Zonderman, Jon and Shader, Laurel.
Bodies in Crisis Nutritional Diseases
. Henry Holt and Company.
Safe Food Journey
. National Cattlemen’s Beef Association. 1996. (800-368-3136).
Food Safety Bingo
. NASCO. 1990. (800-558-9595).
Science and Our Food Supply
. National Science Teachers Association. 2001. (http://ww.nsta.org/fdacurriculum).
The Great Food Fight
. Institute of Food Technologists. Videocassette. (www.ift.org/education/resources.shtml).
Introduction to Food-borne Illnesses
. CEV Multimedia. 1996. (http://www.cev-inc.com/index.asp).
Issues, Evidence and You. Science Education for Public Understanding Program (SEPUP) series
. Developed by Lawrence Hall of Science (Berkeley, California). Ronkonkoma, N.Y. : Lab-Aids, 1995.
Food from Our Land. Module 2.5.
Foundations and Challenges to Encourage Technology-based Science (FACETS) series
. Developed by American Chemical Society (Washington, DC). Dubuque, Iowa: Kendall/Hunt, 1996.
Investigating Groundwater: The Fruitvale Story.
Chemical Education for Public Understanding Program (CEPUP) series
. Developed by Lawrence Hall of Science (Berkeley, California). Menlo Park, California: Addison-Wesley, 1991.
What Is In Our Food? Module 2.4.
Foundations and Challenges to Encourage Technology based Science (FACETS) series
. Developed by American Chemical Society (Washington, DC) Dubuque, Iowa: Kendall/Hunt, 1996.
Sample Lesson Plan
Decision Making and Problem Solving
Many of our students eat various foods because they are convenient or because they are not given the opportunity for choice. The majority of our student population consumes two meals a day at school, breakfast and lunch, and is given no alternative to the planned menu. Often the food items designed for these meals though fulfilling the balanced meal requirement are lacking in nutritional substance.
Goal: To Have students evaluate the school cafeteria lunch menu for nutritional substance
Students will gain knowledge on whether the school lunches are nutritional
Students will learn what a nutritionally balanced meal consists of
Students will critically analyze what choices or changes they have control over in evaluating the school meal plan
Students will gain insight into how research is conducted and what is done with data
Students will collaboratively develop a plan of action or reaction to their discoveries
Students will reflect on their thoughts and ideas in the school newsletter
Materials: School lunch menu, cafeteria staff and facilities
Setting: The lesson will be a school-wide collaboration with the Guidance department, Cafeteria staff, Math, English and Science departments
1.Students will discuss the issues of nutrition in their science class
2.Students will work in their math class on research and statistics
3.Students will work with the cafeteria menu and staff in gathering their data
4.Students will evaluate their findings with their math teacher
5.Students will work with their guidance department and English class in deciding what ways they wish to utilize their results in an effective manner
Sample lesson 2/Setting Science Lab
LESSON ADAPTED FROM OLIN LESSON http://www.kcpt.org/olin/lesson2.html
CLEANING DIRTY WATER EXPERIMENT
Students will learn how the earth filters its water naturally by making a model water filtration system.
Water falls from the sky and on its way to the ground small particles of pollutants are carried along. The water makes it way to the ground in our community, where it picks up more tiny pollutants. Gradually, some of the water is absorbed into the ground, some makes its way into neighboring bodies of water or it evaporates into the air. How do we make this water clean again for our plants and animals?
1 two liter plastic bottle
2 rubber bands
500 ml. of sand
100 ml. of soil
1 cotton ball
400 ml. of water
50 ml. of white vinegar
1 500 ml. graduated beaker
2 charcoal briquettes
A double paper bag for smashing charcoal
A piece of nylon netting ( 8-10 cm. square)
A balance to measure the mass of water
Plastic of plastic wrap to cover the top of the two liter bottle
Crush the charcoal prior to the class.
Cut the plastic bottle in half. Using rubber band, place the nylon screen material over the mouth of the bottle’s neck with a rubber band.
Push the cotton ball into the neck of the bottle from the inside and invert the bottle so the mouth is pointing down. Place it into the other half of the bottle so the bottom half acts as a catcher for the liquid as it runs through the filter. With the ground up charcoal and sand, alternate layers of approximately 1-1.5 cm in thickness over the cotton ball starting with the sand, then the charcoal, then more sand, etc.
In a 500 ml beaker, add the 100 ml of soil to the 400 ml of water and stir. Add a few drops of food coloring and the vinegar. Mix thoroughly and find the mass of the mixture on the balance and record.
After finding the mass, make sure the contents are mixed well and pour into the charcoal and sand filter. When all of the muddy mix has been emptied out, place some plastic wrap over the top of the filter and secure with a rubber band.
Let contents filter over night
Remove plastic wrap and the top half of the filter to remove the filtered water. Pour into 500 ml beaker and find the mass of the filtered mixture. Record mass observations.
Questions to help students with their observations:
What physical changes have taken place in the filtration? Consider color and clarity of the water
Has the smell of the water changed? What in the filter could have been responsible for this change?
If filtered again, what will happen to the water?