Science Lesson Planning Template
Context Issues of the Lesson
Unit or Lesson Title:
Time to Make the DonutsGrade Level At-risk high school students Topic/Theme/
Nature of the Investigation:
Acting as Donut King employees, students will create a yeast donut recipe that could be manufactured and sold as a sugar-free option for customers with diabetes or to those wanting a lower calorie option. Mr. Glazed, the owner of Donut King, has offered a raise to the bakery team who can provide evidence as to whether this is a positive endeavor for the donut chain. Student bakery teams test artificial sweeteners and sugar alcohols to determine if they are an effective substitute for the cane sugar that is normally used in the yeast donut recipe. After researching,
modeling, designing, experimenting, calculating, writing, frying, and taste testing, the bakery teams must present their findings to Mr. Glazed (a modified poster of Justin Bieber). The teams then argue amongst themselves to determine who should receive the raise (a donated gift certificate from the local Tim Hortons.)
NGSS
Performance Expectation(s)
HS-LS 1-7
Use a model to illustrate that cellular respiration is a chemical process... HS-ETS1-2
Design a solution to a complex-real world problem by breaking it down... HS_ETS 1-3
Evaluate a solution to a complex real-world problem based on prioritized...
NGSS Dimension 1 component
2. Developing and using models
3. Planning and carrying out investigations 4. Analyzing and interpreting data
5. Using mathematics and computational thinking 6. Constructing explanation sand designing solutions 7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information NGSS Dimension 2
component
2. Cause and effect 5. Energy and matter 6. Structure and function NGSS Dimension 3
component
LS1.A: Structure and Function
LS1.B: Growth and Development of Organisms
LS1.C: Organization for Matter and Energy Flow in Organisms Duration: 6 - 1:50 minute class sessions.
Planning Stages Within the 5-E Inquiry Model
EngageEngage Engage PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question • to engage students in investigations that reveal their thinking to themselves and the teacher • to record the initial ideas of students
• to engage their interest PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question • to engage students in investigations that reveal their thinking to themselves and the teacher • to record the initial ideas of students
• to engage their interest PURPOSE:
• to convey the context of the lesson(s)/unit by conveying an important Key Question • to engage students in investigations that reveal their thinking to themselves and the teacher • to record the initial ideas of students
• to engage their interest
What is the teacher doing? What are the students doing? (T=teacher, S=students) T: Will introduce the story line enthusiastically.
S: Can design a donut taste testing strategy using the ELMO to guide the class. S: Can taste test sugary donut holes using the tool they created
S: Can listen to a talk from a diabetic about the disease and their diet
What is the teacher doing? What are the students doing? (T=teacher, S=students) T: Will introduce the story line enthusiastically.
S: Can design a donut taste testing strategy using the ELMO to guide the class. S: Can taste test sugary donut holes using the tool they created
S: Can listen to a talk from a diabetic about the disease and their diet
What is the teacher doing? What are the students doing? (T=teacher, S=students) T: Will introduce the story line enthusiastically.
S: Can design a donut taste testing strategy using the ELMO to guide the class. S: Can taste test sugary donut holes using the tool they created
S: Can listen to a talk from a diabetic about the disease and their diet Explore
Explore Explore PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments • to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments • to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses PURPOSE:
• to test ideas and develop knowledge using explorations, investigations, experiments • to modify and record ideas as they change due to activities
• to develop new questions and testable hypotheses Activities (list)
Activities (list) Driving Question
1. Engagement activity
2. Teacher lecture and molecular modelingBakery team meet and greet, brainstorm, assign tasks, define questions to research
3. Research online, plan and determine time schedule, evaluate validity of research, provide textual evidence, 4. Practice ideas, create and evaluate equipment
5. Write hypothesis and identify variables, work on experimental design, make materials list, determine data tables and graph set-up
6. Experiment and data collection 7. Data computation and analysis 8. Recipe design
9. Mixing of recipe, frying of donuts, and taste test 10. RERUN conclusion (Restate, Explain, Results, Uncertainties, New information learned) and Mr. Glaze letter writing
11. Presentation design 1. Engagement activity
2. Teacher lecture and molecular modelingBakery team meet and greet, brainstorm, assign tasks, define questions to research
3. Research online, plan and determine time schedule, evaluate validity of research, provide textual evidence, 4. Practice ideas, create and evaluate equipment
5. Write hypothesis and identify variables, work on experimental design, make materials list, determine data tables and graph set-up
6. Experiment and data collection 7. Data computation and analysis 8. Recipe design
9. Mixing of recipe, frying of donuts, and taste test 10. RERUN conclusion (Restate, Explain, Results, Uncertainties, New information learned) and Mr. Glaze letter writing
11. Presentation design
Question Driving the Story = Can an edible alternative to a yeast donut made without cane sugar be created for Donut King?
Question Driving the Science Content =
Will the yeast be able to use a sugar substitute for respiration?
Explain Explain Explain PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of concepts PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of concepts PURPOSE:
• to answer the Key Question through student explanations
• to provide students with relevant vocabulary, formal definitions and explanations of concepts Content Media: (written material, video, teacher lecture, technology)
Yeast Respiration reading and lecture Molecular modeling assignment
Youtube video http://www.youtube.com/watch?v=sbG6rpfy07Y Youtube video http://www.youtube.com/watch?v=j7gPtASv0SQ Student Online Research Sheets
Hypothesis Worksheet
Variable Identification Worksheet Exit Cards
Planning Cards
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Teacher rubric of student presentation Student self evaluation
Student team member evaluation Taste testing
Written RERUN Conclusion
Multiple choice quiz of respiration vocabulary content
Chemical equation model of chosen artificial sweetener (drawn or using molecular model kit) Daily content and team planning exit cards
Content Media: (written material, video, teacher lecture, technology) Yeast Respiration reading and lecture
Molecular modeling assignment
Youtube video http://www.youtube.com/watch?v=sbG6rpfy07Y Youtube video http://www.youtube.com/watch?v=j7gPtASv0SQ Student Online Research Sheets
Hypothesis Worksheet
Variable Identification Worksheet Exit Cards
Planning Cards
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Teacher rubric of student presentation Student self evaluation
Student team member evaluation Taste testing
Written RERUN Conclusion
Multiple choice quiz of respiration vocabulary content
Chemical equation model of chosen artificial sweetener (drawn or using molecular model kit) Daily content and team planning exit cards
Content Media: (written material, video, teacher lecture, technology) Yeast Respiration reading and lecture
Molecular modeling assignment
Youtube video http://www.youtube.com/watch?v=sbG6rpfy07Y Youtube video http://www.youtube.com/watch?v=j7gPtASv0SQ Student Online Research Sheets
Hypothesis Worksheet
Variable Identification Worksheet Exit Cards
Planning Cards
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Teacher rubric of student presentation Student self evaluation
Student team member evaluation Taste testing
Written RERUN Conclusion
Multiple choice quiz of respiration vocabulary content
Chemical equation model of chosen artificial sweetener (drawn or using molecular model kit) Daily content and team planning exit cards
Elaborate Elaborate Elaborate PURPOSE:
• to extend students' conceptual understanding through application or practice in new settings PURPOSE:
• to extend students' conceptual understanding through application or practice in new settings PURPOSE:
• to extend students' conceptual understanding through application or practice in new settings Activities:
Students create their own recipe for donuts using the sugar substitute they have determined to be the most effective.
Recipes are mixed, donuts are fried and taste tested.
Comparisons are made between the original sugary donuts and the newly created donuts
Content Media: (written material, video, teacher lecture, technology)
Recipe cards are compiled.
Best recipes are submitted for publication into the school newspaper, The Spill.
Best recipe card and letters to Mr. Glaze are submitted for publication into the Asher Annual.
Extending/Application Questions for Whole/Small Group Discourse:
How would you compare your final product to other bakery teams? How would you apply what you learned to a reduced sodium diet? What conclusions can you draw from your experiment?
How did your team manage time and jobs effectively?
What information can you collect that will support your team getting the raise? Can you elaborate on the reason you chose your artificial sweetener?
How did the sugar substitute act differently than sugar in the recipe? What would you do differently next time?
Which group deserves the raise from Mr. Glaze and why?
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Final presentation to Mr. Glaze. (Teams choose who they want to present this information. Students can create at powerpoint, display poster, oral presentation, Donut King video commercial, or any other approved mode of presenting evidence to Mr. Glazed which shows their ideas.
Activities:
Students create their own recipe for donuts using the sugar substitute they have determined to be the most effective.
Recipes are mixed, donuts are fried and taste tested.
Comparisons are made between the original sugary donuts and the newly created donuts
Content Media: (written material, video, teacher lecture, technology)
Recipe cards are compiled.
Best recipes are submitted for publication into the school newspaper, The Spill.
Best recipe card and letters to Mr. Glaze are submitted for publication into the Asher Annual.
Extending/Application Questions for Whole/Small Group Discourse:
How would you compare your final product to other bakery teams? How would you apply what you learned to a reduced sodium diet? What conclusions can you draw from your experiment?
How did your team manage time and jobs effectively?
What information can you collect that will support your team getting the raise? Can you elaborate on the reason you chose your artificial sweetener?
How did the sugar substitute act differently than sugar in the recipe? What would you do differently next time?
Which group deserves the raise from Mr. Glaze and why?
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Final presentation to Mr. Glaze. (Teams choose who they want to present this information. Students can create at powerpoint, display poster, oral presentation, Donut King video commercial, or any other approved mode of presenting evidence to Mr. Glazed which shows their ideas.
Activities:
Students create their own recipe for donuts using the sugar substitute they have determined to be the most effective.
Recipes are mixed, donuts are fried and taste tested.
Comparisons are made between the original sugary donuts and the newly created donuts
Content Media: (written material, video, teacher lecture, technology)
Recipe cards are compiled.
Best recipes are submitted for publication into the school newspaper, The Spill.
Best recipe card and letters to Mr. Glaze are submitted for publication into the Asher Annual.
Extending/Application Questions for Whole/Small Group Discourse:
How would you compare your final product to other bakery teams? How would you apply what you learned to a reduced sodium diet? What conclusions can you draw from your experiment?
How did your team manage time and jobs effectively?
What information can you collect that will support your team getting the raise? Can you elaborate on the reason you chose your artificial sweetener?
How did the sugar substitute act differently than sugar in the recipe? What would you do differently next time?
Which group deserves the raise from Mr. Glaze and why?
Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.)
Final presentation to Mr. Glaze. (Teams choose who they want to present this information. Students can create at powerpoint, display poster, oral presentation, Donut King video commercial, or any other approved mode of presenting evidence to Mr. Glazed which shows their ideas.
Evaluate Evaluate Evaluate PURPOSE:
• for students to assess their understand of the learning objectives
• for the teacher to assess student understanding of the learning objectives PURPOSE:
• for students to assess their understand of the learning objectives
• for the teacher to assess student understanding of the learning objectives PURPOSE:
• for students to assess their understand of the learning objectives
• for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives Assessment InstrumentAssessment Instrument *Students can design a solution to a complex
real-world problem by breaking it down into smaller more manageable parts and evaluate a solution to a compel real-world problem based on specific criteria. NGSS HS_ETS 1-2, 1-3 *Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions. CCSS.ELA-Literacy.RST. 9-10.1
*Analyze the structure of the relationships among concepts in a text, including
relationships among key terms. CCSS.ELA-Literacy.RST.9-10.5
*Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST.11-12.3
*Science and Engineering Practices include the following:
Developing and using models, Planning and carrying out investigations, Analyzing and interpreting data, Using mathematics and computational thinking, Constructing explanation sand designing solutions, Engaging in argument from evidence, Obtaining, evaluating, and communicating information
Teacher rubric of student presentation Student self evaluation
Student team member evaluation Taste testing
Are You Using Valid Research Form Written RERUN Conclusion
Daily content and team planning exit cards Teacher rubric of student presentation Student self evaluation
Student team member evaluation Taste testing
Are You Using Valid Research Form Written RERUN Conclusion
Knowledge Learning Objectives Assessment InstrumentAssessment Instrument Students can model how respiration in yeast is
a chemical process. Vocabulary
Cellular respiration, mitochondria, glucose, carbon dioxide, oxygen gas, ATP, ADP, aspartame, saccharine, sugar alcohol, sucrulose, yeast, fungi, ethanol, reactants, products, diabetes, pancreas, carbohydrates, glycolysis, independent variable, dependent variable, control, hypothesis, procedure, marketing,
Are You Using Valid Research Form Hypothesis Worksheet
ID Variables Worksheet Written RERUN Conclusion
Multiple choice quiz of respiration vocabulary content
Chemical equation model of chosen artificial sweetener (drawn or using molecular model kit)
Daily content and team planning exit cards Are You Using Valid Research Form Hypothesis Worksheet
ID Variables Worksheet Written RERUN Conclusion
Multiple choice quiz of respiration vocabulary content
Chemical equation model of chosen artificial sweetener (drawn or using molecular model kit)
Daily content and team planning exit cards
Lesson modified from the following resources:
http://www3.ag.purdue.edu/counties/delaware/SiteCollectionDocuments/Artificial%20Sweeteners.pdf http://employee.heartland.edu/hfei/Labs/CellularRespirationProtocol.pdf
