Project Big6™ Unit Planner by vivi07

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									Project Big6™: Unit Planner
Name: Kenton R. Bauer School: Necedah Area School District Grade Level & Subject Area(s): Human Anatomy & Physiology 1. Problem or Question (How will you engage students and set up the research task?): Sports, fitness, healthy lifestyle…all of these issues have been monitored by your parents/guardians and school personnel (lunch staff, coaches and phy. ed. curriculum) for the last few years. As you grow closer to the end of your high-school days and toward your independence you will be taking on many responsibilities, including your physical condition. Will you become Mr. Couch Potato or Miss Mountain Dew… perhaps Mr. Or Miss Universe? Considering organic chemistry and metabolism – compare carbohydrates and lipids as molecules of energy for storage or use. Develop a plan for “who you want to be”. 2. Correlation of Objectives, Standards, Products, Assessments: Objective: Gain Information Students gain information about a topic of personal interest in biology Standards: Content Specific Standard
G.12.1 Identify* personal interests in science and technology, implications that these interests might have for future education, and decisions to be considered

Information and Technology Literacy Standard (ITLS) B.12.2 Develop information-seeking strategies Product: This is a chart-type product that is adaptable to account, on a minute-by-minute basis, for student’s life choices of food intake and activity output. Assessments and Criteria: See the attached rubric Objective: Use Information Students gather and use specific information to support an answer to the question Standards: Content Specific Standard
A.12.5 Show* how the ideas and themes* of science can be used to make real-life decisions about careers, work places, life-styles, and use of resources

Information and Technology Literacy Standard (ITLS) A.12.3 Use a computer and productivity software to organize and create information. B.12.3 Locate and access information sources Product: This is a chart-type product that is adaptable to account, on a minute-by-minute basis, for student’s life choices of food intake and activity output. Assessments and Criteria: See the attached rubric

This tool is based on The Project Planning Form from the Buck Institute for Education, http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.

Objective: The Plan Students develop a plan for healthy living Standards: Content Specific Standard
F.12.9 Using the science themes*, investigate* energy* systems* (related to food chains) to show* how energy is stored in food (plants and animals) and how energy is released by digestion and metabolism H.12.7 When making decisions, construct a plan that includes the use of current scientific knowledge and scientific reasoning

Information and Technology Literacy Standard (ITLS) B.12.6 Interpret and use information to solve the problem or answer the question Product: This is a chart-type product that is adaptable to account, on a minute-by-minute basis, for student’s life choices of food intake and activity output. Assessments and Criteria: See the attached rubric 3. Unit Design & Process: For this unit you will need: Computer with Internet access, word processor and spreadsheet capabilities are all highly suggested. Step One: Task Definition - “How do you know if you’re going to put on the Freshman Fifteen?” (teacher defined) Step Two: Information Seeking Strategies – A quick review of available sources leads to the conclusion that Internet and Database access will be the most current and efficient source for this project. The combination of the two will allow for validation of data. (teacher established) Step Three: Location & Access - A hot-list is assembled as a “starting point” for students to search for information concerning their food and activity choices that itemizes calories involved. (2 class periods – 45 minutes each) Step Four: Use of Information – Students develop a list of standard foods they consume (accompanied by the calories involved) and a separate list of their standard activities (accompanied by the calories involved). (1 class periods) Step Five: Synthesis – Students utilize the lists developed in step four to project a schedule covering intake and output of calories day-by-day, for seven days. With this, the students include a running total of calories determine weight gain/loss status. (1 class period) Step Six: Evaluation – Once the product of the project is developed, students review their daily and weekly calorie totals to get a sense of calorie intake/metabolism for the sake of individual health. Additionally, the product is compared against the rubric for the sake of class scoring. 4. Management: Requiring completeness and still affording individuality is the difficult aspect with this unit. Ensure excellence within each student’s chosen plan presentation method.

This tool is based on The Project Planning Form from the Buck Institute for Education, http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.

5.

Assistive Technology & Learning Style Modifications: Students may create a spreadsheet, poster or display board to assist in presenting their results. Students may print from websites to facilitate highlighting key text.

6.

Comments & Additional Information: Upon completion of the plan by each student, review of the calorie intake-to-output is reviewed on a daily, weekly, and yearly basis. This is converted to body weight (3500 Calories = one pound). Students tend to design plans that they initially think are “good for them”. After the daily, weekly, yearly review is made this is not always the case. The initial results by the students have had annual weight ranges from 82 pounds weight loss per year – to – 282 pounds gained per year.

This tool is based on The Project Planning Form from the Buck Institute for Education, http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.

Rubric ID: 1087566

Health Ideas Research
CATEGORY Gain Information Outstanding
Access and obtain information that identifies calories for every item of food and for every aspect of physical activity for a seven-day week, twentyfour hours per day. The relationship between the calorie input/output is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the intake/output or the plan were changed. The plan illustrates an accurate and thorough understanding of the information obtained - is organized logically and adaptable for future use.

Very Good
Access and obtain information that identifies calories for food and for physical activity for a seven-day week, twenty-four hours per day.

Okay
Access and obtain information that identifies calories for food and for physical activity for a week.

Huh?
Access information that deals with calorie intake and output.

Use Information

The relationship between The relationship between The relationship between the calorie input/output is the calorie input/output is the calorie input/output is discussed and discussed. not discussed. trends/patterns logically analyzed.

The Plan

The plan illustrates an The plan illustrates a accurate understanding of limited understanding of the information obtained the information obtained. and is organized logically.

The plan illustrates inaccurate understanding and/or use of the information.

This tool is based on The Project Planning Form from the Buck Institute for Education, http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.

The “Hotlist” presented to the students…

Here are some websites that you may want to use to begin your search.

http://www.sucrose.com/learn.html http://www.foodingredientsonline.com/content/homepage/ http://www.calorie-count.com/ http://www.global-fitness.com/Calc.php http://www.caloriesperhour.com/ http://www.chem4kids.com/files/bio_metabolism.html http://encarta.msn.com/encyclopedia_761569250/Metabolism_(chemistry).html http://www.gwu.edu/~mpb/

This tool is based on The Project Planning Form from the Buck Institute for Education, http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.


								
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