2.22
Food, Energy, and Growth.
Michigan Science Education Resources Project. New Directions Teaching Units. Lansing, Mich.: Michigan Department of Education, 1992.
Program Overview
The New Directions Teaching Units focus on developing scientific literacy and conceptual understanding. They were designed to reflect the ideas about teaching, learning, and curriculum in the Michigan Essential Goals and Objectives for K-12 Science Education, which were developed by the Michigan Science Education Resources Project. Several New Directions Teaching Units can be used with middle school students.
Teacher's Guide
Recommended grade level:
8+.
Food, Energy, and Growth, an interdisciplinary unit, helps students understand how our bodies use food for energy, growth, and repair. The unit focuses on the importance of food, considering it at the level of the cell, the system, and the organism. During the unit, students learn what food is made of and why we need it. They explore how the digestive and the circulatory systems work together to distribute food components to the cells. They also look at what goes on inside cells and relate cell respiration and protein synthesis to energy use and growth. Students analyze their diets for nutritional adequacy, and they look at the diets of cultures that do not rely heavily on meat for protein.
In the unit's lab activities, students conduct tests to analyze the composition of foods. They test oatmeal for the presence of sugar and starch, both before and after it has been chewed, to investigate the chemical changes that occur in the mouth as food is mixed with saliva. They make a model representing the small intestine, blood vessels, and cells, and use it in simulating digestion. They also explore how their breathing and pulse rates change with exercise and relate these changes to what is happening when the body uses food for energy.
Food, Energy, and Growth has 15 lessons, which include reading sections, lab activities, and discussion questions. The annotated teacher's edition of the student book contains background information, lab preparation notes, answers to questions posed in the student text, and information about student misconceptions and how to address them. Since the student book has no space for writing answers to questions, this unit works best with the use of student journals.
Key to Content Standards: 5-8 (see app. C)
UNIFYING CONCEPTS AND PROCESSES: Systems, order, and organization; form and function.
SCIENCE AS INQUIRY: Abilities necessary to do scientific inquiry; understandings about scientific inquiry.
PHYSICAL SCIENCE: Properties and changes of properties in matter.
LIFE SCIENCE: Structure and function in living things.
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Personal health.
Price:
$14.
Publisher/supplier:
Battle Creek Area Math/Science Center.
Materials:
Available locally, or from commercial suppliers.
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