Backward Design Lesson Plan Template



|What should students know, understand, and be able to do because of the |How will students show what they have learned? |What is good enough to meet standards? |

|lesson? | | |

|Students will: |Students will be creating placemat notes. Formative checks will take |Participating in group at each station, |

|Create “placemat” notes to organize thoughts and ideas creatively |place at each station. Conversations with students. Active listening. |recording notes. Active listening. |

|Evaluate the effectiveness and health implications of a fad diet | | |

|Demonstrate an interest in Science and the real life application of Science|Formative questioning will be the assessment emphasis for this lesson.|RESOURCES FOR LESSON ARE LISTED IN POWERPOINT |

|Learning Plan |Differentiation |Setup |

|Review/Preview/Rationale: _2_ min |

|Welcome to the class, appreciation for attendance, hard work throughout the unit. |Visual and oral presentation. Placemat |Students come into classroom, blank piece of |

| |notes allow for differentiation—students|paper on desk for placemat notes. |

|We are finishing our unit by examining a fad diet… This is a celebration class! |create notes that best suit their | |

| |learning style while being guided to |PowerPoint to reinforce objectives for |

|Explaining “placemat notes”: examples on board, stopping your brain from going on autopilot when taking |include important information. |lesson. |

|notes. Everything with a star has to go onto your placemat, but you have freedom/responsibility for what | | |

|other facts and information go into your notes. *Transition into group discussion by asking guiding questions| | |

|Instruction/Modeling: _5_ min |

|Detox diet: open conversation with students with guiding questions and discussion points. (3-4 min.) |Making mental note of who is |Guiding questions on the PowerPoint. Group |

|Key questions: What is a detox diet? Why are they popular? What are the positives and negatives of such diet?|contributing and who isn’t—active |discussion. |

| |listening vs. not paying attention. | |

|Liver recap: YouTube clip (1 min.) | |YouTube clip about the liver as a review. |

| |YouTube clip for review/further |Direct instruction. |

|Explaining liver food stations (30 sec.) |understanding. | |

|Guided Practice: _1_ min |

|Going through each step to follow once they get to the station. The steps will stay on the board throughout |Stations broken down into steps for |Direct instruction outlining expectations for|

|the activity. |every student. |the students. |

|*Transition to station by having CLEAR instructions and grouping students based on where they are sitting. | | |

|Transition should take 30 seconds. | | |

|Independent Practice: _10_ min |

|3 minutes at each station with time for transitions (3 stations total). Each station has a different food |Students working within groups |Students are split into groups and move |

|that helps maintain healthy liver functioning. Short notes at each station with the food for students to |independent of teacher. |through the stations as a group. The students|

|sample. Each station will have a nutrition label and higher level thinking questions for each group to | |will be at each station for 3 minutes. After |

|discuss. There should be no sitting around! |Students have several outlets for |the three minutes, they move to the next |

| |learning at each station: direct |station. |

|Spending time with each group to formatively evaluate their understanding. |information, exploring nutrition labels,| |

|Key questions: What similarities are you finding between the nutrition labels? Why is this food good for |physically experiencing each food, or | |

|liver function? |working through higher level questions. | |

| | | |

|*Have students move back to desks after they have been to each station for the wrap-up | | |

|Review/Preview/Announcements: _1_ min |

|Placemat notes in front of you, put your finger on one interesting thing you learned today. Once you have |Calling on students who are less vocal, |Concluding group discussion. |

|done that, raise your other hand. Call on students to share their interesting fact. |seeing if they paraphrase vs. reading | |

|Key question: What is an interesting fact you learned today? |directly off page. Build confidence by | |

| |having information in front of them. | |

|GLOS |SLOS |

|Students will: 1. Describe, in general terms, the exchange of matter by the digestive and circulatory|1.1 assess the nutrient components of prepared foods by reading labels, and evaluate a |

|systems, the functional relationship between the two systems and the need for a healthy diet and |variety of popular diets in terms of nutrient composition |

|lifestyle | |

| |1.3 analyze and discuss mixed diets and vegetarian diets in meeting human nutritional needs |

| | |

| | |

| |2.5 evaluate the effect of social factors on human digestive and circulatory well-being and |

|2. Describe disorders of the digestive and circulatory systems as imbalances induced by genetic, |disorders |

|lifestyle and environmental factors | |

| | |

|Students will be encouraged to: Show interest in science-related questions and issues, and | |

|confidently pursue personal interests and career possibilities within science-related fields | |

| | |

|Students will: Ask questions about relationships between and among observable variables, and plan | |

|investigations to address those questions | |

| | |

|Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction| |

|of ideas involving people with different views and backgrounds | |

Rationale:

This mini-lesson can explore several skills, attitudes, and knowledge outcomes. The GLOs and SLOs are listed above, however, the following information allows for individual teachers to focus on different outcomes if they altered the activities and guiding questions. Twenty minutes does not provide enough time to fully explore every outcome listed below.

Skills: Students will focus on finding connections between healthy diets and liver function by exploring and questioning detox diets (Ask questions about relationships between and among observable variables). As well, students will explore relationships between nutrition and liver health by examining information and nutrition labels about each food at the stations (Ask questions about relationships between and among observable variables). Application questions at each station will propose practical questions requiring realistic solutions that will vary from student to student (propose alternative solutions to a given practical problem).

Attitudes: Students will be encouraged to develop an interest in Science through the real-life implications of fad diets (Show interest in science-related questions and issues). Students are provided with easy ways to improve their liver health (Show interest in science-related questions and issues). Students are working through this lesson in groups, which encourages them to understand different perspectives and opinions as they work through the stations (Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and background).

Knowledge: This lesson would come after students have a firm grasp on how digestion occurs. The liver review outlines the exchange of matter in the digestive and circulatory system through the liver (Describe, in general terms, the exchange of matter by the digestive and circulatory systems, the functional relationship between the two systems and the need for a healthy diet and lifestyle). Students will be analyzing how social media and current culture has popularized detox diets (evaluate the effect of social factors on human digestive and circulatory well-being and disorders). As well, students will be engaged in a discussion where they point out the positives and negatives of a detox diet (analyze and discuss mixed diets and vegetarian diets in meeting human nutritional needs). Each station will include a nutrition label for students to investigate after evaluating the validity of a detix diet (assess the nutrient components of prepared foods by reading labels, and evaluate a variety of popular diets in terms of nutrient composition).

Station information:

Apples

Apples contain phlorizin (C21H24O10). This compound helps the liver produce bile.

Apples are high in fibre. Fibre helps remove toxins from your body, and helps remove bile from your system so the liver can produce fresh bile!

Apples contain pectin (a type of fibre). Pectin binds to heavy metals in the body and helps eliminate them from the body. This reduces the amount of work your liver has to do.

Grapefruit

Grapefruit seeds contain antimicrobial agents that are packed with antioxidants! Antioxidants block the activity of chemicals in the body before they damage cells.

Grapefruits contain pectin (a type of fibre). The pectin in grapefruit helps lower cholesterol; too much cholesterol in the bloodstream can block liver function.

Grapefruits have compounds that contain sulphur. These compounds help boost liver detoxification enzymes (protein molecules that increase the rate of a reaction).

Broccoli

Liver enhancement from broccoli can last up to TWO WEEKS after you stop eating broccoli.

Broccoli contains the toxic compound sulforaphane that kills germs and causes cancer cells to terminate themselves.

HYPOTHESIS ABOUT BROCCOLI: What doesn’t kill you makes you stronger—bringing toxins into your system like sulforaphane forces the liver to work to remove the toxins, strengthening liver function.

Nutrition labels:

Apple:

[pic]

Broccoli:

[pic]

*Grapefruit juice label is contained on the bottle.

Application questions:

Broccoli application question:

Broccoli is stereotyped as being hated by most children (and some adults!). How would you persuade people to eat broccoli regularly? How would your approach to “advertising” broccoli change based on your audience?

Apple application question:

Many schools are evolving to promote healthy snacks instead of junk food. What information about healthy foods should be communicated to students/parents/stakeholders (stakeholders are people who are financially invested in the education system)? Is it enough to simply eliminate junk food from schools?

Grapefruit application question:

Grapefruit and grapefruit juice have been known to interfere with certain medications. However, this information isn’t readily available outside of a pharmacy or doctor’s office. Should foods that interfere with medication be labeled? What effects would this have in a grocery store?

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