Sample Lesson Plan

SAMPLE LESSON PLAN

There are many ways to incorporate the Phet simulation into the science lesson plan. If you happen to be accustomed to the 5e method of lesson planning, as so many in my fellow cohort are, then I would recommend using it in your engage, as simulations in the classroom are almost guaranteed (don't quote me) to work.

Here is a sample lesson plan using the Eating and Exercise PhET simulation.

It is located, of course, in the ENGAGE portion.

This lesson also happens to address both the new up and coming NGSS science standards as well as the traditional Science State Standards for teachers who prepare to utilize this lesson in the next year or so.

                                                                                                            

• Content Standard(s) Addressed:

1.2.N Research and discuss the practical use of current research-based guidelines for a nutritionally balanced diet.

1.3.N Explain the importance of variety and moderation in food selection and consumption.

1.4.N Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits.

1.13.N Describe the amounts and types of physical activity recommended for teenagers’ overall health and for the maintenance of a healthy body weight.

• Focus CCSS-M or NGSS Practice Standard(s):

Developing and Using Models

Planning and Carrying Out Investigations

Analyzing and Interpreting Data

Constructing Explanations and Designing Solutions

Obtaining, Evaluating, and Communicating Information 

Content Learning Objective:  After an analysis of food intake for one full day and retrieval of daily values, students will make recommendations for themselves about their diet and observe the importance of moderation of food selection and consumption.

                                                                                                            

ENGAGE:  Anchoring phenomena and central question, relating lesson to phenomena found in students’ everyday lives or phenomena that are potentially intriguing, students come up with ideas or hypotheses that may help answer the central question, students construct an initial model                    

Estimated time: 10 minutes

Description of Engage: Students will be shown a demonstration of the Eating and Exercise PhET simulation over the relation between eating and exercise as an intro to the topic.

-Student will be asked to volunteer.  Height, weight, age data will be collected from the student and entered into the simulation. With those adjustments, the body fat percentage will also change. Student will then approximate the types of food eaten from the food drop down selection as well as the exercise from the exercise drop down selection. After which, the Start Simulation button will be pressed, and the weight loss/gain and calories burned over time will be depicted on the graph as a way to for tell how your body and health will look like in the course of a year.

The teacher will go on the computer and walk through students through the eating and exercise simulation as a prelude to calculating their RMR.

When I increase or decrease the body weight, height, and age, notice the body fat percentage and the BMI and other values change? Why is that? Do you think someone that is taller/shorter or older/younger will burn calories faster than other? And why do you think so. Hold answers!

Because the taller a person is, the more fat it takes to fill their body. The more you weigh, the more body fat you have. (Probably) Hmmmm....

EXPLORE: Students conduct a set of empirical investigations about the phenomena, investigations provide evidence that might be useful for addressing the central question and for revising the students’ model, students make observations

Estimated time: 25 minutes

Description of Explore: Students will come to class with food diaries documenting their food intake for the previous day.  They will then be introduced to RMR (resting metabolic rate) and then will proceed to calculate their RMR using their weight, height, etc and following the RMR formula. After finding their RMR, students will then calculate the amount of calories that they should consume a day.

Teacher’s Role	Teacher Questions	Students’ Role & Answers to Teacher Questions
Teacher will pass out worksheet and students will calculate RMR  and weight maintenance based on the formula given. Teacher will monitor class for questions and clarifications	What category values (such as age, weight, height etc.) does the formula ask for and why do you think those values matter in this equation? Why is there a separate equation for boys and an equation for girls? When calculating weight maintenance, is it possible to get less than 2000 (the recommended daily caloric intake)? What does that mean??	Students will calculate RMR using the formula and their demographics and then plug RMR into the weight maintenance formula and ask questions if stuck. This section is mostly algebraic in nature, so many of the clarifications given will be for algebra reminders and conceptual grasping.

EXPLAIN: Students identify and analyze the patterns they find, explain the result, and reflect the results in relation to their model                                                       

Estimated time: 10 minutes

Description of Explain: Students will calculate the daily value allowance for: fat, saturated fat, cholesterol, sodium, CHO (carbohydrates), and Fiber. and compare that to the analysis done in food analysis software for hw.

Teacher’s Role	Teacher Questions	Students’ Role & Answers to Teacher Questions
Teacher will read directions for the calculation of daily intake with students and provide an example of how to plug into the algebraic equation before students use their own values.	What is the difference between the recommended daily intake and YOUR daily intake?  CHO stands for carbohydrate, remember to base your percentages off of your caloric intake.	Students will utilize cross multiplication formula to find the amount of fat and nutrients they are actually eating and if they correspond to the recommended value or not.

EVALUATE: Students evaluate their initial model with empirical findings and revise their model

                                   

Estimated time: 5 minutes

Description of Evaluate: Students will summarize their overall food intake and write if they are meeting or exceeding the recommended daily value. The students will incorporate their RMR and weight maintenance findings into their journal summary and submit it as an initial ticket out the door.

Teacher’s Role	Teacher Questions	Students’ Role & Answers to Teacher Questions
Teacher will have students write a reflection based on their results as a ticket out the door and remind students to incorporate their calculations into their reflection.	Look at the tables on the worksheet and see where your RMR is, and if your weight maintenance is less than 2000, what you think that means?	The students will write their reflections individually and ask for help on clarifying their RMR and weight maintenance values if necessary. *Discretion will be practiced in this self assessment portion of the lesson as this is a sensitive topic for teenagers, especially those who are knowingly over or under the requirements.*

EXTEND/ELABORATE: Students construct a consensus model either within a small group or as a whole class, using the strengths of each individual’s model, students use the consensus model to predict or explain other related phenomena, students determine strengths and limitations of their model for further revision                                                 

Estimated time: 15 minutes

Description of Evaluate: Students will work on a Nutrition Worksheet that assesses their understanding of facts presented in the PowerPoint.

Teacher’s Role	Teacher Questions	Students’ Role & Answers to Teacher Questions
Teacher will assign problems on board, and go around and monitor student progress.	What is the process of digestion and what are the roles of molecules in this process?  *NUTRITION WORKSHEET CAN BE ANY COMBINATION OF PHET SIMULATION AND UNIT OBJECTIVES. When reading food labels, remember to base information  off of a 2000-2500 calorie diet. It is typical.	Students will work on some selected problems individually and ask the teacher for clarification if needed.