health • Students continue to conduct peer reviews of video documentaries.

Day 25

• Students continue to work on video documentaries.

Lesson 3 Cells Are the Building Blocks of Health • Students continue to conduct interviews.

Day 20

3 Healthy Living Module Overview

NATIONAL SCIENCE TEACHING ASSOCIATION

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

3

Healthy Living Module Overview

RESOURCES The media specialist can help you locate resources for students to view and read about healthy living. Special educators and reading specialists can help find supplemental sources for students needing extra support in reading and writing. Additional resources may be found online. Community resources for this module may include doctors, nurses, personal trainers or leaders of recreation programs, leaders of health-focused companies, dietitians or nutritionists, or anyone else who might have a stake in health in the local community.

REFERENCES Keeley, P. 2011. Uncovering student ideas in life science, volume 1: 25 new formative assessment probes. Arlington, VA: NSTA Press. Keeley, P., and R. Harrington. 2010. Uncovering student ideas in physical science, volume 1: 45 new force and motion assessment probes. Arlington, VA: NSTA Press. National Research Council (NRC). 1997. Science teaching reconsidered: A handbook. Washington, DC: National Academies Press. Peters-Burton, E. E., P. Seshaiyer, S. R. Burton, J. Drake-Patrick, and C. C. Johnson. 2015. The STEM Road Map for grades 9–12. In STEM Road Map: A framework for integrated STEM education, ed. C. C. Johnson, E. E. Peters-Burton, and T. J. Moore, 124–162. New York: Routledge. www.routledge.com/products/9781138804234. WIDA. 2012. 2012 amplification of the English language development standards: Kindergarten– grade 12. https://wida.wisc.edu/teach/standards/eld.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

41

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4 HEALTHY LIVING LESSON PLANS Jennifer Drake-Patrick, Anthony Pellegrino, Erin Peters-Burton, Bradley D. Rankin, Susan Poland, Janet B. Walton, and Carla C. Johnson

Lesson Plan 1: You Are What You Eat

In this lesson, students develop an understanding of what it means to be healthy by examining how a healthy body functions at the cellular level. New research and technologies provide better understanding of how nutrients function and how poor nutrition can harm cells and ultimately our organs and bodies. Students learn what calorie intake they need to maintain their basal metabolic rate, learn about governmental recommendations for nutrition over time, examine and evaluate media messages related to health, begin logging their own food intake and exercise, and research questions related to the effects of exercise on the human body.

ESSENTIAL QUESTIONS • How does the human body’s cellular system function? • What does the body need to function at optimal capacity? • How does the body produce energy? • What are the main factors that affect the functioning of the cellular system?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Describe the components of the human body’s cellular system and how they function together • Explain whole organism metabolism and the role of fats, proteins, and carbohydrates • Create a model of cellular respiration

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

43

4

Healthy Living Lesson Plans

• Analyze personal diet and exercise records and evaluate how their choices are affecting their bodies’ functioning

TIME REQUIRED • 10 days (approximately 45 minutes each; see Tables 3.6 and 3.7, pp. 37–38)

MATERIALS • STEM Research Notebooks (1 per student; see p. 27 for STEM Research Notebook student handout) • Computers with internet access for student research and viewing videos (for each team) • Poster board and markers

CONTENT STANDARDS AND KEY VOCABULARY Table 4.1 lists the content standards from the Next Generation Science Standards (NGSS), Common Core State Standards, and the Framework for 21st Century Learning that this lesson addresses, and Table 4.2 (p. 48) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some or all of the terms to students.

Table 4.1. Content Standards Addressed in STEM Road Map Module Lesson 1 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. • HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. • HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Continued

44

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Table 4.1 (continued ) SCIENCE AND ENGINEERING PRACTICES Developing and Using Models • Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

Constructing Explanations and Designing Solutions • Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

DISCIPLINARY CORE IDEAS LS1.A: Structure and Function • Systems of specialized cells within organisms help them perform the essential functions of life.

LS1.C: Organization for Matter and Energy Flow in Organisms • As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. • As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.

CROSSCUTTING CONCEPTS Energy and Matter • Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. • Energy drives the cycling of matter within and between systems.

Structure and Function • Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. Continued

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

45

4

Healthy Living Lesson Plans

Table 4.1 (continued ) COMMON CORE STATE STANDARDS FOR MATHEMATICS MATHEMATICAL PRACTICES • MP1. Make sense of problems and persevere in solving them. • MP3. Construct viable arguments and critique the reasoning of others • MP8. Look for and express regularity in repeated reasoning.

MATHEMATICAL CONTENT • HSF.BF.B.4.C. Read values of an inverse function from a graph or a table, given that the function has an inverse. • HSA.SSE.A.1. Interpret expressions that represent a quantity in terms of its context. • HSA.SSE.A.1.A. Interpret parts of an expression, such as terms, factors, and coefficients.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS READING STANDARDS • RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. • RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. • RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). • RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. • RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. • RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Continued

46

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Table 4.1 (continued ) WRITING STANDARDS • W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • W.9-10.1.A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. • W.9-10.1.B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. • W.9-10.1.C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • W.9-10.1.D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SPEAKING AND LISTENING STANDARD • SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

FRAMEWORK FOR 21ST CENTURY LEARNING

• Interdisciplinary Themes: Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Environmental Literacy • Learning and Innovation Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration • Information, Media, and Technology Skills: Information Literacy, Media Literacy, ICT Literacy • Life and Career Skills: Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

47

4

Healthy Living Lesson Plans

Table 4.2. Key Vocabulary for Lesson 1 Key Vocabulary

Definition

aerobic respiration

cellular respiration that requires oxygen

amino acids

the building blocks for proteins

anabolism

a metabolic activity that involves putting two or more molecules together to make a more complex molecule

anaerobic respiration cellular respiration where the initial reaction does not require oxygen

48

ATP

adenosine triphosphate, a molecule found in cells that stores and provides the energy for cellular functions

carbohydrates

macromolecules, such as proteins and carbohydrates, found in all living things

catabolism

the breaking down of larger molecules into smaller molecules that can be used in metabolic reactions

catalyst

a substance that speeds up a chemical reaction but stays the same composition by the end of the reaction

cellular respiration

the process by which cells use oxygen and glucose to produce ATP in order to provide the energy necessary for driving life-sustaining reactions; occurs inside the mitochondria and produces carbon dioxide (CO2) and water

DNA

deoxyribonucleic acid, a macromolecule that is necessary for providing the chemical information to produce proteins that run life processes

energy

the ability to do work, in this case to change matter arrangements

enzymes

protein molecules that act as catalysts and help complex reactions occur in living organisms

glucose

the primary sugar molecule used in cellular respiration

glycogen

a storage form of glucose in animals and fungi

fats

large molecules composed of long chains of carbons and hydrogens

metabolism

the sum of all chemical reactions important for life happening inside the body; these reactions often involve the use of enzymes as catalysts

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

TEACHER BACKGROUND INFORMATION This lesson introduces the module and the final challenge by having students examine cell metabolism and structure to build background knowledge on how a healthy body functions at the cellular level. The information in this section will help you engage your students in this lesson. You should have an understanding of cell biology and how the systems in the body work together to create energy, with an emphasis on understanding the nutritional and activity level needs of adolescents.

Cell Biology Cells, the fundamental units of life, are the building blocks for tissues and organs and bodies, and they are constantly communicating with each other, as well as responding to the environment. Cell biology is the study of the structure and function of cells, including cell anatomy, cell division, and cellular processes (cell respiration and death). When cells cannot operate correctly, the functioning of tissues and organs breaks down and the body becomes compromised, which can result in disease through malfunction or because the immune system is not able to fight off invaders such as bacteria and viruses. For the purposes of this module, cell division is not the focus. In this module, cellular respiration is a key process in understanding how diet affects functions in the body. Cellular respiration powers the cell by producing ATP and has four main stages in the process, as described in Table 4.3 (p. 50).

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

49

4

Healthy Living Lesson Plans

Table 4.3. Four Major Stages of Cellular Respiration

Stage Glycolysis

Where Does It Happen in the Cell? Cytoplasm

What Happens? • Two phosphate groups attach to glucose and split it. • Hydrogen ion is removed from the compound and forms NADH. • Two more hydrogen ions are removed and bond with oxygen to form water. • The remaining carbon compound is broken into two molecules of pyruvate. • The cell gains two ATP molecules.

Transition stage

Mitochondria

• Pyruvate is combined with NAD+ to form NADH and acetyl coenzyme A molecules.

Krebs cycle

Mitochondria

• Hydrogen atoms are removed from the acetyl coenzyme A molecules. These electrons are used to create ATP. • Eventually, all that is left of the acetyl coenzyme A molecules is carbon, which combines with the oxygen to form carbon dioxide, which is emitted as a waste product. • Four molecules of ATP are created.

Electron transport chain

Inner membrane of the mitochondria

• NADH releases an electron and acts as a chain. • The electron is attracted down the chain until it reaches the end, to bond with oxygen to form water. • Along the chain, the electron releases energy in the form of 32 ATP molecules.

Lessons and videos on the processes involved in cellular respiration can be found at www.ck12.org/book/CK-12-Biology/section/4.3 and www.khanacademy.org/test-prep/mcat/ biomolecules/carbohydrate-metabolism/v/introduction-to-cellular-respiration.

50

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Career Connections Knowing about food and nutrition is not just good for people’s individual health and the health of the community, but it can also launch a career. Most food and nutrition careers require a bachelor’s degree, but some jobs require only specialized training. Following are some of the careers that you can discuss with students related to this module: • dietitian • nutritionist • food service manager • health educator • registered nurse • nutritional writer • biomedical research • health policy analyst People with training in nutrition can have many different roles, spanning laboratory science, nutrition counseling, nutrition research, and nutrition communication. Job descriptions, required skills, and the future outlook of employment can be found at O*NET OnLine, a searchable database from the U.S. Department of Labor at www.onetonline.org/find.

Vocabulary Strategies This introductory lesson has a heavy vocabulary load, so it is important to have strategies prepared for students who may need additional support. See www.adlit.org/article/ c138 for resources on teaching vocabulary.

COMMON MISCONCEPTIONS Students will have various types of prior knowledge about the concepts introduced in this lesson. Table 4.4 (p. 52) outlines some common misconceptions students may have concerning these concepts. Because of the breadth of students’ experiences, it is not possible to anticipate every misconception that students may bring as they approach this lesson. Incorrect or inaccurate prior understanding of concepts can influence student learning in the future, however, so it is important to be alert to misconceptions such as those presented in the table.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

51

4

Healthy Living Lesson Plans

Table 4.4. Common Misconceptions About the Concepts in Lesson 1 Topic Cellular respiration

52

Student Misconception

Explanation

Respiration and breathing are the same thing.

Respiration and breathing are not necessarily the same thing. There are two types of respiration, cellular and physiological. When the word respiration is used in science class (such as in “photosynthesis and respiration”), it usually means cellular respiration.

The air that we exhale has no oxygen in it.

Many students think that when we breathe out, all the oxygen has been converted to carbon dioxide. In reality, however, the percentage of oxygen only goes down from about 21% to 16%, while CO2 goes up from about 0.04% to 4% of the air. Even if you hold your breath as long as you can, you will not use up all the oxygen in the air that you inhaled.

Plants photosynthesize and animals respire.

Plants do both. During photosynthesis, energy from the Sun is stored in carbohydrates like sugars. In respiration, that stored energy is used to perform tasks. Plants need to perform tasks too, such as growing, opening flowers, and producing seeds. The energy to do those things comes from the Sun, is stored in carbohydrates, and then is extracted through the process of respiration. Animals eat the carbohydrates from plants or eat animals that have eaten the carbohydrates from plants and use that energy via respiration. So the big difference is that animals get their energy from eating plants and other animals, and plants get their energy from the Sun via photosynthesis.

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

PREPARATION FOR LESSON 1 Review the Teacher Background Information section (p. 49), assemble the materials for the lesson, make copies of the student handouts, and preview the videos recommended in the Learning Components section that follows. Have your students set up their STEM Research Notebooks (see pp. 25–27 for discussion and student instruction handout). Arrange for a guest speaker to come to the class to discuss a local health issue with students, which might prompt their thinking about more health issues relevant to the community. Guest speakers could include doctors, nurses, personal trainers or leaders of recreation programs, leaders of health-focused companies, dietitians or nutritionists, or anyone else who might have a stake in health in the local community.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving questions for the module and challenge, such as What does it mean to be healthy? and How do I contribute to the healthy functioning of my body? Hold a brief class discussion of how students’ learning in the previous days’ lessons contributed to their ability to complete the challenge. You may wish to create a class list of key ideas on chart paper or the board or have students create a STEM Research Notebook entry with this information. Explain to students that all their work will culminate in the production of a video documentary about their learning; therefore, they should save each exercise throughout the unit in their notebooks to inform the creation of the video documentary. Students should record their personal responses (including pictures, concept maps, questions, and new ideas) on the left-hand pages of the notebook, under the heading “My Thinking,” and new learning on the right-hand pages, under the heading “My Learning.” Leave time at the end of each class period for students to record in their notebooks and encourage inquiry. You may wish to refer to the article about using and assessing science notebooks at www.nsta.org/publications/news/story.aspx?id=51882. You can emphasize the nature of science in this phase of learning by explaining that the concept of being healthy has enduring meaning, but that new research and data continue to inform public knowledge about how an individual can stay healthy. Also, the field of cell biology evolves as scientists continue to investigate the intricacies of the cellular system in the human body. Science Class: Ask students to form pairs to brainstorm and discuss the following thought-provoking statement: An individual’s healthy lifestyle choices have no impact on society. Ask students to consider whether they think this statement is true or not true and why. Prompt students to consider the costs to a community when an individual

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

53

4

Healthy Living Lesson Plans

develops an illness or condition related to their diet. Ask students to record their brainstorming in their STEM Research Notebooks. When the pairs are finished brainstorming, have students form an inner and an outer circle. The students who form the inner circle should take the stance that an individual’s healthy lifestyle choices have no impact on society (arguing that the statement is true), and the students who form the outer circle should take the stance that an individual’s healthy lifestyle choices do have an impact on society (arguing that the statement is false). Ask the students in the inner circle to try to convince their counterparts in the outer circle and vice versa. After one round of back-and-forth attempts at convincing, ask students to move to the other circle if they changed their minds. Typically, students will shift to understand that the statement is false because people who are ill tend to draw resources in a community more than healthy people. That is, a person who is ill as a result of his or her lifestyle may not be able to work or pay taxes, which can have an effect on the community. Ask students to take their seats. Continue to ask probing questions of the whole class to move students toward thinking about their knowledge of what happens inside the body. These questions might include the following: How Figure 4.1. Sample Mind Map do we keep the body healthy? How do we study what happens in the body? What conditions affect the body’s overall health? This should access students’ prior knowledge and build interest in the topic of healthy living. Students should develop mind maps to help organize and group their ideas (see www.mindmapping.com). These mind maps can serve as tools to launch their investigations and organize their ideas for their video documentaries. While students are working, move around the room and monitor progress and probe thinking. Students should record their mind maps in their STEM Research Notebooks. Figure 4.1 is an example of a simple mind map created with free online software. Once students generate a list of questions and connections on their mind maps, elicit their input and write contributions on the board. As a whole group, draw connections between questions and ideas that are similar, consolidate questions, and generate more questions as the class continues the discussion. Ask follow-up questions such as these: • What happens in a healthy body? • Where do we get energy? • What activities and habits are parts of a healthy lifestyle?

54

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

• How do diet and exercise affect an individual’s health? • How does the food we eat affect our bodies? • How do we know what happens to the body? • How do we learn about the healthiness of a community? • How do communities support healthy living? Begin to generate a comprehensive map of questions and topics for exploration. Students may find that the topic of being healthy has many contradictions, such as whether coffee is good for you or bad for you. Explain to students that in science, there are ways to understand the effects of different factors on health in a systematic way. In a class discussion, move students toward using a “science lens”: How would a scientist study being healthy? Have students record their answers in their STEM Research Notebooks and then share their ideas with the class. Introduce the challenge for this module, and encourage students to examine the questions generated through the initial activity as they continue to explore the body’s health at the cellular level. Encourage students to pay attention to messages about healthy living they encounter each day. Invite students to create a chart in their STEM Research Notebooks where they record data about the daily occurrences of health messages that they receive. Mathematics Connection: Show students the MyPlate model at www.choosemyplate. gov, which is a tool from the U.S. Department of Agriculture for finding recommended amounts of various types of food, and explain how to use it to determine portion amounts. The MyPlate model helps people learn healthy eating styles by providing a colorful visual of a round plate divided into sections. Half the plate consists of a section for fruits and a slightly larger section for vegetables, and the other half of the plate is divided equally between grains and protein. Another circle is for dairy and represents the footprint of a glass. In addition to portion sizes, MyPlate also recommends eating a variety of foods; being aware of their nutritional values; choosing foods with less saturated fat, sodium, and added sugars; and starting with small changes that build to sustainable healthy habits. Students can begin to consider the variables that they may address in their challenge, such as the high sodium content of many processed foods and the effect of too much sodium on cells in the body. Tell students they will use the MyPlate Plan tool (found under the Resources tab on the website) to determine the amount of calories and variation of food needed for different age groups and levels of physical activity and create sample menus. Students can work individually if there are enough computers or other electronic devices with internet access, or you may group students per device if there is not a 1:1 ratio. Assign students to look up daily food plans for different ages, genders, and levels of physical activity. For

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

55

4

Healthy Living Lesson Plans

example, a student or group may be assigned to determine a recommended menu based on the MyPlate model for a 34-year-old woman who exercises less than 30 minutes a day. Then, hold a class discussion in which students compare and contrast their findings based on the different criteria. Once students agree on the trends they see in their collective data, ask them to record these trends in their STEM Research Notebooks to use later for the challenge. ELA Connection: Have students discuss the messages they see in the media about being healthy. Students can recall what they already know, or you might wish to provide them with current media stories. For current stories, popular health magazines are a great place to start, as they frequently contain short summaries of recent health studies and provide plenty of advice on living a healthy lifestyle. Newspaper articles and video clips are also easily accessible sources. Also have students locate scientific evidence from reputable sources to substantiate or challenge what they find in media stories. Have the class discuss students’ personal responses, and challenge them to consider the impact these kinds of messages have on society. Ask students to create a chart in their STEM Research Notebooks where they will record health-related media messages they see for a week. Figure 4.2 is a sample chart students might use to organize this daily record.

Figure 4.2. Sample Daily Record of Health-Related Media Messages

Date

Source

Description of Message

Substantiated by Scientific Evidence? Why or Why Not?

Social Studies Connection: Have students research the history of cell biology, then hold a class discussion on what phenomena cell biologists might study. Show the TED-Ed video on “The Wacky History of Cell Theory” at www.youtube.com/watch?v=4OpBylwH9DU, which explains how science often does not take a direct path from question to investigation

56

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

to answer. The video describes the sometimes roundabout way that scientific ideas are developed, using the ideas that compose the cell theory: 1. All organisms are composed of one or more cells. 2. The cell is the basic unit of structure and organization of organisms. 3. All cells come from pre-existing cells. The video explains how the invention of the microscope led to the discovery of bacteria from dental scrapings (at a time when people did not practice oral hygiene) and how the collection of many scientists’ discoveries of animal and plant cells, not just the work of one scientist, came together to form the cell theory. Encourage students to ask questions and to consider the impacts of this discovery around the world. Students should record their ideas in their STEM Research Notebooks. Prompt students to ask their own questions about cells to inform their research for this unit.

Activity/Exploration Science Class: Have pairs of students conduct research on the structures and functions of the parts of an animal cell. Ask students to create their own organization system to record this information. Table 4.5 (p. 58) is an example of a graphic organizer based on one that students have created.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

57

4

Healthy Living Lesson Plans

Table 4.5. Sample Animal Cell Parts Graphic Organizer Cell Organelle

Structure

Function

Cell membrane

Membrane layer of proteins and carbohydrates

Controls what gets in and out of a cell

Nucleus

Round; largest organelle in a cell

Acts as control center for metabolism and reproduction

Cytoplasm

Jellylike substance

Is constantly streaming; can dissolve salts

Endoplasmic reticulum

Network of membrane canals; both smooth and rough

Carries materials throughout the cell

Ribosomes

Small particles in the cytoplasm and membranes of endoplasmic reticulum

Produce protein

Golgi body

Stacks of flattened membranes

Temporarily stores protein

Mitochondria

Tubelike

Release food energy from food molecules, also called respiration

Lysosomes

Membrane bags

Contain digestive enzymes that can break down waste or food

Cilia and flagella

Hairlike structures

In one-celled organisms, provide locomotion; in multicelled organisms, move substances over cell surface

Vacuoles

Membrane bags filled with fluid

Store food, water, sugar, minerals, and waste products

Have students watch the video “Introduction to Metabolism: Anabolism and Catabolism” at www.khanacademy.org/science/high-school-biology/hs-energy-and-transport/hsintroduction-to-metabolism/v/introduction-to-metabolism-anabolism-and-catabolism and generate questions they have about the process. Distribute copies of the Metabolism Video Note Sheet (p. 71) with vocabulary words beforehand and ask students to listen for these words during the video. Tell students to mark which terms are processes and which are components of the processes on the Metabolism Video Note Sheet and explain what each component or process does in the human body. After the video, have students form groups of four to discuss their answers and come to a consensus about the components and processes involved in metabolism. Have students place the vocabulary sheets in their STEM Research Notebooks.

58

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Mathematics Connection: Have students design a personalized Healthy Living Log in which they keep track of the time spent in physical activity and the calorie intake of foods they eat over a time period. Figure 4.3 presents a sample log. Students can look up calorie counts online. They can also calculate their total calories (intake minus approximate calories burned) every day and determine whether they stay within a healthy range over the course of the 10-day activity. In addition, students should each calculate their personal basal metabolic rate (BMR), which is the amount of energy needed for all functions of the body when a human is at rest. Note that there are different formulas for men and women (see Table 4.6, p. 60), as men typically have a higher proportion of lean body mass than women and thus need more energy. As a class, discuss whether students see a difference in the formulas and which results in a higher BMR. Then ask the class to discuss why they think this rate is higher for men in the formula.

Figure 4.3. Sample Healthy Living Log

Date

Meal 1 (add calories)

Meal 2 (add calories)

Meal 3 (add calories)

Snacks (add calories)

Exercise (subtract calories)

BMR (subtract calories)

Total Calorie Intake for the Day

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

59

4

Healthy Living Lesson Plans

Table 4.6. Basal Metabolic Rate Calculations BMR calculation for men (metric)

BMR = 66.5 + (13.75 × weight in kg) + (5.003 × height in cm) – (6.755 × age in years)

BMR calculation for men (imperial)

BMR = 66 + (6.2 × weight in pounds) + (12.7 × height in inches) – (6.76 × age in years)

BMR calculation for women (metric)

BMR = 655.1 + (9.563 × weight in kg) + (1.850 × height in cm) – (4.676 × age in years)

BMR calculation for women (imperial)

BMR = 655.1 + (4.35 × weight in pounds) + (4.7 × height in inches) – (4.7 × age in years)

ELA Connection: Have students research online articles such as those found in the health sections of major newspapers and reputable science sources to look for connections to healthy lifestyle choices, exercise, and tips for eating a healthy diet. You might want to have them start with these websites: • New York Times Health section, at www.nytimes.com/section/health • NPR Science, at www.npr.org/sections/science • EurekAlert, global science news from the American Association for the Advancement of Science, at www.eurekalert.org/bysubject/biology.php • Biology News Net, at www.biologynews.net Once students find five articles that relate to the Healthy Living Documentary Challenge, they should take notes from those articles in their STEM Research Notebooks and record the citation in the style used in their school (e.g., Modern Language Association, America Psychological Association, or Chicago style). Students should pay particular attention to any mention of how the studies were conducted and whether the conclusions drawn are considered trustworthy. Students should rank their five articles from most trustworthy and scientific to least trustworthy and scientific. Then, have students form groups of six. In these groups, students should take turns making a claim about healthy living based on their most trustworthy articles and defending this claim with evidence and reasoning to the other students in the group. Students can use the Argumentation Graphic Organizer found at the end of this lesson (p. 74) to help organize their ideas. Other students in the group should try to make a rebuttal to the argument if they find that their own trustworthy articles run counter to the claim being defended. Students can use the Verbal Argumentation Rubric found at the end of this lesson (p. 75) for guidance on how to have a civil and intellectual argument. Students should record any connections they find in their STEM Research Notebooks. Students may also want to

60

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

share their resources if they learn about an article that they think may be helpful for their Healthy Living Documentary Challenge later in the module. Social Studies Connection: The U.S. Department of Agriculture and the U.S. Department of Health and Human Services have released dietary guidelines to the public every five years since 1980. These can be found at https://health.gov/dietaryguidelines. Have student teams of two or three create a chart or timeline that documents the changes that have occurred every five years since 1980 in the following categories: cholesterol, saturated fat, sugar, and sodium. Table 4.7 is a sample chart based on the government reports.

Table 4.7. Sample Chart of Government Dietary Guidelines, 1980–2015 Year

Cholesterol

Saturated Fat

Sugar

Sodium

1980

Avoid too much

Avoid too much

Avoid too much

Avoid too much

1985

Avoid too much

Avoid too much

Avoid too much

Avoid too much

1990

Avoid excess

Less than 10% of calories

Use only in moderation

Use in moderation

1995

300 mg/day

Less than 10% of calories

Use in moderation

Consume less sodium

2000

300 mg/day

Less than 10% of calories

Do not consume excess

Less than 2,400 mg/ day

2005

300 mg/day

Less than 10% of calories

Minimize; do not exceed discretionary calories

Less than 2,300 mg/ day

2010

300 mg/day

Less than 10% of calories

Reduce consumption

Less than 2,300 mg/ day

2015

No limit noted

Less than 10% of calories

Less than 10% of calories for added sugar

Less than 2,300 mg/ day for most people age 14 and over

Source: U.S. Department of Agriculture and U.S. Department of Health and Human Services. “Dietary Guidelines for Americans.” https://health.gov/dietaryguidelines.

Students should pay particular attention to the reasons why the guidelines have changed. After students have completed their charts, have a class discussion that addresses the following questions: • Why might the U.S. government want to distribute dietary guidelines to the public every five years?

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

61

4

Healthy Living Lesson Plans

• How have the dietary guidelines changed over the years? What trends do you notice? • Why might those trends have occurred?

Explanation Science Class: Tell students that they will work in teams of two or three to create models that depict the process of cellular respiration. Briefly explain that cellular respiration is one of the core processes for living creatures and is the process by which cells store energy by breaking down glucose. The cells use this energy in the form of ATP to perform daily functions, and it is necessary for basal metabolic functions (BMR, from their prior knowledge). Models should be designed with the form and function of the various cellular components in mind. The models should include all the necessary ingredients for the process of cellular respiration and represent the four major stages, described in Table 4.3 on page 50, pointing out the important form and function of each stage. Students should use any informative resources available to investigate ingredients and stages of cellular respiration, including textbooks and reliable online resources. Students can creatively develop either two- or three-dimensional models using a variety of tools and methods. Three-dimensional models can be produced using different materials to represent the different parts of the cell involved in cellular respiration. You can choose to provide materials or ask students to bring materials of their choosing to create their models. Students can also create dynamic two-dimensional models using computer animation software or by making a series of drawings that demonstrate the stages of cellular respiration. Have students present their completed models to one another through a gallery walk. Students should display their models around the room and then provide feedback to one another based on the quality of the models using the Cellular Respiration Model Rubric found at the end of this lesson (p. 76). If time allows, you might let students make changes to their models based on peer feedback. Mathematics Connection: Have students calculate their body mass index (BMI). According to the Centers for Disease Control and Prevention, BMI is calculated by dividing a person’s weight in kilograms by the square of the person’s height in meters. There are different indexes for younger people ages 2–19 and adults 20 or older. Hold a class discussion on how the formula works and the drawbacks of using BMI. Assess that all students understand how BMI is calculated. Discuss the different weight categories: underweight, healthy weight, overweight, and obese. Ask students to describe how the categories relate to age and sex. (Most BMI charts do not take into

62

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

account differences for ages 20 and over.) Females have a higher BMI chart rating than males because female bodies generally have more fat content than male bodies. Then, ask students why BMI might be used as an assessment of body fatness. Do they think this one method is reliable as a diagnosis of an unhealthy lifestyle for a patient? A high BMI can indicate a high amount of body fat; however, BMI is based solely on height and weight and does not take muscle mass into account. As muscle mass weighs more than fat, BMI can inaccurately label an individual as unhealthy. Students should note that BMI is only one component of an overall measurement of health. Have students work in pairs to conduct internet research on other ways to assess fitness in terms of body fat. Some of the other ways to measure body fat include the body adiposity index, which multiplies your hip circumference by your height; waist circumference measurement, which estimates body fat from waist measurements; waist-to-hip ratio, which uses the ratio of the circumference of your waist to the circumference of your hips; hydrostatic weighing, where you are weighed in an underwater chair; and skin caliper testing, which reads the body fat attached to your skin at your waist, shoulder blade, biceps, and triceps to determine body fat percentage. Then, as a class, discuss what student pairs found in their research. Students should record the information they learned from their internet research and the class discussion in their STEM Research Notebooks. ELA Connection: Have students create analogies for cellular respiration, metabolism, body fat measures, and other terminology that they have encountered in their internet research on healthy living and write explanations of their analogies. Table 4.8 (p. 64) gives some examples.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

63

4

Healthy Living Lesson Plans

Table 4.8. Sample Analogies for Healthy Living Terminology Term

Analogy

Explanation

Cellular respiration

Photosynthesis run backward

Photosynthesis uses light energy to make glucose, and cellular respiration takes glucose and makes energy.

Cellular respiration

A change machine

You put in sugar (the dollar bill) to make multiple ATP units (the quarters) so that you can use the units.

Glycolysis

Money conversion

When you go to a foreign country, typically your countryof-origin money is useless and needs to be converted. Compounds during glycolysis need to be converted to be useful in cellular respiration.

Krebs cycle

A traveler on a journey

The traveler (pyruvic acid) loses his luggage and cash (CO2 and hydrogen ions). As the traveler continues on his journey, he needs to beg (coenzyme), spends his new resource (hydrogen), and has to beg again until he earns money (ATP) to finish his journey.

Electron transport chain

Passing a bucket of water to put out a fire

People line up (NADH) and begin passing a bucket of water (electron) down the line until the last person throws the bucket of water on the fire (ATP).

Students should share these with the class for peer review for accuracy and creativity. Students could use these analogies in conjunction with their models in science class, explaining their models in terms of their analogies. Social Studies Connection: To complement their BMI calculations in the mathematics connection, students can explore the history of the use of BMI as a measure of health. BMI is a measure of health that only recently came to the public’s attention. First devised in 1930 by Lambert Adolphe Quetelet, a Belgian statistician, BMI was brought to the public’s attention again in 1972 in the Journal of Chronic Diseases. Students can discuss the

64

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

advantages and disadvantages of using BMI and why doctors and health professionals continue to discuss the utility of this measure. Examples of the advantages and disadvantages of using BMI are listed in Table 4.9.

Table 4.9. Advantages and Disadvantages of Using BMI Advantages

Disadvantages

It’s easy to measure.

There is no rationale for why the square of one’s height divided by one’s weight should be a particular number. It has an air of authority because it is a number, but there is no logic behind why that number should be a measure of body fat.

It’s easy to calculate.

The person who invented it was a mathematician, not a physician, and said it should not be used as a diagnostic tool. It’s not based on age over 20 years old. It does not take into account relative proportions of bone, muscle, and fat in the body. There are sharp boundaries between the categories of underweight, healthy weight, overweight, and obese, but these boundaries should be more fluid. If doctors rely only on BMI, they are ignoring other diagnostic tools.

Elaboration/Application of Knowledge Science Class: So that students can gain a better understanding of the effects of exercise on the body, have them work in teams of three or four to design and carry out open-ended investigations to research defined questions related to the effects of exercise on the human body. Each student team should begin by exploring reliable websites to develop a research question that is of interest to the team. Teams should choose research questions that they will be able to investigate over a two-day period or less using available technology and tools. For example, a team might investigate changes in pulse rates due to different forms of exercise (cardio, agility, and strength) or the breathing rates of different individuals following one type of exercise. Students could also take on more descriptive research projects, such as measuring the amount of force produced by certain

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

65

4

Healthy Living Lesson Plans

body movements. Provide students with access to a variety of research tools, such as stopwatches, force plates, blood pressure cuffs (available at most chain drugstores), and stethoscopes. It may be beneficial to collaborate with other teachers in the building to pool resources that might be used in mathematics or other science courses. Once each team has developed a research question, the team should design a study that is capable of answering that question. Frequently, students will need to modify their research question as they attempt to design the study. Students will often realize that the research question they originally developed was too broad or too narrow and requires revision. Once the teams have further refined their research questions and study design, students should collect data and record these data carefully in their STEM Research Notebooks. Encourage students to record as much detail as possible to ensure that the data are considered trustworthy. A sample Health Investigation Report Template—including background research with citations, research question, procedure, space for recording data in a table and creating a graph for analysis, and making a conclusion as a claim backed by evidence and reasoning—can be found at the end of this lesson (p. 77). Next, ask students to draw conclusions based on the data collected. When students reach a conclusion, emphasize that the conclusion must be backed by their reported data along with reasoning (scientific principles that explain why the evidence leads to the claim). Have students communicate their findings to their peers through 5-minute presentations to the entire class. Students should focus on the methods they used to conduct their studies, the data gathered through their studies, the findings of their studies, and their conclusions from their investigations. Students who are listening to the presentations should record the important findings in their STEM Research Notebooks so they can refer to them when working on the Healthy Living Documentary Challenge. Use the Health Research Study Rubric at the end of this lesson (p. 81) to assess students on the quality of their studies and the overall presentation of their information. After the investigation presentations, remind students of the culminating challenge of the module, which they will complete during Lesson 3. Students will be required to work in small groups to develop video documentaries related to a health issue present in their local communities. Ask students to highlight ideas in their STEM Research Notebooks that they may use later for their documentaries. Remind students that as they complete Lesson 2 in this module, they should continue to note important ideas that they may want to use in the final challenge.

STEM Research Notebook Prompt Ask students to respond to the following thought-provoking question in their STEM Research Notebooks: How might being healthy also help my community? Have the guest speaker you arranged for discuss a local health issue with students. Encourage students to ask questions. Students will use this as a springboard to develop

66

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

a line of questioning for a community member to interview for their video documentary. Then, hold a class discussion in which you challenge students to think about the larger implications of healthy living. Students might talk about reduced health-care expenses, the impact of greater use of green space for gardening, reduced consumption of meat, reduced processing of foods, and any other topics they are interested in. You can summarize their thoughts on the board. Also have students record key thoughts from the discussion in their STEM Research Notebooks, which will help them develop their documentary themes. Students will reflect on these thoughts later in the module. Have students form teams of three or four, or assign students to teams, to produce documentaries. Students should be aware that each team is expected to interview at least one community member on healthy habits, which might help the team tell the story it is interested in conveying through the documentary. Ask the class to brainstorm health issues that are pertinent to the local community. Teams may use themes identified through the class brainstorming activity or can select topics that were not mentioned. Students should consider how health at a cellular level is related to the greater community at large and begin to discuss ways to tell a compelling story about health in the larger community and its relation to the cellular processes that maintain cellular health. Let students know that they will have time to work on the development of the documentary over the course of the module, so initial ideas are not set in stone. Mathematics Connection: Ask students to chart the data from their personal food and exercise logs and write an analysis of their progress, including a visual representation of the data related to their analysis. Students should be able to illustrate their dietary habits using pie charts that include a breakdown of the types of foods they have been eating. They can also depict their calorie intake using bar charts or other visual representations. They can display their exercise habits in a variety of ways, including charting heart rate over time or making bar graphs of the amount of time spent doing certain activities (e.g., sitting, walking, engaging in different types of exercise). Students may wish to combine the visual representations into infographics. ELA Connection: Divide students into teams of three, and tell students that each team will be writing the script for a public service announcement (PSA) to promote healthy living for adolescents. Students should review the genre of PSAs through internet research and then write a script using information they learned about healthy living, such as healthy eating guidelines, calorie intake, cellular respiration, exercise, measurement of body fat, and how the health of individuals affects their community. Students are encouraged to choose the medium for their PSA while considering what mode of communication might reach their targeted audience. The PSA should run for only 30 or 60 seconds. Students should consider the following when creating their PSA: • What is the goal of the PSA?

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

67

4

Healthy Living Lesson Plans

• What audience is the PSA targeting? • What action do they want the audience to take? • How relevant is the topic for the audience? • Why are the results of the action good for the audience? • Does the PSA communicate one clear message? (Only one message should be communicated.) To help students understand their task, ask the class questions related to creating the PSA to get students thinking about what they need to do. For example, who is likely to see a PSA on TV or hear one over the radio? During what programming? Who is likely to read a PSA in the newspaper or see one in a particular magazine? Who would likely see a PSA online? PSAs should be brief and to the point, yet compelling to the audience. Encourage students to think of ways to convey a health message using a variety of messaging techniques. Groups should take turns peer-reviewing each other’s scripts and providing positive and constructive feedback. Social Studies Connection: Ask students to research one topic in the history of nutrition and create a poster explaining that topic. Following are some example highlights from the history of nutrition: • Hippocrates recognized the effects of food on a person’s health, body, and mind around 400 BC. • Dr. James Lind experimented in the 18th century to find that citrus fruits cured scurvy in sailors. • Antoine Lavoisier explored the idea of metabolism in the 18th century. • Battle Creek Sanitarium was a health resort founded in 1866 by Dr. John Harvey Kellogg (of corn flakes fame!). • Casimir Funk in 1912 coined the term vitamine (later changed to vitamin). This activity would work well tied with the ELA connection, as students develop PSA announcements. Students can consider how diets considered healthy have changed over time and what a PSA from many years ago might look like. For their posters, students may opt to provide a straightforward explanation of the topic in the history of nutrition or create a PSA for that time period based on that topic. Students can consider how difficult it is to convince the public of new ways of thinking about health when people have been told for many years about other healthy “rules” to stick to. For example, how have recommendations on the number of eggs to eat changed over time?

68

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Once students complete their research and their posters, tell students to put their posters up in chronological order, like a timeline. Students should then proceed down the timeline with their STEM Research Notebooks and take notes on the historical topics for later reference in the Healthy Living Documentary Challenge.

Evaluation/Assessment Performance Tasks • Metabolism Video Note Sheet (p. 71) • Argumentation Graphic Organizer (p. 74) • Verbal Argumentation Rubric (p. 75) • Cellular Respiration Model Rubric (p. 76) • Health Investigation Report Template (p. 77) • Health Research Study Rubric (p. 81) Other Measures • STEM Research Notebook entries

INTERNET RESOURCES Lessons and videos on cellular respiration • www.ck12.org/book/CK-12-Biology/section/4.3 • www.khanacademy.org/test-prep/mcat/biomolecules/carbohydrate-metabolism/v/ introduction-to-cellular-respiration Occupations search • www.onetonline.org/find Resources on teaching vocabulary • www.adlit.org/article/c138 Using science notebooks • www.nsta.org/publications/news/story.aspx?id=51882 Mind mapping • www.mindmapping.com Tool for creating a healthy eating style • www.choosemyplate.gov

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

69

4

Healthy Living Lesson Plans

“The Wacky History of Cell Theory” video • www.youtube.com/watch?v=4OpBylwH9DU “Basics of Metabolism” video • www.youtube.com/watch?v=a-bhAg8sRj8 News sources • www.nytimes.com/section/health • www.npr.org/sections/science • www.eurekalert.org/bysubject/biology.php • www.biologynews.net “Dietary Guidelines for Americans” • https://health.gov/dietaryguidelines

70

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Name: STUDENT HANDOUT

METABOLISM VIDEO NOTE SHEET Listen for these words while watching the metabolism video. Check whether each term is a process or a component of the process. Then, explain what it does in the human body. Check one Process

Component

What does it do?

METABOLISM

CATABOLISM

ANABOLISM

ENERGY

GLUCOSE

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

71

4

Healthy Living Lesson Plans

Check one Process

Component

What does it do?

ATP

KREBS CYCLE

PYRUVATE

GLYCOGEN

FATS

CARBOHYDRATES

72

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Check one Process

Component

What does it do?

AMINO ACIDS

DNA

ENZYMES

CELLULAR RESPIRATION

AEROBIC RESPIRATION

ANAEROBIC RESPIRATION

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

73

4

74

Conclusion:

Valid Evidence Number

3

2

1

Problem/Question:

Evidence

Rebuttal

Original Claim:

ARGUMENTATION GRAPHIC ORGANIZER

Reasoning

Rationale

Healthy Living Lesson Plans

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Verbal Argumentation Rubric (whole class or small group)

Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

GUIDELINES OF INTELLECTUAL DISCUSSION AND CIVILITY

Criticizes other people personally instead of being critical of ideas; doesn’t use appropriate language.

Challenges the idea but without reason; uses appropriate language.

Challenges the idea with solid reasoning; uses appropriate language; diverts any unproductive discussion.

CLAIM

Claim is unoriginal and indirectly related to topic.

Claim is original and indirectly related to topic.

Claim is original and directly related to topic.

RELIABLE SOURCES FOR EVIDENCE

Uses unreliable resources Only uses textbook as resource. (such as Wikipedia or blog).

Uses outside reliable resources (such as a scientific journal or .gov or .edu website).

LEVEL OF EVIDENCE

Presents opinion-based evidence.

Presents one piece of researched evidence.

Presents more than one piece of researched evidence.

RESPONSE TO CONTENT OF DISCUSSION

Has no response or response is unrelated to claim.

Response is indirectly associated with claim.

Response is aligned with claim.

CONNECTION TO WHAT PRIOR PERSON SAID

Statement is unrelated to current discussion.

Stays on topic but makes no connection with what prior person said.

Acknowledges prior person’s idea and elaborates on what previous person said.

ABILITY TO DEFEND CLAIM/ REBUTTAL

Has no response.

Has a response but Has a response and is cannot back up response. able to back up response with further evidence.

APPROPRIATE REASONING

Reasoning is disconnected from claim.

Reasoning is superficially connected to claim.

Score

Reasoning directly connects claim to evidence.

TOTAL SCORE: COMMENTS:

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

75

76

COMMENTS:

TOTAL SCORE:

Inaccurate use or very limited inclusion of academic vocabulary.

Ideas are disorganized or unclear, which interferes with comprehensibility.

UNDERSTANDABILITY

ACADEMIC LANGUAGE

The model is weakly developed and has several mistakes in demonstrating the process.

CONTENT

Criteria

Did Not Meet Expectations (0 points)

Fairly accurate use or limited inclusion of academic vocabulary.

Ideas are somewhat organized; some pieces are confusing.

The model is partially developed and has a few mistakes in demonstrating the process.

Emerging (1 point)

Mostly accurate use and adequate inclusion of academic vocabulary.

Ideas are mostly organized and comprehensible.

The model is adequately developed and generally accurate in demonstrating the process.

Competent (2 points)

Cellular Respiration Model Rubric

Name:

Accurate use and extensive inclusion of academic vocabulary.

Ideas are clearly organized and easy to comprehend.

The model is fully developed and clearly and accurately demonstrates the process.

Expert (3 points) Score

4 Healthy Living Lesson Plans

NATIONAL SCIENCE TEACHING ASSOCIATION

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Name: STUDENT HANDOUT

HEALTH INVESTIGATION REPORT TEMPLATE Topic

Background Information From Research Citation of Source

Notes From Source

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

77

4

Healthy Living Lesson Plans

Research Question

Procedure 1.

2.

3.

4.

5.

6.

7.

78

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Data Table

Analysis (place graph here)

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

79

4

Healthy Living Lesson Plans

Conclusion (claim from research)

Evidence

80

Reasoning

From what step # of the procedure did you find evidence?

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Claims are made with little or no data to substantiate claims; data are not displayed in presentation. Claims were minimally researched; evidence weakly supports claims or conflicts with claims. Inappropriately uses or does not use any specialized vocabulary to explain concepts. Ideas are minimally developed; transitions are weak.

DATA PRESENTATION

CONCLUSIONS

USE OF ACADEMIC LANGUAGE

COMMUNICATION OF IDEAS THROUGH PRESENTATION

COMMENTS:

TOTAL SCORE:

Rationale for methods left out; students do not or barely discuss the methods used.

EXPLANATION OF METHODS

Criteria

Did Not Meet Expectations (0 points) Emerging (1 point)

Competent (2 points)

Ideas are partially developed; transitions are somewhat clear.

May use inappropriately or uses limited range of specialized vocabulary to explain concepts.

Claims were partially researched; evidence somewhat supports claims.

Data are provided as evidence for some claims; data are not displayed in presentation.

Ideas are adequately developed; transitions are mostly clear.

Appropriately uses adequate range of specialized vocabulary to explain concepts.

Evidence mostly supports claims.

Data are provided as evidence for some claims; data are neatly depicted in raw or graphical form.

Information is somewhat Methods and rationale are mostly clear. difficult to follow; several unclear or illogical gaps in the presentation of methods choices.

Name:

Health Research Study Rubric

Ideas are fully developed; transitions are clear; order of ideas is logical.

Appropriately uses broad range of specialized vocabulary to explain concepts.

Evidence fully supports claims.

Data are provided as evidence for all claims; data are neatly depicted in raw or graphical form.

Methods are fully detailed; rationale behind methods is fully addressed.

Expert (3 points) Score

Healthy Living Lesson Plans

4

Healthy Living, Grade 10

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

81

4

Healthy Living Lesson Plans

Lesson Plan 2: Healthy Living, Healthy Community

In this lesson, students develop an understanding of nutrition and how diet affects health on a cellular level. Students research food ingredients, including additives, and the effects of these ingredients on the body. They then share their findings with their peers, allowing students to learn deeply about many aspects of health. Students may reach differing conclusions on the benefits of some dietary changes or activities, and they are encouraged to engage in debate over the relative merits and disadvantages of proposed “healthy” habits. Scientists continue to learn more about health each day, and students have the opportunity to engage with the emergent nature of nutrition and exercise research.

ESSENTIAL QUESTIONS • How do I determine whether a food is healthy or unhealthy? • What is the impact of the food industry on the quality of our food? • How do chemicals in food affect the body’s cellular functioning? • How does my community support or discourage healthy living?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Define nutrition and give examples of healthy and unhealthy eating choices • Discuss the benefits and detriments of ingredients in packaged foods • Explain how chemicals are used in food processing • Analyze how food processing can affect the body’s cellular functioning • Explain the role of good nutrition and exercise in maintaining health

TIME REQUIRED • 6 days (approximately 45 minutes each; see Tables 3.8 and 3.9, pp. 39–40)

MATERIALS • STEM Research Notebooks • Computers with internet access for student research and viewing videos (for each team) • Poster board and markers

82

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

CONTENT STANDARDS AND KEY VOCABULARY Table 4.10 lists the content standards from the NGSS, CCSS, and the Framework for 21st Century Learning that this lesson addresses, and Table 4.11 (p. 86) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some or all of the terms to students.

Table 4.10. Content Standards Addressed in STEM Road Map Module Lesson 2 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. • HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

SCIENCE AND ENGINEERING PRACTICES Constructing Explanations and Designing Solutions • Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

DISCIPLINARY CORE IDEAS LS1.A: Structure and Function • Systems of specialized cells within organisms help them perform the essential functions of life.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.

CROSSCUTTING CONCEPTS Energy and Matter • Energy drives the cycling of matter within and between systems.

Structure and Function • Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. Continued

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

83

4

Healthy Living Lesson Plans

Table 4.10 (continued ) COMMON CORE STATE STANDARDS FOR MATHEMATICS MATHEMATICAL PRACTICES • MP1. Make sense of problems and persevere in solving them. • MP3. Construct viable arguments and critique the reasoning of others. • MP8. Look for and express regularity in repeated reasoning.

MATHEMATICAL CONTENT • HSF.BF.B.4.C. Read values of an inverse function from a graph or a table, given that the function has an inverse. • HSA.SSE.A.1. Interpret expressions that represent a quantity in terms of its context. • HSA.SSE.A.1.A. Interpret parts of an expression, such as terms, factors, and coefficients.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS READING STANDARDS • RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. • RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. • RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). • RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. • RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. • RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Continued

84

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Table 4.10 (continued ) WRITING STANDARDS • W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • W.9-10.1.A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. • W.9-10.1.B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. • W.9-10.1.C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • W.9-10.1.D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SPEAKING AND LISTENING STANDARD • SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

FRAMEWORK FOR 21ST CENTURY LEARNING • Interdisciplinary Themes: Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Environmental Literacy • Learning and Innovation Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration • Information, Media, and Technology Skills: Information Literacy, Media Literacy, ICT Literacy • Life and Career Skills: Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

85

4

Healthy Living Lesson Plans

Table 4.11. Key Vocabulary for Lesson 2 Key Vocabulary

Definition

anorexia

an eating disorder that involves fear of gaining weight related to a distorted body image and results in low body weight

calorie

a unit of energy equaling the amount of heat required to raise the temperature of 1 kilogram of water 1 degree Celsius; a measure of the energy released by food during digestion

nutrient

molecule necessary for sustaining life

nutrition

the process of taking in nutrients that will sustain life

obesity

a state in which an individual has accumulated excessive fat

TEACHER BACKGROUND INFORMATION Nutrition

You should have a solid understanding of nutrition. The emphasis in this lesson should be on understanding the effects of nutrition on the cellular systems that students learned about in the first lesson. Explore the health data available from the Centers for Disease Control and Prevention (CDC) and community resources. (See the CDC’s Community Health Improvement Navigator at www.cdc.gov/chinav.) Carbohydrates, fats, and proteins fuel our bodies. However, for human bodies to operate correctly, these nutrients need to be in the correct balance. It is important to ingest the proper combination of nutrients for all the reactions in cellular respiration to occur efficiently. The result of these nutrients being out of balance can be extra chemical reactions and accumulation of acetyl coenzyme A, which creates stores of fat in the human body. Ingesting excessive fats, sugar, and sodium all can have negative impacts on human health.

Effects of too much fat in the body When more food is taken into the body than is needed for metabolic maintenance and energy output, as in exercise, it leads to excessive stored fats. Carbon for carbon, fats require more oxidation to become carbon dioxide and water than carbohydrates do. Fats provide over twice as much energy as carbohydrates per unit of mass. If this energy is not used, it is stored in the body. Any excess energy, whether from fats, carbohydrates, or protein, is stored as fat. If the body runs out of sugar for cellular respiration, it can use

86

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

the fat stores in the body instead. Lipases are released into the bloodstream and break down fatty acids. The broken down macromolecule, glycerol, and the fatty acid tail are converted to ATP, the same product as energy glucose.

Effects of too much sugar in diet Sugar affects your brain by increasing the amount of dopamine, which in turn makes you crave more sugar. Eating excess sugar creates additional insulin in your bloodstream. Too much sugar can cause weight gain and can increase risk of heart disease, cancer, and type 2 diabetes. Excessive sugar intake has been linked to increased acne, depression, and increased cellular aging. Added sugar can be found in many food products where it is unexpected, such as spaghetti sauce and peanut butter.

Effects of too much sodium in diet Like fats and cholesterol, some sodium (salt) in a diet is necessary. Sodium helps control blood pressure and regulates the functions of muscles and nerves. However, too much salt intake leads to the body holding extra water. Sodium is dissolved in the blood, where it attracts and holds water, maintaining the liquid portion of blood. Kidneys are responsible for controlling sodium concentrations, and if too much sodium is ingested, they will keep more water in the system. This can lead to swelling and more blood coursing through veins and arteries, which in turn can cause high blood pressure.

Structured Academic Controversy Structured academic controversy (SAC) is a form of classroom discussion that “moves students beyond either/or debates to a more nuanced historical synthesis.” Detailed information about facilitating an SAC in your classroom can be found at http:// teachinghistory.org/teaching-materials/teaching-guides/21731.

COMMON MISCONCEPTIONS Students will have various types of prior knowledge about the concepts introduced in this lesson. Table 4.12 (p. 88) outlines some common misconceptions students may have concerning these concepts. Because of the breadth of students’ experiences, it is not possible to anticipate every misconception that students may bring as they approach this lesson. Incorrect or inaccurate prior understanding of concepts can influence student learning in the future, however, so it is important to be alert to misconceptions such as those presented in the table.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

87

4

Healthy Living Lesson Plans

Table 4.12. A Common Misconception About the Concepts in Lesson 2 Topic Engineering Design Process (EDP)

Student Misconception Engineers use only a scientific process to solve problems in their work.

Explanation A scientific process is used to test predictions and explanations about the world. An EDP, on the other hand, is used to create a solution to a problem. In reality, engineers use both processes.

PREPARATION FOR LESSON 2 Review the Teacher Background Information section (p. 86), assemble the materials for the lesson, make copies of the Argumentation Graphic Organizer at the end of Lesson 1 (p. 74), and preview the videos recommended in the Learning Components section.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving questions for the module and challenge, such as What factors help and what factors hinder the health of our cells? Hold a brief class discussion of how students’ learning in the previous days’ lessons contributed to their ability to complete the final challenge. You may wish to create a class list of key ideas on chart paper or the board or have students create a STEM Research Notebook entry with this information. During this part of the lesson, help students generate guiding questions to further their understanding about the factors that inhibit or enhance the healthy functioning of the cellular system of the body. As students respond to the opening activities and reflect on their own background knowledge and experiences, encourage them to ask probing supporting questions such as the following: How does the food industry make foods? How does the government regulate food labels? How do I know what is in the food I eat? How do I make informed decisions about what to eat? Students should record any initial ideas in their STEM Research Notebooks. You can emphasize the nature of science in this phase of the learning by showing how information generated in science is formed through empirical evidence and logic. Science Class: HBO created the informative Weight of the Nation documentary series about the obesity epidemic in America in 2012. Show students a video from this series titled “The Weight of the Nation: Great Cafeteria Takeover,” available at www.youtube. com/watch?v=9IM0AmkyMzs, to guide them in thinking about asking deeper questions

88

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

and identifying data sources for their videos. Ask students to take notes in their STEM Research Notebooks.

STEM Research Notebook Prompt Have students respond to this prompt in their STEM Research Notebooks: Much national attention has focused on the quality of school lunches. In this documentary, students work together to help bring healthy foods into the school cafeteria. Have you noticed any changes in the quality of lunches at your school? Do you think they are healthy or unhealthy? Why? Do you believe that federal and state governments should be involved in deciding what lunches to serve students? Next, hold a fishbowl discussion, which is a strategy used to conduct highquality whole-class discussions (see www.facinghistory.org/for-educators/educator-resources/ teaching-strategies/fishbowl). Students are split into two groups. One group forms an inner circle, and the other forms an outer circle. The inner group conducts a discussion by asking questions and sharing views backed by evidence, while the outer group takes notes on the discussion. After 15 minutes, students switch groups. After all students have had a chance to experience being in both groups, they should debrief by reflecting on which views they feel had the greatest impact on their thinking. Mathematics Connection: Tell students that they will individually analyze data from the CDC on the health issue of obesity (interactive obesity maps can be found at https:// stateofobesity.org) and then present their findings. Have each student come up with a research question (e.g., What state has had the largest increase in obesity rates in the past five years?) and investigate the data to determine the answer. Students should record their findings in their STEM Research Notebooks. Next, students should interpret what actions should be taken related to the population in the research question to reduce the obesity rates. Have students take turns presenting their research question, answer, and interpretation to the class. Students in the audience should ask clarifying questions and record any data and interpretations that they think might be helpful for the Healthy Living Documentary Challenge. To make the activity more personal, you might have students complete journal entries (not included in their presentations) relating their interpretations of these data to their MyPlate activities in Lesson 1. They can determine if their habits reflect a healthy lifestyle or if they are on a more dangerous path to obesity and related chronic diseases. By personalizing what they’ve learned, students must synthesize the data more thoroughly to properly translate the CDC information into something meaningful for them. ELA Connection: Ask students to discuss places in their communities where they can buy fresh, unprocessed foods and places that support healthy living. Students should pay particular attention to access to healthy foods. Students might note that their local neighborhoods do not have many nearby grocery stores but an abundance of convenience

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

89

4

Healthy Living Lesson Plans

stores and gas stations, which typically sell foods that would be considered unhealthy. They might consider the difficulty of accessing grocery stores if they did not have public transportation or car access. Students can read more about access to healthy foods in a Boston study at http://icic.org/blog/grocery-store-every-neighborhood. Also ask students to consider affordability of healthy foods. Unhealthy prepared foods from fast-food restaurants are typically more affordable and easier for busy families than food that must be purchased and prepared. Students should consider how income and the amount of time a family has can limit access to healthy foods. They can also consider how culture and family affect healthy living habits by writing about their own family traditions and experiences in their STEM Research Notebooks, then sharing this information with the class. Family influences typically carry a great deal of weight in making healthy decisions, because students get used to eating what is available at home. Social Studies Connection: Hold a SAC classroom discussion in which students respond to the fundamental question of whether and to what extent the government should play a role in keeping the public healthy. You might have students refer to congressional committee meeting transcripts and videos from the 1950s and 1960s related to tobacco use, as well as resources related to the Affordable Care Act. You may also have students continue the school lunch discussion in this lesson, asking them to consider whether it is appropriate for the government to limit student access to unhealthy food choices, both at lunch and in vending machines.

Activity/Exploration Science Class: Tell students that they will do internet research to investigate the role of the food industry by examining food marketing and processing techniques. Students should take notes in their STEM Research Notebooks using the Argumentation Graphic Organizer found at the end of Lesson 1 (p. 74).

STEM Research Notebook Prompt Ask students to respond to this prompt in their STEM Research Notebooks: In recent years, people have become more health conscious and want to buy products that seem healthier or more environmentally friendly. Companies spend billions of dollars trying to persuade us to buy their products, which they claim are healthier and will make our lives better. How do you think companies attempt to make their products seem healthier? Students should conduct internet investigations to look for evidence that companies have moved toward limiting the number of ingredients in food products, particularly preservatives and artificial ingredients. Next, students should research how eating too much of the following three nutrient types affects the function of the human body at the cellular level (see the Teacher

90

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Background Information section on p. 86), recording notes in their STEM Research Notebooks. 1. Effects of too much fat in one’s diet 2. Effects of too much sugar in one’s diet 3. Effects of too much sodium in one’s diet They should also list the foods that are the main sources of each of these nutrients and write a summary of their findings. Hold a class discussion after students have completed their internet research, with a focus on the types of foods that have high fat, sugar, and sodium and how the advertisements address the food being healthy or not. The Verbal Argumentation Rubric (located at the end of Lesson 1 on p. 75) can be used to assess students’ contributions during their discussion. Students should then move on to research and discuss the myths about “chemicals” and other ingredients widespread in food.

STEM Research Notebook Prompt Have students respond to this prompt in their STEM Research Notebooks: Chemicals make up our entire universe, but the word chemicals is typically used with a negative connotation in today’s society. When people think of chemicals in their foods, they think of ones that are harmful, not naturally occurring chemicals (including water), which are part of many foods. Think about this thought-provoking statement: All chemicals in food are bad. Do you believe this statement is true? Why or why not? Write the statement on the board, and have students discuss the extent to which they believe this statement is true. If necessary, guide students to think about what a chemical is, as opposed to how this word is typically used in marketing and by the media. You might want to discuss some naturally occurring chemicals that appear in many foods, such as water, cholesterol, and different types of carbohydrates (e.g., cellulose, glucose, sucrose), which are essential parts of human diets. Students can then begin to explore modern processing of foods and the ways in which other chemicals, some artificial, have been added to foods to preserve them or enhance flavors. After doing some research on different naturally occurring and artificial chemicals that can be added to food, students should work independently to research a particular food additive of interest. For example, one student might be concerned about allergy-inducing additives because of a personal experience with allergies. Another student might be interested in the effects of a certain additive, such as sugar, monosodium glutamate (MSG), or food dyes, because of hearing about it in the media. Keep a sign-up

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

91

4

Healthy Living Lesson Plans

sheet so that each student is researching a different chemical. Note: You may choose to allow students to work in pairs on this research if students have similar interests. Students should begin their research projects by learning about the origins of the chemical, including whether it is natural or artificial and how it was discovered or developed. Students should then explore current research on the use of the chemical in food and whether this research indicates the additive is safe or unsafe. Students will likely note that whether the additive is considered safe or unsafe usually depends on the amount of the chemical found in the food. Encourage students to reference laws, both national and international, that govern the use of the food additive and explain why such laws were established. Students should record any relevant data in their STEM Research Notebooks. These data will later be presented to the class in poster form. Hold a class discussion to allow students to share the information they have found. The Verbal Argumentation Rubric at the end of Lesson 1 (p. 75) can be used to guide students on the criteria for the discussion. Mathematics Connection: Have students work in small groups to analyze the trends in use of particular additives over time. An “Overview of Food Ingredients, Additives & Colors” from the International Food Information Council (IFIC) and the U.S. Food and Drug Administration (FDA) can be found at www.fda.gov/food/ingredientspackaginglabeling/ foodadditivesingredients/ucm094211.htm. Each student group should select an additive that is of interest (e.g., xanthan gum, FD&C Yellow No. 5, or aspartame; see the list in the last column of the “Types of Food Ingredients” table at the bottom of the web page noted in the previous paragraph) and ask a specific question related to that additive. For example, a student group may want to understand the price of a particular food additive over another and could chart the costs of the two additives. Another group might investigate the overall presence of the additive in foods over time. Yet another group might select a particular food and determine when a particular additive was introduced or removed and why (e.g., How long was azodicarbonamide, nicknamed the “yoga mat” chemical, used in Subway sandwiches?). ELA Connection: Students should now begin gathering information and footage for their Healthy Living Documentary Challenge. At this point, each student should have some ideas about which health topic they would like to cover. Have the students work in pairs to begin drafting questions for their interviews with community members. If they are not on the same team for the documentary challenge, they can help each other design interview questions for their various chosen topics. The interview will be part of the culminating challenge of this module, which is detailed more extensively in Lesson Plan 3. Social Studies Connection: Tell students that they will continue to analyze the role of the government in supporting healthy living. First, students should read the opinion

92

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

article “Don’t Blame the Eater,” by David Zinczenko, in the New York Times at www. nytimes.com/2002/11/23/opinion/don-t-blame-the-eater.html. The author makes an argument that fast-food companies do not provide easily accessible information about the makeup or caloric value of their foods, so many people are unaware that what they are eating is unhealthy. For example, a salad from a fast-food company may seem to be healthy, but only if eaten without the dressing or croutons, which add so many calories that the meal is more than the recommended amount. Students should analyze the essay for claims, evidence, and reasoning to interpret the structure of the argument. Note that many of the claims are inferred, making this a sophisticated essay to analyze for the elements of an argument. Students should then write an essay to explain their view of the appropriate level of government intervention in helping citizens eat in a healthy way. Students can review the role of the surgeon general at www.surgeongeneral.gov and read about current health initiatives at both the federal and local levels.

Explanation Science Class: Using the research completed in the previous science class on a particular food additive of interest, students should individually create posters about the relative safety of the use of the chosen food additive in processed foods. Each poster should include information on the origins of the chemical, including whether it is naturally occurring or artificial; the reasons the additive was introduced (e.g., for taste, as a preservative); what research says about the safety of the additive in foods; and laws or current controversies surrounding the use of the additive in processed foods. Students should then continue their research to discover how ingesting that particular food additive affects the body at a cellular level. For example, what does ingesting sugar do to cells? How is it broken down in the digestive system to use? In the case of other additives, such as MSG, students might note that ingestion has a greater impact on particular types of cells than others. Students might also note that some chemicals cannot be processed easily by the body or can cause allergic reactions in some individuals. Any information that students find related to the cellular-level interactions between these chemicals and the body should be recorded in their STEM Research Notebooks. Students should then summarize their findings and provide interesting findings on their posters. By the end of the day, students should have completed their posters. Grade the posters using the Food Additive Poster Rubric found at the end of this lesson (p. 99). Mathematics Connection: Ask students to create presentations to explain their findings from the previous day’s research on food additives and share these with their peers. Students might choose to make posters, PowerPoint presentations, or written summaries to convey their findings.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

93

4

Healthy Living Lesson Plans

ELA Connection: Students should peer-review and edit the interview questions they created for a community member in an earlier part of the lesson for the Healthy Living Documentary Challenge. When students revise their questions, they should practice interviewing skills with one another. Students should think critically about what information they want to gather and specifically attend to what questions they must ask to gather the information they need. Students should also plan how they will find people to interview, including sending an introductory e-mail, and how they can present themselves so that members of the community will agree to be interviewed. Finally, students should decide how they will gather the responses and document them to use in the Healthy Living Documentary Challenge. Social Studies Connection: Have students work in groups of three to identify a section of local government or a local nonprofit that deals with healthy living. Some sources include https://foodtank.com, which offers information about food and agricultural organizations that build better food systems; “33 Food and Agriculture Organizations Building a Better Food System in Washington, D.C.,” at https://foodtank.com/news/2018/02/32-foodagriculture-organizations-washington-d-c, which describes many of the nonprofit organizations in D.C. and how they help underserved communities or teach young students how to eat “greener”; and the Community Health Data Initiative sponsored by the White House under President Barack Obama, at https://obamawhitehouse.archives.gov/open/ innovations/CHDI, which explains the open-access policy to health data in communities to encourage active participation from organizations in promoting healthy living. Ask students to take notes in their STEM Research Notebooks and write an essay on whether they believe their local government is doing enough to support a healthy living environment for its citizens. Students might focus on topics in their own neighborhood or in their city, county, or region.

Elaboration/Application of Knowledge Science Class: Students should use this part of the lesson as a way to synthesize what they have learned over the course of the module. Synthesizing the information will help students know what they already understand and what information and skills they still need to learn for the Healthy Living Documentary Challenge in the next lesson. Students will synthesize the information they just learned by designing an innovative product or process to help individuals manage their nutrition or exercise regimes. Students will also construct a prototype or model of the product or process for peer review and feedback.

94

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

STEM Research Notebook Prompt Students should respond to this prompt in their STEM Research Notebooks: How can you apply what you have learned through your work in this module on healthy living to your own lifestyle and to the Healthy Living Documentary Challenge? Students might address what they have learned through their research projects, through their poster presentations, or from their peers. Students should use this time to reflect on the module up to this point. You are encouraged to make this a collaborative activity, as discussing this with partners or small groups will prompt students to think through other things that they have learned. All thoughts should be recorded in their STEM Research Notebooks. Next, have students hold a gallery walk to share the posters on food additives that they created in the previous science class. Tell them to conduct this similarly to a professional conference. Students should be able to support any claims made on the posters with research-based evidence. Students who need support can use the graphic organizer (p. 74) to help them with their statements. Give students enough time to walk around to see the posters of others, but they should each also have a time slot in which they are required to be near their own posters to answer questions about their findings. Students should peer-review each other’s posters and have a general discussion about themes across the posters. Some students might have competing findings, as they might have come across the same or contradictory information in the course of their research. Students are encouraged to discuss their findings with one another, particularly if findings conflict. Prompted by the information the students wrote in their STEM Research Notebooks and from the information gathered during the gallery walk, students will work in small groups to design an innovative product or process to help promote healthy living. Students will use an engineering design process (EDP) to approach this task. Remind the students that engineers and other STEM professionals use an EDP to solve problems and accomplish complex tasks. Emphasize to students that engineers routinely work collaboratively and that they themselves will work as teams to create their innovative product or process. Show the students the EDP graphic attached at the end of this lesson (p. 100) and review each of the steps with them. As they plan and create their prototypes or models, they should record their progress in their STEM Research Notebooks by creating an entry for each stage of this EDP. Students should provide evidence of their group’s use of this EDP in their STEM Research Notebooks, labeling a page with each step and providing information appropriate to that step. Provide students with a general outline for organizing this information in their notebooks. For example: 1. Define a. Identify your group’s target audience.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

95

4

Healthy Living Lesson Plans

b. What is the goal of your product or process (e.g., the goal might be to provide a synthesis of information to your audience, to persuade them to shop at a grocery store without becoming distracted by poor food choices, or to provide them exercise tips)? c. If creating an innovative product, what products do you need to produce? If creating an innovative process, what process are you focused on? 2. Learn a. What ideas do team members have? b. What additional information do you need beyond what you learned from the prior lessons and the posters? c. What did you find out from your research? Remember to provide citations for your information. 3. Plan a. How will you schedule your work to ensure that you complete it on time? b. How will you divide tasks? (Hint: you might want to create a chart assigning team members jobs.) c. What will your prototype or model be? Make a sketch of your product or a flowchart of your process. d. What materials do you need? 4. Try a. Create the components of your response. i. Goal of product or process ii. Written description of product or process iii. Drawing of product or flowchart of process 5. Test a. Practice your presentation and get feedback from other groups about your product. b. What worked well? c. What didn’t work well? 6. Decide a. Based upon your test run(s) of presenting your product or process, what will you change? 7. Share a. Share your product or process ideas with the whole class. Make sure all group members share the speaking requirements equally.

96

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Mathematics Connection: Have students review their Healthy Living Logs and continue to chart their progress. Encourage students to discuss whether they have made any changes based on their research. ELA Connection: Students should create a short “elevator speech,” a concise and coherent statement about the topic they want to address in the Healthy Living Documentary Challenge. Have students take turns sharing their elevator speeches with the class. Classmates can provide feedback through discussion. Have students form teams of four for their documentary challenge based on common topics they want to pursue for the challenge. Students should have some ideas about what they want to focus on in their documentaries from their work in ELA with the interviews. Record who is on each team. Students should also contact the community members that they want to interview for the Healthy Living Documentary Challenge and arrange to conduct the interviews via Skype, by e-mail, or face to face for their video documentaries or their scripts for documentaries. Social Studies Connection: Have students print out and paste maps into their STEM Research Notebooks on which they locate and plot locations in their community that support healthy living. These might include parks, bicycle trails, playgrounds, and sports fields, as well as farmers’ markets and other places with healthy food options. Ask students to discuss differences in access in different parts of the city. Do some parts of the city have plenty of access to healthy-living resources while others do not? Why might this be? Students may want to explore places in their neighborhoods that could be developed into recreation areas and contact local government officials about doing so.

Evaluation/Assessment Performance Tasks • Argumentation Graphic Organizer (p. 74 in Lesson 1) • Verbal Argumentation Rubric (p. 75 in Lesson 1) • Food Additive Poster Rubric (p. 99) Other Measures • STEM Research Notebook entries

INTERNET RESOURCES CDC’s Community Health Improvement Navigator • www.cdc.gov/chinav

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

97

4

Healthy Living Lesson Plans

Structured academic controversy (SAC) classroom discussions • http://teachinghistory.org/teaching-materials/teaching-guides/21731 “The Weight of the Nation: Great Cafeteria Takeover” video • www.youtube.com/watch?v=9IM0AmkyMzs Fishbowl discussion strategy • www.facinghistory.org/for-educators/educator-resources/teaching-strategies/fishbowl Interactive obesity maps • https://stateofobesity.org Article on access to healthy foods • http://icic.org/blog/grocery-store-every-neighborhood Food ingredients, additives, and colors • www.fda.gov/food/food-ingredients-packaging/overview-food-ingredients-additives-colors “Don’t Blame the Eater,” on the lack of information on fast-food packaging • www.nytimes.com/2002/11/23/opinion/don-t-blame-the-eater.html Office of the Surgeon General • www.surgeongeneral.gov Information on organizations that build better food systems • https://foodtank.com • https://foodtank.com/news/2018/02/32-food-agriculture-organizations-washington-d-c Community Health Data Initiative • https://obamawhitehouse.archives.gov/open/innovations/CHDI

98

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Food Additive Poster Rubric Name:

Did Not Meet Expectations (0 points)

Emerging (1 point)

Competent (2 points)

Expert (3 points)

Ideas are partially developed and show a limited understanding of science concepts; there is some problem with accuracy; may contain irrelevant details.

Ideas are mostly developed and show a proficient understanding of science concepts; most information is accurate and relevant.

Ideas are fully developed and show a full understanding of science concepts; all information is accurate and relevant.

COMPREHENSIBILITY Limited

Big ideas are comprehensible, but information is not clearly organized, and details and connections between sections may be hard to follow.

The poster is comprehensible; information is mostly organized and presented in a mostly logical manner.

Overall, the poster is highly comprehensible; information is organized and presented in a logical manner.

CONCLUSIONS

Claims were minimally researched; evidence weakly supports claims or conflicts with claims.

Claims were partially researched; evidence somewhat supports claims.

Evidence mostly supports claims.

Evidence fully supports claims.

USE OF ACADEMIC LANGUAGE

Inappropriately uses or does not use any specialized vocabulary to explain concepts.

May use inappropriately or uses limited range of specialized vocabulary to explain concepts.

Appropriately uses adequate range of specialized vocabulary to explain concepts.

Appropriately uses broad range of specialized vocabulary to explain concepts.

Criteria CONTENT: DEVELOPMENT AND ACCURACY

Ideas are weakly developed and show a very limited understanding of science concepts; explanations include inaccuracies.

comprehensibility; information is weakly organized; ideas are difficult to follow because of manner of presentation.

Score

TOTAL SCORE: COMMENTS:

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

99

4

Healthy Living Lesson Plans

©2015 PICTURESTEM, PURDUE UNIVERSITY RESEARCH FOUNDATION.

ENGINEERING DESIGN PROCESS

100

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Lesson Plan 3: Cells Are the Building Blocks of Health

In this lesson, students synthesize their research and data to explain their understanding of the effects of healthy living at a cellular level through the Healthy Living Documentary Challenge. They should emphasize cause and effect by addressing how an individual’s nutrition and activity level affect cellular functioning and overall health. Students analyze information from their STEM Research Notebooks and other research to determine the key concepts and critical understandings about healthy living at the cellular level. Students complete the culminating challenge of this module, a documentary based on their understandings that they acquired throughout this module. By this point in the module, students should have identified a health issue that is of interest to them, formed teams of four based on similar issues that they will address in the documentary, and designed interview questions for various stakeholders relevant to this research question. Students should now begin conducting their interviews, which may take several days to complete depending on when each of the individual interviews are scheduled, and should be initially forming an idea of the story they are attempting to tell through their documentaries. In this lesson, students film their documentaries, edit the video footage, and present their documentaries to classmates and at venues within the community to share their messages of healthy living and its benefits to society as a whole. Note: If students don’t have access to video equipment, they can write documentary scripts for this culminating challenge instead.

ESSENTIAL QUESTIONS • How do I share my knowledge about healthy living? • What do I think people need to know about healthy living? • What strategies are the most effective in promoting a message about healthy living?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Develop a video documentary that can inform the public about facets of healthy living • Synthesize information from multiple sources

TIME REQUIRED • 9 days (approximately 45 minutes each; see Tables 3.9 and 3.10, p. 40)

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

101

4

Healthy Living Lesson Plans

MATERIALS • STEM Research Notebooks • Computers with internet access for student research and viewing videos (for each team) • Video cameras (provided by school or students, depending on availability of resources) • Software for video editing

CONTENT STANDARDS AND KEY VOCABULARY Table 4.13 lists the content standards from the NGSS, CCSS, and the Framework for 21st Century Learning that this lesson addresses, and Table 4.14 (p. 105) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some or all of the terms to students.

Table 4.13. Content Standards Addressed in STEM Road Map Module Lesson 3 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

SCIENCE AND ENGINEERING PRACTICES Using Mathematics and Computational Thinking • Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

DISCIPLINARY CORE IDEAS ETS1.B: Developing Possible Solutions • Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Continued

102

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Table 4.13 (continued ) CROSSCUTTING CONCEPTS Systems and System Models • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

COMMON CORE STATE STANDARDS FOR MATHEMATICS MATHEMATICAL PRACTICES • MP1. Make sense of problems and persevere in solving them. • MP3. Construct viable arguments and critique the reasoning of others. • MP8. Look for and express regularity in repeated reasoning.

MATHEMATICAL CONTENT • HSF.BF.B.4.C. Read values of an inverse function from a graph or a table, given that the function has an inverse. • HSA.SSE.A.1. Interpret expressions that represent a quantity in terms of its context. • HSA.SSE.A.1.A. Interpret parts of an expression, such as terms, factors, and coefficients.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS READING STANDARDS • RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. • RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. • RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). • RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Continued

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

103

4

Healthy Living Lesson Plans

Table 4.13 (continued ) WRITING STANDARDS • W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • W.9-10.1.A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. • W.9-10.1.B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. • W.9-10.1.C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • W.9-10.1.D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SPEAKING AND LISTENING STANDARD • SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

FRAMEWORK FOR 21ST CENTURY LEARNING • Interdisciplinary Themes: Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Environmental Literacy • Learning and Innovation Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration • Information, Media, and Technology Skills: Information Literacy, Media Literacy, ICT Literacy • Life and Career Skills: Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility

104

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

Table 4.14. Key Vocabulary for Lesson 3 Key Vocabulary

Definition

documentary

a presentation (such as a video, film, or television program) that provides a factual record or report on a topic

script

the written text for a play or production that includes the actors’ and speakers’ words and directions

storyboard

a sequence of drawings, typically with some directions and dialogue, representing the series of shots planned for a video, film, or television production

voice-over

narration spoken by an unseen person in a movie or video production

TEACHER BACKGROUND INFORMATION

Creating Videos and Using Computer Simulations While many students have experience with using technology to make short videos, you should have some knowledge of how to use technology to create products. If you are new to using video as a means for students to share learning, you may want to participate in the self-paced learning module at http://blogs.kqed.org/education/2013/06/04/pd-module3-videos-for-science-education-self-paced. If you are new to using computer simulations as a means for students to create, visit the Concord Consortium at http://concord.org/projects/ building-models to learn about ongoing work on how to support secondary schools in implementing computer modeling.

Creating an Effective Video Documentary You should also have an understanding of the process of developing and producing an effective video documentary. The e-book Visual Storytelling: The Digital Video Documentary—by Nancy Kalow and published by the Center for Documentary Studies at Duke University, found at http://documentarystudies.duke.edu/books/visualstorytelling-digital-video-documentary—provides an in-depth explanation of how to create your own visual documentary. The librarian or technology specialist within the school or district will also likely have resources to help you get started making video recordings. If limited technology is available at the school, you might consider allowing students to use cell phone cameras to collect video. Alternatively, for schools that have limited technology resources, students can write scripts for the documentaries and present their scripts, describing what the designed documentaries would look like. Documentaries have four components: interviews, archives, cutaways, and live action. If a documentary has only one of these components, it will not be engaging, so

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

105

4

Healthy Living Lesson Plans

it is recommended that students include all four components. Students should conduct interviews with people who can present an expert view on the topic of the documentary. Students should film each interviewee in a space that represents that person, such as in front of a bookcase if he or she is a professional academic. Archives consist of footage of old photos or films. Students should look for ones that are in the public domain, which can be used without having to make a payment or obtain a license. When students film an old photo, they can zoom in or out, pan across, or create some type of transition in their film. This type of motion will make the video more active for the viewer. Cutaways are still shots or shots of ordinary actions that emphasize what is being said in the documentary at that time. For example, if the documentary is talking about how much of a plate for a meal should consist of vegetables, the cutaway could be a still shot of an appropriate amount of vegetables on the plate. Shots of ordinary actions could be of people walking in and out of rooms or pans of a particular area. Live-action shots capture the natural actions between the subjects in a documentary. For example, students may want to film a nutritionist interacting with a client from afar to add to the documentary.

COMMON MISCONCEPTIONS Students will have various types of prior knowledge about the concepts introduced in this lesson. Table 4.15 outlines some common misconceptions students may have concerning these concepts. Because of the breadth of students’ experiences, it is not possible to anticipate every misconception that students may bring as they approach this lesson. Incorrect or inaccurate prior understanding of concepts can influence student learning in the future, however, so it is important to be alert to misconceptions such as those presented in the table.

Table 4.15. A Common Misconception About the Concepts in Lesson 3 Topic Ideas for living a healthy lifestyle

Student Misconception

Explanation

Students may believe that the topic of their documentary is the “best” or only way to live a healthy lifestyle.

Since students are spending a great deal of time working on their one idea, they may not consider that the ideas about healthy living from other students are also valid.

PREPARATION FOR LESSON 3 Review the Teacher Background Information section (p. 105), assemble the materials for the lesson, and make copies of the student handouts (you might want to enlarge the EDP graphic shown on p. 100 to post in the classroom instead). Seek permission from the administration for students to use space on the school grounds outside the classroom to

106

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

film their documentaries so that they can appropriately convey their messages of health. Make arrangements for a presentation period or evening event if you wish to have students give their presentations to a larger audience (e.g., parents, school administrators, other classes). Encourage guests to ask questions after team presentations.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving questions for the module and challenge. In their documentary teams, students should discuss how their learning in the previous days’ lessons contributed to their ability to complete the challenge. You may wish to hold a class discussion, creating a class list of key ideas on chart paper or the board, or have students create a STEM Research Notebook entry with this information. You can emphasize the nature of science in this phase of learning by explaining that new knowledge continues to inform our understanding of what it means to be healthy. Students should think about what they still need to know and ways they can learn this information as they continue their exploration and gain further understanding of how food and exercise help the body’s systems maintain healthy levels of functioning. Science Class: During this part of the lesson, you should help guide students’ thinking to develop deeper questions about being healthy. Encourage students to revisit their STEM Research Notebooks and see if all questions have been answered. Have them observe the changes in their understanding from the beginning of the module to the present, and ask them to start thinking about how they will convey this understanding to a broader audience. Encourage students to think about what they have learned about health on a cellular level and on a cellular systems level, as well as how they think about health on a community level. Students should recall what they have learned through their own projects as well as from their peers.

STEM Research Notebook Prompt Ask students to reflect on their earlier responses to the following question in their STEM Research Notebooks and add to their responses using the new knowledge they’ve learned throughout the module: How might being healthy also help my community? Then, have students hold a discussion about the most important ideas they learned about healthy living at the cellular level. Students can complete the reasoning chain discussion frame “I used to think … but now I think … because … ” Students should first record these ideas in their STEM Research Notebooks and then share them with the class. Students should then work with their teams to finalize plans for the production of their documentaries. Students should know which role each team member is responsible

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

107

4

Healthy Living Lesson Plans

for managing and how they will gather all footage needed for the documentary. They should also clearly understand the scientific content necessary to convey their message of health and should double-check any information that is unclear before filming. Mathematics Connection: Students should now have an idea of the message they wish to send to the public through their documentaries. Have them discuss what kind of data and charts they can use in their video documentary to aid in demonstrating key benefits of healthy living or to illustrate previous research conducted on their topic of interest. Students should think about the different ways in which data can be presented and how the data will make the greatest impact. This might include a discussion on ethical data presentation. ELA Connection: Ask student teams to identify an audience for their video documentaries. Hold a class discussion on the elements of an effective documentary. Explain how to build a compelling argument and how to use data and compelling stories to illustrate a particular point. Students might consider filming their interviews with local community members for use in the documentary. Personalized stories from around the community can provide powerful evidence of the benefits of healthy living or the pitfalls of not living a healthy lifestyle. Students might follow community members on a journey to become healthy, which might include locating resources within the community to help maintain a healthy lifestyle. Social Studies Connection: Have students review resources to include in their documentaries. Ask the student teams to begin brainstorming ideas for print or digital materials they can create to supplement their documentaries. Students might consider posters, brochures, or forms of digital communication (such as e-mail, social media, or websites) to further convey their messages. Students should consider the audience they wish to reach through their supplementary materials and which form of media might be most effective to reach that demographic.

Activity/Exploration Science Class: Students should use an engineering design process to create the description for a computer simulation to include in the video. Remind students that EDP is a process by which engineers and other STEM professionals solve problems and accomplish complex tasks (see the Explanation section on p. 110 for more information). Emphasize to students that just as engineers routinely work collaboratively, they will work with their teams to complete the final challenge. An EDP will provide a framework for this group work. Hand out copies of the EDP graphic (p. 100) or post an enlarged copy in the classroom for students to refer to as they work on the challenge. Review each of the steps with students.

108

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

As students plan and create their computer simulations, they should provide evidence of their team’s use of the module’s EDP in their STEM Research Notebooks, labeling a page with each step of this EDP and adding information appropriate to that step. You may wish to give students a general outline such as the following for organizing this information in their notebooks: 1. Define a. Identify the target audience of your team’s documentary. b. What is the goal of your simulation (e.g., to provide information to your audience, to persuade the audience of something, to clarify understandings of health, to protect the public)? c. What products do you need to create? 2. Learn a. What additional information do you need? b. What did you find out from your research? Be sure to provide citations for your information. c. What ideas do team members have? 3. Plan a. How will you schedule your work to ensure that you complete the simulation on time? b. How will you divide the tasks? (Hint: You might want to create a chart assigning team members jobs.) c. What will your simulation be about? Make sketches related to the computer simulation. 4. Try a. Create the components of your response. i. Goal of simulation ii. Written description of simulation 5. Test a. Practice your presentation and get feedback from others if possible. Make sure that your audience will understand your goal. b. What worked well? c. What didn’t work well? 6. Decide a. Based on your test run of presenting your simulation, what will you change? 7. Share a. Share your simulation ideas with the class.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

109

4

Healthy Living Lesson Plans

Mathematics Connection: Student teams should create timelines for completing their documentaries. Ask them to outline specific tasks for students to individually complete and also allocate time for any group work that must be completed. ELA Connection: Students should create storyboards for their video documentaries. Student teams should collaborate on what scenes they want to have and divide the scenes among them to sketch. Resources for organizing and planning storyboards can be found at www.storyboardthat.com. Students should develop basic sketches of scenes that need to be included in their documentaries. Have students collaborate with team members to consider the approach they want to use in their documentary and how their message of health will be most compelling to their intended audience. It is important that they keep their ideal audience in mind at all times. Social Studies Connection: Students should now develop the print or digital supplementary materials they previously proposed.

Explanation All Classes: Students should use all classes to prepare their video presentations. Allow them the time and space to create freely, outside the walls of the classroom if possible. Students will need access to computers with video editing software to build their documentaries properly. Most video editing software, such as Adobe Elements, has a userfriendly drop-and-drag function, and students can easily create voice-overs and add noncopyrighted music. It might be helpful to ask a librarian or technology specialist to help students edit film if both you and your students are unfamiliar with the technology. Hand out copies of the Documentary Presentation Rubric attached at the end of this lesson (p. 112) so that students can ensure that they include all required components of the documentary. Documentaries should clearly convey what students have learned about a health topic relevant to the community and how healthy living will affect the community at large. Students should use evidence when making statements and include scientific data or studies whenever possible. They should use appropriate language and are encouraged to be scientific when possible, but they should also keep in mind that their presentations need to be viewable by the general public. This means that ideas must be conveyed in such a way that nonexperts can understand the research, as students at this point are now experts in these topics!

Elaboration/Application of Knowledge All Classes: Students should share their completed documentaries and supplementary print or digital materials with a local audience within the community and with one another. Students might want to post their documentaries on websites such as YouTube for dissemination to larger audiences, if parents and the school administration agree

110

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

Healthy Living Lesson Plans

to allow the videos produced by your students to be shared. When students receive feedback from community members, they should record the feedback in their STEM Research Notebooks, meet with their teams to reflect on the comments, and create plans to act on the outcome of their reflections. Have them write their action plans in their STEM Research Notebooks.

Evaluation/Assessment Performance Tasks • Documentary Presentation Rubric (p. 112) Other Measures • STEM Research Notebook entries

INTERNET RESOURCES Building models • http://concord.org/our-work/research-projects/building-models How to create a visual documentary • http://documentarystudies.duke.edu/books/visual-storytelling-digital-video-documentary Organizing and planning storyboards • www.storyboardthat.com

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

111

112 Ideas are minimally developed; transitions are weak. There are multiple errors or inaccurate claims. Documentary is minimally researched; evidence weakly supports claims or conflicts with claims; resources are not used. Inappropriately uses or does not use any specialized vocabulary to explain concepts.

COMMUNICATION OF IDEAS

ACCURACY OF INFORMATION

RESOURCE USE

USE OF ACADEMIC LANGUAGE

Criteria

Did Not Meet Expectations (0 points)

May use inappropriately or uses limited range of specialized vocabulary to explain concepts.

Documentary is partially researched; evidence somewhat supports claims; resources may be questionable.

Information is partially accurate; has several unsubstantiated claims.

Ideas are partially developed; transitions are somewhat clear.

Emerging (1 point)

Appropriately uses adequate range of specialized vocabulary to explain concepts.

Documentary is adequately researched; evidence mostly supports claims; several (at least three) reliable resources are used.

Information is mostly accurate; there might be a few areas needing greater evidence.

Ideas are adequately developed; transitions are mostly clear.

Competent (2 points)

Documentary Presentation Rubric

Name:

Appropriately uses broad range of specialized vocabulary to explain concepts.

Documentary is well researched; evidence fully supports claims; multiple (at least five) reliable resources are used.

Information is fully accurate; all misconceptions are addressed.

Ideas are fully developed; transitions are clear; order of ideas is logical.

Expert (3 points)

Continued

Score

4 Healthy Living Lesson Plans

NATIONAL SCIENCE TEACHING ASSOCIATION

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

Few requirements included.

REQUIREMENTS

COMMENTS:

TOTAL SCORE:

Documentary is not engaging and exhibits limited creativity; uses few tools or ineffectively uses tools.

PRESENTATION AND CREATIVITY

Some requirements included.

Documentary is somewhat engaging but may lack originality; uses at least two tools, some of which may be ineffective.

Documentary Presentation Rubric (continued )

Most requirements included.

Documentary is engaging, with mostly effective use of at least three tools.

All requirements included.

Documentary is very engaging and original, with creative and effective use of three or more tools (e.g., still pictures, voice-overs, images).

Healthy Living Lesson Plans

Healthy Living, Grade 10

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

4

113

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

5 TRANSFORMING LEARNING WITH HEALTHY LIVING AND THE STEM ROAD MAP CURRICULUM SERIES Carla C. Johnson

T

his chapter serves as a conclusion to the Healthy Living integrated STEM curriculum module, but it is just the beginning of the transformation of your classroom that is possible through use of the STEM Road Map Curriculum Series. In this book, many key resources have been provided to make learning meaningful for your students through integrating science, technology, engineering, and mathematics, as well as social studies and English language arts, into powerful problem- and project-based instruction. First, the Healthy Living curriculum is grounded in the latest theory of learning for students in grade 10 specifically. Second, as your students work through this module, they engage in using an engineering design process (EDP) and build prototypes like engineers and STEM professionals in the real world. Third, students acquire important knowledge and skills grounded in national academic standards in mathematics, English language arts, science, and 21st century skills that will enable their learning to be deeper, retained longer, and applied throughout, illustrating the critical connections within and across disciplines. Finally, authentic formative assessments, including strategies for differentiation and addressing misconceptions, are embedded within the curriculum activities. The Healthy Living curriculum in the Cause and Effect STEM Road Map theme can be used in single-content classrooms (e.g., science) where there is only one teacher or expanded to include multiple teachers and content areas across classrooms. Through the exploration of the Healthy Living Documentary Challenge, students engage in a realworld STEM problem on the first day of instruction and gather necessary knowledge and skills along the way in the context of solving the problem. The other topics in the STEM Road Map Curriculum Series are designed in a similar manner, and NSTA Press has additional volumes in this series for this and other grade

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

115

5

Transforming Learning With Healthy Living and the STEM Road Map Curriculum Series

levels and plans to publish more. The volumes covering Innovation and Progress have been published and are as follows: • Amusement Park of the Future, Grade 6 • Construction Materials, Grade 11 • Harnessing Solar Energy, Grade 4 • Transportation in the Future, Grade 3 • Wind Energy, Grade 5 The volumes covering The Represented World have also been published and are as follows: • Car Crashes, Grade 12 • Improving Bridge Design, Grade 8 • Investigating Environmental Changes, Grade 2 • Packaging Design, Grade 6 • Patterns and the Plant World, Grade 1 • Radioactivity, Grade 11 • Rainwater Analysis, Grade 5 • Swing Set Makeover, Grade 3 In addition, several volumes covering Cause and Effect have been published: • Influence of Waves, Grade 1 • Natural Hazards, Grade 2 • Physics in Motion, Grade K The tentative list of other books includes the following themes and subjects: • Cause and Effect (continued) • Human impacts on our climate • The changing Earth • Sustainable Systems • Composting: Reduce, reuse, recycle • Creating global bonds

116

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

5

Transforming Learning With Healthy Living and the STEM Road Map Curriculum Series

• Hydropower efficiency • System interactions • Optimizing the Human Experience • Genetically modified organisms • Mineral resources • Rebuilding the natural environment If you are interested in professional development opportunities focused on the STEM Road Map specifically or integrated STEM or STEM programs and schools overall, contact the lead editor of this project, Dr. Carla C. Johnson ([email protected]), associate dean and professor of science education and executive director of the William and Ida Friday Institute at North Carolina State University. Someone from the team will be in touch to design a program that will meet your individual, school, or district needs.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

117

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

APPENDIX CONTENT STANDARDS ADDRESSED IN THIS MODULE NEXT GENERATION SCIENCE STANDARDS Table A1 (p. 120) lists the science and engineering practices, disciplinary core ideas, and crosscutting concepts this module addresses. The supported performance expectations are as follows: • HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. • HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. • HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

119

APPENDIX

Table A1. Next Generation Science Standards (NGSS) Science and Engineering Practices USING MATHEMATICS AND COMPUTATIONAL THINKING • Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

DEVELOPING AND USING MODELS • Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS • Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas LS1.A. STRUCTURE AND FUNCTION • Systems of specialized cells within organisms help them perform the essential functions of life.

LS1.C. ORGANIZATION FOR MATTER AND ENERGY FLOW IN ORGANISMS • As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. • As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

ETS1.B. DEVELOPING POSSIBLE SOLUTIONS • Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.

LS2.B. CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS • Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. Continued

120

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

APPENDIX

Table A1. (continued ) Crosscutting Concepts ENERGY AND MATTER • Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. • Energy drives the cycling of matter within and between systems.

SYSTEMS AND SYSTEM MODELS • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

STRUCTURE AND FUNCTION • Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

Source: NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-sciencestandards.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

121

APPENDIX

Table A2. Common Core Mathematics and English Language Arts (ELA) Standards MATHEMATICAL PRACTICES

READING STANDARDS

• MP1. Make sense of problems and persevere in solving them.

• RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

• MP3. Construct viable arguments and critique the reasoning of others

• RST.9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

• MP8. Look for and express regularity in repeated reasoning.

MATHEMATICAL CONTENT • HSF.BF.B.4.C. Read values of an inverse function from a graph or a table, given that the function has an inverse. • HSA.SSE.A.1. Interpret expressions that represent a quantity in terms of its context. • HSA.SSE.A.1.A. Interpret parts of an expression, such as terms, factors, and coefficients.

• RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). • RST.9-10.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. • RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. • RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • RST.9-10.10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Continued

122

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

APPENDIX

Table A2. (continued ) WRITING STANDARDS • W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • W.9-10.1.A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. • W.9-10.1.B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. • W.9-10.1.C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • W.9-10.1.D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SPEAKING AND LISTENING STANDARD • SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Source: National Governors Association Center for Best Practices and Council of Chief State School Officers (NGAC and CCSSO). 2010. Common core state standards. Washington, DC: NGAC and CCSSO.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

123

APPENDIX

Table A3. 21st Century Skills From the Framework for 21st Century Learning 21st Century Skills INTERDISCIPLINARY THEMES • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy

Learning Skills and Technology Tools • Investigate and analyze an individual’s choices on the impact of their community. • Understanding the role of media and peer pressure on healthy lifestyle choices.

• Environmental Literacy

LEARNING AND INNOVATION SKILLS • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration

• Use a wide range of idea creation techniques (such as brainstorming and sharing in pairs) to create new ideas, refine, and evaluate those ideas. • Demonstrate originality and inventiveness in work and understanding limits to adopting new ideas. • Analyze how parts of a complex system interact with one another to provide overall outcomes. • Effectively analyze and evaluate evidence, arguments, claims, and beliefs and draw systematic conclusions.

Teaching Strategies

Evidence of Success

• Direct student attention toward the utility of ideas in cellular biology for society, particularly through the poster sessions and the creation and presentation of the video documentary.

• Students can articulate how preventative health measures such as healthy eating and exercise contribute to an individual’s optimal health and the overall health of the community. • Students can explain the potential impact an unhealthy population can have on the natural world.

• Student teams design • Introduce students to an innovative product an engineering design or process to help process as a framework to individuals manage their address their challenge. nutrition or exercise Provide access to data regimens and construct a sources and local prototype or model of the professionals to help product or process. students understand the creativity and critical • Students collaboratively thinking that is required analyze and synthesize in science. data on nutrition and exercise and show how communities can promote and support healthy living by developing a video documentary to share with a local audience.

• Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts. Continued

124

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

APPENDIX

Table A3. (continued ) 21st Century Skills LEARNING AND INNOVATION SKILLS (continued )

Learning Skills and Technology Tools

Teaching Strategies

Evidence of Success

• Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. • Use communication for a range of purposes (e.g., to inform, instruct, motivate, and persuade). • Demonstrate ability to work effectively and respectfully with diverse teams. • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal. • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

INFORMATION, MEDIA, AND TECHNOLOGY SKILLS • Information Literacy • Media Literacy • ICT Literacy

• Access information efficiently (time) and effectively (sources). • Evaluate information critically and competently. • Use information accurately and creatively for the issue or problem at hand. • Understand both how and why media messages are constructed and for what purposes.

• Require the use of and examination of various reliable resources for this project and the development of a video documentary.

• Students critically analyzed and synthesized multiple streams of information about healthy living and developed reasonable conclusions to present via a video documentary. • Students used a variety of reliable resources and cited these resources in their final product.

Continued

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

125

APPENDIX

Table A3. (continued ) 21st Century Skills LIFE AND CAREER SKILLS • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

Learning Skills and Technology Tools

Teaching Strategies

• Adapt to varied roles, jobs, responsibilities, schedules, and contexts.

• Provide checkpoints for students to self-monitor their progress.

• Incorporate feedback effectively. • Deal positively with praise, setbacks and criticism. • Understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in multicultural environments.

Evidence of Success • Students articulated their goals for each checkpoint for the project and devised strategic plans to show progress toward their goals. • Students worked effectively in collaborative groups and were clear about the role of each member.

• Balance tactical (shortterm) and strategic (longterm) goals. • Use time and manage workload efficiently. • Monitor, define, prioritize, and complete tasks without direct oversight. • Reflect critically on past experiences in order to inform future progress. • Know when it is appropriate to listen and when to speak. • Conduct themselves in a respectable, professional manner. • Use interpersonal and problem-solving skills to influence and guide others toward a goal. • Leverage strengths of others to accomplish a common goal.

Source: Partnership for 21st Century Learning. Battelle for Kids. 2015. Framework for 21st Century Learning. www.battelleforkids.org/networks/p21/frameworks-resources.

126

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

APPENDIX

Table A4. English Language Development Standards ELD STANDARD 1: SOCIAL AND INSTRUCTIONAL LANGUAGE English language learners communicate for Social and Instructional purposes within the school setting.

ELD STANDARD 2: THE LANGUAGE OF LANGUAGE ARTS English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

ELD STANDARD 3: THE LANGUAGE OF MATHEMATICS English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

ELD STANDARD 4: THE LANGUAGE OF SCIENCE English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

ELD STANDARD 5: THE LANGUAGE OF SOCIAL STUDIES English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Source: WIDA. 2012. 2012 amplification of the English language development standards: Kindergarten–grade 12. https://wida.wisc.edu/teach/standards/eld.

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

127

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

INDEX

Page numbers printed in boldface type indicate tables, figures, or handouts. A academic language, 33 Activity/Exploration Cells Are the Building Blocks of Health lesson plan, 108–110 Healthy Living, Healthy Community lesson plan, 90–93 You Are What You Eat lesson plan, 57–62, 58, 60, 61 after learning, SRL theory, 16, 18 all classes Cells Are the Building Blocks of Health lesson plan, 110–111 application of knowledge, 29 assessment. See also Evaluation/Assessment; performance tasks; rubrics assessment maps, 15–16 comprehensive assessment system, 14 differentiation of, 32 embedded formative assessment, 14–15 plan overview and map, 34, 35–36 products and deliverables, 35 role of, 13–16 B before learning, SRL theory, 16, 17 biomedical research, 51 BMI, 62–63, 64–65, 65 building models, 111 C career connections, 51, 69 cause and effect theme, 3, 116 Healthy Living module, 23 cell biology, 49–50, 50 Cells Are the Building Blocks of Health lesson plan content standards addressed, 102, 102–104

Elaboration/Application of Knowledge, 110–111 essential questions, 101 goals and objectives, 101 internet resources, 111 key vocabulary, 105 learning components Activity/Exploration, 108–110 Elaboration/Application of Knowledge, 110–111 Evaluation/Assessment, 111 Introductory Activity/Engagement, 107–108 materials, 102 misconceptions, 106, 106 preparation, 106–107 teacher background information creating an effective video documentary, 105–106 creating videos and using computer simulations, 105 time required, 101 cellular respiration, 52 challenge or problem to solve, 25 Common Core State Standards for English Language Arts (CCSS English Language Arts) Cells Are the Building Blocks of Health lesson plan, 103–104 Healthy Living, Healthy Community lesson plan, 84–85 module summary, 122–123 You Are What You Eat lesson plan, 46–47 Common Core State Standards for Mathematics (CCSS Mathematics) Cells Are the Building Blocks of Health lesson plan, 103 Healthy Living, Healthy Community lesson plan, 84 module summary, 122

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

129

INDEX You Are What You Eat lesson plan, 46 Community Health Data Initiative (website), 94, 98 compacting, 32 comprehensive assessment system, 14 computer simulations, using, 105 content standards addressed Cells Are the Building Blocks of Health lesson plan, 102, 102–104 Healthy Living, Healthy Community lesson plan, 83, 83–85 Healthy Living module overview, 25 You Are What You Eat lesson plan, 44, 44–47 crosscutting concepts Cells Are the Building Blocks of Health lesson plan, 103 Healthy Living, Healthy Community lesson plan, 83 module summary, 121 You Are What You Eat lesson plan, 45 D dietitian, 51 differentiating instruction, 29, 31–32 disciplinary core ideas Cells Are the Building Blocks of Health lesson plan, 102 Healthy Living, Healthy Community lesson plan, 83 module summary, 120 You Are What You Eat lesson plan, 45 documentary, video, creating, 105–106, 111, 112–114 “Don’t Blame the Eater” (Zinczenko), 93, 98 driving questions, 25 during learning, SRL theory, 16, 17–18 E Elaboration/Application of Knowledge Cells Are the Building Blocks of Health lesson plan, 110–111 Healthy Living, Healthy Community lesson plan, 94–97 You Are What You Eat lesson plan, 65–66 ELA connection Cells Are the Building Blocks of Health lesson plan, 108, 110 Healthy Living, Healthy Community lesson plan, 89–90, 92, 94, 97 You Are What You Eat lesson plan, 56, 56, 60–61, 63–64, 64 electron transport chain, 50 embedded formative assessment, 14–15 engineering design process (EDP), 9–11, 10, 88

130

English Language Development Standards, 127 English language learners strategies, 32–33 environmental learning contexts, varied, 32 essential questions Cells Are the Building Blocks of Health lesson plan, 101 Healthy Living, Healthy Community lesson plan, 82 You Are What You Eat lesson plan, 43 established goals and objectives You Are What You Eat lesson plan, 43–44 Evaluation/Assessment Cells Are the Building Blocks of Health lesson plan, 111 Healthy Living, Healthy Community lesson plan, 97 Explanation Cells Are the Building Blocks of Health lesson plan, 110 Healthy Living, Healthy Community lesson plan, 93–94 You Are What You Eat lesson plan, 62–65, 64, 65 F fat, effects of too much in the body, 86–87, 91 fishbowl discussion strategy, 98 flexible grouping, 31–32 food additives, 92–93, 98, 99 food service manager, 51 Food Tank (website), 94, 98 Framework for 21st Century Learning Cells Are the Building Blocks of Health lesson plan, 104 Healthy Living, Healthy Community lesson plan, 85 module summary, 124–126 You Are What You Eat lesson plan, 47 G glycolysis, 50 goals and objectives Cells Are the Building Blocks of Health lesson plan, 101 Healthy Living, Healthy Community lesson plan, 82 overview, 24 You Are What You Eat lesson plan, 43–44 graphic organizers, 57, 58, 74 group products and deliverables, 35

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

INDEX H health educator, 51 health policy analyst, 51 Healthy Living, Healthy Community lesson plan, 82–100 common misconceptions, 87, 88 content standards, 83, 83–85 essential questions, 82 established goals and objectives, 82 internet resources, 97–98 key vocabulary, 86 learning components Activity/Exploration, 90–93 Elaboration/Application of Knowledge, 94–97 Evaluation/Assessment, 97 Explanation, 93–94 Introductory Activity/Engagement, 88–90 materials, 82 preparation, 88 teacher background information effects of too much fat in the body, 86–87 effects of too much sodium in diet, 87 effects of too much sugar in diet, 87 nutrition, 86 structured academy controversy, 87 time required, 82 Healthy Living Documentary Challenge, 94–96 Healthy Living module overview, 23–41 assessment plan overview and map, 34, 35–36 challenge or problem to solve, 25 content standards addressed, 25 desired outcomes and evidence of success, 33, 34 differentiating instruction, 29, 31–32 English language learners strategies, 32–33 established goals and objectives, 24 lead discipline, 23 module launch, 28 module summary, 23–24 potential STEM misconceptions, 29–30 prerequisite skills, 28, 29 resources, 41 safety considerations, 33 SRL process components, 30, 30–31 STEM Research Notebook, 25–26, 27 theme, 23 timeline, 37, 37–40 I individual products and deliverables, 35 information, media, and technology skills, 125 innovation and progress theme, 3, 116 integrated curricula difficulties, 24

interdisciplinary themes, 124 internet resources Cells Are the Building Blocks of Health lesson plan, 111 Healthy Living, Healthy Community lesson plan, 97–98 You Are What You Eat lesson plan, 69–70 Introductory Activity/Engagement Cells Are the Building Blocks of Health lesson plan, 107–108 Healthy Living, Healthy Community lesson plan, 88–90 You Are What You Eat lesson plan, 53–57, 54, 56 K key vocabulary Cells Are the Building Blocks of Health lesson plan, 105 Healthy Living, Healthy Community lesson plan, 86 You Are What You Eat lesson plan, 48 knowledge, prerequisite, 28, 29 Krebs cycle, 50 L learning and innovation skills, 124–125 learning cycle, 11–12 life and career skills, 126 M materials Cells Are the Building Blocks of Health lesson plan, 102 Healthy Living, Healthy Community lesson plan, 82 You Are What You Eat lesson plan, 44 mathematics connection Cells Are the Building Blocks of Health lesson plan, 108, 110 Healthy Living, Healthy Community lesson plan, 89, 92, 93, 97 You Are What You Eat lesson plan, 55–56, 59, 59, 60, 62–63 mind maps, 54, 54, 69 misconceptions, potential STEM, 29–30 Cells Are the Building Blocks of Health lesson plan, 106, 106 Healthy Living, Healthy Community lesson plan, 87, 88 You Are What You Eat lesson plan, 51, 52 MyPlate Plan tool, 55

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

131

INDEX N Next Generation Science Standards (NGSS) Cells Are the Building Blocks of Health lesson plan, 102–103 Healthy Living, Healthy Community lesson plan, 83 module summary, 119, 120–121 You Are What You Eat lesson plan, 44–45 nutrition, 86 nutritional writer, 51 nutritionist, 51 O obesity, 89, 98 optimizing the human experience theme, 5, 117 outcomes, desired, 33, 34 P performance tasks. See also assessment Cells Are the Building Blocks of Health lesson plan, 111 Healthy Living, Healthy Community lesson plan, 97 You Are What You Eat lesson plan, 69 prerequisite skills and knowledge, 28, 29 process components, self-regulated learning theory (SRL), 16, 16–18, 30, 30–31 products and deliverables, 35 project- and problem-based learning, 9 public service announcements, 67–68 R reading standards Cells Are the Building Blocks of Health lesson plan, 103 Healthy Living, Healthy Community lesson plan, 84 module summary, 122 You Are What You Eat lesson plan, 46 registered nurse, 51 the represented world theme, 4, 116 Research Notebook. See STEM Research Notebook rubrics cellular respiration model, 76 documentary presentation, 112–114 food additive poster, 99 health research study, 81 verbal argumentation, 75

132

S SAC (structured academy controversy), 87, 98 safety considerations, 33 scaffolding, 32 science and engineering practices Cells Are the Building Blocks of Health lesson plan, 102 Healthy Living, Healthy Community lesson plan, 83 module summary, 120 You Are What You Eat lesson plan, 45 science classes Cells Are the Building Blocks of Health lesson plan, 107, 108–109 Healthy Living, Healthy Community lesson plan, 88–89, 90, 93, 94 You Are What You Eat lesson plan, 53–55, 57–58, 58, 62, 65–66 self-regulated learning theory (SRL), 16, 16–18 sensory support, 32–33 skills, prerequisite, 28, 29 social studies connection Cells Are the Building Blocks of Health lesson plan, 108, 110 Healthy Living, Healthy Community lesson plan, 90, 92–93, 94, 97 You Are What You Eat lesson plan, 56–57, 61, 61–62, 64–65, 65 sodium, effects of too much in diet, 87, 91 speaking and listening standards Cells Are the Building Blocks of Health lesson plan, 104 Healthy Living, Healthy Community lesson plan, 85 module summary, 123 You Are What You Eat lesson plan, 47 SRL process components, 16, 16–18, 30, 30–31 STEM misconceptions, potential, 29–30 STEM Research Notebook about, 25–26 Cells Are the Building Blocks of Health lesson plan, 107–108 described, 12–13 guidelines, 27 Healthy Living, Healthy Community lesson plan, 89, 90–92, 95–96 You Are What You Eat lesson plan, 66–69 STEM Road Map Curriculum Series about, 1 cause and effect theme, 3 engineering design process (EDP) described, 9–11, 10 framework for STEM integration, 6–7 innovation and progress theme, 3

NATIONAL SCIENCE TEACHING ASSOCIATION Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

INDEX learning cycle, 11–12 need for, 7 need for integrated STEM approach, 5–6 optimizing the human experience theme, 5 project- and problem-based learning, 9 the represented world theme, 4 role of assessment in, 13–16 safety in STEM, 18–19 self-regulated learning theory (SRL), 16, 16–18 standards-based approach to, 2 STEM Research Notebook, 12–13 sustainable systems theme, 4–5 themes in, 2–3 storyboards, 111 structured academy controversy (SAC), 87, 98 success, evidence of, 33, 34, 124–126 sugar, effects of too much in diet, 87, 91 sustainable systems theme, 4–5, 116–117 T teacher background information career connections, 51 cell biology, 49–50, 50 creating an effective video documentary, 105–106 creating videos and using computer simulations, 105 effects of too much fat in the body, 86–87 effects of too much sodium in diet, 87 effects of too much sugar in diet, 87 nutrition, 86 structured academy controversy, 87 vocabulary strategies, 51 theme, 23 tiered assignments and scaffolding, 32 timeline of module, 37, 37–40 transition stage, 50

W Weight of the Nation (documentary), 88–89 writing standards Cells Are the Building Blocks of Health lesson plan, 104 Healthy Living, Healthy Community lesson plan, 85 module summary, 123 You Are What You Eat lesson plan, 47 Y You Are What You Eat lesson plan, 43–81 about, 43 common misconceptions, 51, 52 content standards, 44–47 essential questions, 43 established goals and objectives, 43–44 internet resources, 69–70 Introductory Activity/Engagement, 53–57, 54, 56 key vocabulary, 48 learning components, 53–66 Activity/Exploration, 57–62, 58, 60, 61 Elaboration/Application of Knowledge, 65–66 Explanation, 62–65, 64, 65 Introductory Activity/Engagement, 53–57, 54, 56 materials, 44 preparation, 53 STEM Research Notebook prompt, 66–69 student handouts, 71–81 teacher background information, 49–51 career connections, 51 cell biology, 49–50, 50 vocabulary strategies, 51 time required, 44

U Uncovering Student Ideas in Life Science (Keeley), 30 Uncovering Student Ideas in Science (Keeley), 30 V varied environmental learning contexts, 32 video documentary, creating an effective, 105–106, 111 videos, creating, 105 Visual Storytelling: The Digital Video Documentary (Kalow), 105 vocabulary strategies, 51

Healthy Living, Grade 10 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950

133

Grade

10

STEM Road Map for High School

Healthy Living

What if you could challenge your 10th graders to develop a product or process that helps people embrace diet and exercise and has a positive impact on society? With this volume in the STEM Road Map Curriculum Series, you can!

Healthy Living outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. This interdisciplinary, three-lesson module uses project- and problem-based learning to help students build their knowledge about health from the varied perspectives of a cell biologist, nutrition scientist, biochemist, physiologist, public health practitioner, and consumer. To support this goal, students will do the following: • Explain how diet and exercise affect an individual’s health at a cellular level. • Explain the extent to which certain foods (plant, animal, or industry-produced) are beneficial for health. • Critically evaluate media messages and scientific research about healthy lifestyles. • Analyze the effects of individuals’ health choices on the community. • Interview community stakeholders about factors that harm or enhance health. • Use an engineering design process to create a prototype that individuals can use to manage their nutrition or exercise regimen. • Create a video documentary demonstrating their understanding of a healthy lifestyle. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Healthy Living can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

Grades K–12

PB425X17 ISBN 978-1-68140-495-0

Grade 10

9 781681 404950 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404950