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Curriculum Framework

Principles of the Biomedical Sciences Unit 2 Lesson 2


Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Develop a comprehensive nutrition plan for a patient with diabetes.
T2 Make healthy decisions about their own personal health behavior.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Foods contain macromolecules, particularly carbohydrates, lipids, Q1 How do macromolecules support life?
and proteins, which are broken down and reassembled for use in the
Q2 What is the relationship between the nutrients in food and
human body.
energy?
U2 - The human body utilizes nutrients, vitamins, and minerals
consumed in food to maintain overall health and homeostasis.
U3 - Energy is stored in the chemical bonds of the macromolecules
found in food.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Describe which foods are high in carbohydrates, lipids, and
S1 - Analyze food labels and food choices for nutritional content. U1,
proteins. U1, U2
U2
K2 - Recognize that the nutritional content of food helps
S2 - Demonstrate the processes of dehydration synthesis and
individuals make decisions about diet and maintain good health.
hydrolysis. U1, U2, U3
U1, U2
S3 - Perform calorimetric measurements on food items and interpret
K3 - Describe basic nutritional terms as well as identify the role of
the results. U3
each nutrient in the body. U1, U2
K4 - Recognize that the structure of macromolecules is related to
their function in the human body. U1, U2, U3
K5 - Explain the process of calorimetry and how it is used to
measure the amount of energy in a food. U2, U3
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Curriculum Framework PBS Unit 2 Lesson 2.2 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

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Curriculum Framework PBS Unit 2 Lesson 2.2 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Students will demonstrate


knowledge and skills by
Identifying biomolecules
(P2.2.1)

Evidence (stage 2)

Students will

1. Test for the presence of


macronutrients (lipids,
simple and complex
carbohydrates, and
proteins) using chemical
indicators.
2. Use their experience in
molecule detection to test
the contents of Anna
Garcias stomach and
items from her food diary.

Assessments for
Learning

Assessments of
Learning

2. All conclusion
questions will be
reviewed.

2. They will record


and share the
results of their
experiment.

1. The teacher will


review the
students
experimental
design, results,
and autopsy report
and give feedback.

1. Students will
design an
experiment to
test Anna
Garcias stomach
contents and
food diary items.

Learning Plan (stage 3)

Activities (A), Projects (P),


and Problems (B)
P 2.2.1
A 2.2.2
A 2.2.3
A 2.2.4

Knowledge and Skills


K1, K2
K1, K2, K3, S1
K4, S2
K4, K5, S2, S3

3. Students will
update Anna
Garcias autopsy
report with their
findings.
4. All the conclusion
questions will be
answered.

Analyzing food labels to


determine an items nutritional
content. (A2.2.2)
Students will

1. Use the internet to analyze


the nutritional content of
commonly consumed food
items (soda, chips).

1. The teacher will


review the
students handouts
and diabetic
nutritional
requirements and
give feedback.

1. Students will
complete the
Nutritional Terms
chart and Label
Analysis Chart
handouts.
2. Students will
write 3-4

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Curriculum Framework PBS Unit 2 Lesson 2.2 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

2. Examine Anna Garcias


food diary for its nutritional
content.
3. Research the dietary
needs for a diabetic.

Investigating the structure of


biomolecules. (A2.2.3)
Students will

1. Examine the structure and


bonding and chemical
behavior of lipids, proteins,
and carbohydrates using
puzzles.
2. Review the Chemistry of
Life Presentation to learn
about the chemical
properties of biomolecules.

Determing the amount of energy


stored in book. (A2.2.4)
Students will

1. Conduct an experiment to
test different types of foods
to calculate their caloric
content.
2. Research careers in food

2. The conclusion
questions will be
reviewed.

nutritional
requirements for
diabetics.
3. They will answer
the conclusion
questions.

1. The teacher will


review the
students results
and handout and
give feedback.

1. Students will
complete the
biomolecule
puzzle exercise
and record their
findings.

2. All the conclusion


questions will be
discussed.

2. Students will
complete the
Biochemistry of
Food handout.
3. They will answer
the conclusion
questions.

1. The teacher will


review the
students
experimental
results and career
journals and give
feedback.
2. All the conclusion

1. Students will
record their
experimental
results.
2. They will
write about
careers in
food science.

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Curriculum Framework PBS Unit 2 Lesson 2.2 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

science.
3. Update Anna Garcias
autopsy report.

questions will be
discussed.

3. Students will
answer all
the
conclusion
questions.

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Curriculum Framework PBS Unit 2 Lesson 2.2 Page 5
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD