Focus Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |1st six weeks |PLAN CODE: | |

|WRITER: |L. Petty |COURSE/SUBJECT: |10th grade science |

|GRADE(S): |10th |TIME ALLOTTED FOR INSTRUCTION: |3 hours |

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|TITLE: |Have I Got A Deal For You! |

|LESSON TOPIC: |Choosing everyday products should be based on scientific evidence instead of promotional |

| |materials. |

|TAKS OBJECTIVE: |Objective 1 |

| |The student will demonstrate an understanding of the nature of science. |

|FOCUS TEKS AND STUDENT EXPECTATION: |The student uses critical thinking and scientific problem solving to make informed decisions. |

| |The student is expected to: |

| |(B) draw inferences based on data related to [promotional materials for] |

| |products and services. |

|SUPPORTING TEKS AND STUDENT EXPECTATIONS: |The student uses scientific methods during field and laboratory investigations. The student is |

| |expected to: |

| |(C) organize, analyze, evaluate, make inferences, and predict trends from |

| |data; |

| |(D) communicate valid conclusions. |

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|CONCEPTS |ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES |

| |The student will understand that |

|Products |Products and services are offered everywhere, everyday to everyone. |

|Promotions |Promotional ideas may be found on labels, commercials or other printed advertisements. |

|Goal |The primary goal of a company is to convince you to buy their product or they don’t make money. |

|Truthfulness |Companies must tell you the truth in advertising any product or they are libel and can be sued. |

|Assumptions |While companies cannot give you false information, they can get you to make assumptions about their |

| |products. |

|Accountability |The consumer must be able to interpret promotional information so that these assumptions are not |

| |incorrect. |

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[pic]I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)

A. Focus/connections/anticipatory set

Put Transparency master: Focus on the overhead. Tell students that they have an opportunity to buy this car. Have them list, on their own paper, what information they would want to know in order to decide whether they want to purchase the car.

Go over several examples of what they would look for.

Inform students that companies may pay billions of dollars each year trying to convince people to buy their products. Then tell the students that most product information given to people comes in many forms. Two of the most common forms are advertisements or commercials about the product. Tell them that advertisements from a company must be truthful, but that they need to be careful that they interpret or understand the information given.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Use enclosed information sheet on advertising to discuss where advertising appears. The number of places

where students have seen advertising are overwhelming and many students will usually not pay attention to

how often they are hit by media advertising. Make a list on the board or the overhead. Afterwards, state that

is it extremely important that they understand this major type of information.

C. Guided activity or strategy

The hands-on activity is a guided activity as well as a hands-on activity.

D. Accommodations/modifications

Students with modifications may be assigned a peer tutor.

E. Enrichment

Students requiring enrichment may serve as a peer tutor during the activities.

II. STUDENT PERFORMANCE

A. Description

Student should complete Lab Worksheet: Commercial Lab and Lab Worksheet: Read The Label

B. Accommodations/modifications

Students requiring modifications may be paired with a peer tutor.

C. Enrichment

Students requiring enrichment may serve as a peer tutor.

III. ASSESSMENT OF ACTIVITIES

A. Description

Lab Worksheet: Commercials, Law Worksheet: Read the Label and/or Quiz: Read the Label may all be taken for separate grades. It is recommended that at least 2 be graded.

B. Rubrics/grading criteria

Lab Worksheet: Commercials – easiest to grade on completion at 3 points a piece

Lab Worksheet: Read the Label – may be graded but it is easier to give the Quiz: Read the Label and grade it at 10 points a question.

C. Accommodations/modifications

Students requiring modifications may be given a copy of the Instructor’s Copy for the Commercial Lab and

the Read the Label Lab (especially if the grade is being taken from the Quiz: Read the Label). Students may

also be assigned a peer tutor to help them with any information missed.

D. Enrichment

Students requiring enrichment may be assigned as peer tutors. As an additional activity, students may be

asked to write a commercial that would better advertise any of the products on the video.

E. Sample discussion questions

1. List 5 things that are usually found on a food label. Product name, company, net weight, ingredients, nutrition information, bar code, directions for cooking, US shield.

2. What is the purpose of a US Shield? To show that any meat in the product has been inspected.

3. That is net weight? The weight of everything inside the can.

4. List 3 other things a company can put on the label to convince you to buy their product. Coupon, picture of food, recipe, Labels for Education, colors on the label to catch your eye.

5. Why is it required to put ingredients on the label? Mainly for food allergies.

6. List 3 other ways to preserve meat besides packing it in salt (one of the first methods of preservation). Freezing is the best, drying, canning.

7. What is the difference between an additive and a preservative? Preservatives only keep food fresh, additives may also be added to make food look the right color (especially in canning), to have a better flavor or to feel better (less soggy) in your mouth.

IV. TAKS PREPARATION

A. Transition to TAKS context

1. What information can you get by reading a label?

(a) net weight

(b) nutritional information

(c) ingredients

(d) all of these

2. In what order are ingredients listed on a food product?

(a) alphabetical

(b) from largest amount to smallest

(c) no specific order

3. Net weight on a can means the weight of ____.

(a) the can

(b) the food in the can

(c) the can plus the food

4. A chemical that is added to food for the purpose of preserving the food, making it more nutritious or

changing its appearance is called a/an ____.

(a) pesticide

(b) preservative

(c) additive

Use the following for questions 5-7.

(a) JOLT-carbonated water (b) A+W ROOT BEER-carbonated water

sugar sugar

caramel color caramel color

hydrogen phosphate sodium benzoate

caffeine flavoring

citric acid

natural flavor

(c) DIET PEPSI-carbonated water

caramel coloring

nutrasweet

phosphoric acid

potassium benzoate

citric acid

caffeine

flavorings

5. Your doctor tells you to cut down on the amount of caffeine in your diet. Which soda should you buy?

(a) Jolt

(b) A & W Root Beer

(c) Diet Pepsi

6. The main ingredient in all three sodas is ___.

(a) sugar

(b) carbonated water

(c) caramel color

(d) they all have different main ingredients

7. Which chemical indicates that you have a diet soda?

(a) nutrasweet

(b) phosphoric acid

(c) potassium benzoate

8. If you wanted to watch your salt intake, how would you determine the amount?

(a) look under polyunsaturated fats

(b) look under ingredients to see if there is any

(c) look under nutrition information to see the amount of sodium

9. Steve wants to buy some macaroni. He finds an 8 oz. bag for $.59 and a 16 oz bag for $1.00. Which is the

better buy?

(a) the 8 oz bag

(b) the 16 oz bag

(c) neither one, they are the same

Use the information and labels provided to answer questions 10-14.

Sue went to Kroger to buy dog food. All cans were the same size. She compared 3 brands:

Alpo $.45 Trix $.29 Kal-Kan $.51

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10. If Sue wants to save money, which brand should she buy?

(a) Kal Kan

(b) Alpo

(c) Trix

(d) No difference

11. If Sue wants to choose a brand that will give her dog the most protein, which one should she choose?

(a) Kal Kan

(b) Alpo

(c) Trix

(d) No difference

12. If Sue wants to avoid cereals, fillers and additives, which brand should she buy?

(a) Kal Kan

(b) Alpo

(c) Trix

(d) No difference

13. If Sue wants to avoid excess water in the dog food, which brand should she buy?

(a) Kal Kan

(b) Alpo

(c) Trix

(d) No difference

14. Sue read in a veterinarian magazine that dog bad breath is often caused by fish products in their food.

What food should she NOT buy?

(a) Kal Kan

(b) Alpo

(c) Trix

(d) No difference

B. Sample TAKS questions

Spring 2003

1. Pain medications can be made as powders or tablets. The powders tend to work faster than tablets with the

same ingredients because powder _____.

(a) dissolves faster in solution than a single tablet

(b) has more total mass than a single tablet

(c) travels through the bloodstream more easily than a tablet

(d) is easier to swallow than tablets

2. The owner of a pet store assures a customer that if she buys only one female hamster, she will not need to

worry about the hamster having offspring, because there will be no male with which the female can breed.

What possibility is the pet-store owner overlooking?

(a) The hamster could be infertile.

(b) The sex of the hamster could change.

(c) The hamster could be pregnant.

b) The hamster could be a twin.

V. KEY VOCABULARY

Additive Cholesterol

Calorie Fiber

Consumer Sodium

Saturated fat Nutrition

VI. RESOURCES

A. Textbook – none needed

B. Supplementary materials/equipment

Transparency master: Vocabulary

Transparency master: Focus

Handout on advertising from American Way magazine

Lab Worksheet: Read the Label

Instructor’s Copy Lab Worksheet: Read the Label

Quiz: Read the Label

Instructor’s Copy Quiz: Read the Label

Lab Worksheet: Commercials

Instructor’s Copy Lab Worksheet: Commercials (needs to be made each year with new commercials)

Tape of commercials taken from different times and channels (needs to be made each year – take about a

week to get just the right commercials

Labels (run off on sheets)

C. Technology

VII. FOLLOW UP ACTIVITIES

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

A. Next Lesson in Sequence

Biology – 3E – evaluate models according to their adequacy in representing biological objects or events

IPC and Chemistry – 3C – evaluate the impact of research on scientific thought, society, and the environment

VIII. TEACHER NOTES

Before the lesson:

1. Make transparency of Vocabulary

2. Run enough copies of Lab Worksheet: Read the Label, Labels and Lab Worksheet: Commercials so that every

student will have one.

3. If the Quiz: Read the Label is to be used for a grade, copies of this should be made as well.

4. Go over the answer key with the labels so that every piece of information is located (it helps to know where

everything is because the students may have trouble finding the information).

5. Watch the commercials carefully to identify the “tricks” – small print, words that lead students to make inferences,

etc.

6. Tape commercials that are currently playing. They usually repeat during the same show, about every 15 minutes.

Once you find an ad, see how much time you have to work the VCR and tape it during the next segment. Pick a

variety of different types of shows, some for young children, some for teens and some for adults. Discuss why the

commercials are during the hours where you taped them (importance of marketed audience).

During the lesson:

6. On the commercial lab, play the first commercial, discuss what the commercial is about (product and company),

then play it over again. The second time, pause to allow students to read fine print, discuss what information is

REALLY given about each product. Discuss what is REALLY being used to sell the product. Each commercial

may have to be shown several times to allow students to pick out the answers.

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