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Primary Subject Area: Science |
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Grade Level: 9 - 12
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Overview:
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Students will investigate the amount of water in food samples to understand that the drinking of water and other drinks is not the only source of water; people take in fluids from many different foods they eat. Students will discuss the need for adequate amounts of water intake for body functions and to prevent illness and disease. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 2 class periods (50 minutes each) |
Content Standards:
- Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Physical Science
Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world. - Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Benchmarks:
- SI-H-A2
designing and conducting scientific investigations; (1,3,4)- SI-H-A3
using technology and mathematics to improve investigations and communications; (1,3,4,5)- SI-H-A4
formulating and revising scientific explanations and models using logic and evidence; (2,3,4)- SI-H-A5
recognizing and analyzing alternative explanations and models; (1,2,4)- PS-H-A1
manipulating and analyzing quantitative data using the SI system; (2)- PS-H-C1
distinguishing among elements, compounds, and/or mixtures; (1,2,3,4,5)- PS-H-C4
separating mixtures based upon the physical properties of their components; (1,2,3)- LS-H-F1
identifying the structure and functions of organ systems; (1,2,3,4)- LS-H-G1
relating fitness and health to longevity; (4)
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Grade-Level Expectations (GLEs):
- Grade 9-12
1.
Measure the physical properties of different forms of matter in metric system units (e.g., length, mass, volume, temperature)
(PS-H-A1)
1.
Convert metric system units involving length, mass, volume, and time using dimensional analysis (i.e., factor-label method)
(PS-H-A1)
1.
Measure and determine the physical quantities of an object or unknown sample using correct prefixes and metric system units (e.g., mass, charge, pressure, volume, temperature, density)
(PS-H-A1)
2.
Describe how investigations can be observation, description, literature survey, classification, or experimentation
(SI-H-A2)
2.
Determine and record measurements correctly using significant digits and scientific notation
(PS-H-A1)
2.
Differentiate between accuracy and precision and evaluate percent error
(PS-H-A1)
3.
Determine the significant figures based on precision of measurement for stated quantities
(PS-H-A1)
3.
Determine accuracy and precision of measured data
(PS-H-A1)
4.
Perform dimensional analysis to verify problem set-up
(PS-H-A1)
4.
Use scientific notation to express large and small numbers
(PS-H-A1)
5.
Utilize mathematics, organizational tools, and graphing skills to solve problems
(SI-H-A3)
5.
Use trigonometric functions to make indirect measurements
(PS-H-A1)
6.
Use technology when appropriate to enhance laboratory investigations and presentations of findings
(SI-H-A3)
7.
Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations)
(SI-H-A4)
8.
Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected
(SI-H-A5)
9.
Write and defend a conclusion based on logical analysis of experimental data
(SI-H-A2) (SI-H-A6)
14.
Investigate and compare methods for separating mixtures by using the physical properties of the components
(PS-H-C1) (PS-H-C4)
32.
Analyze the interrelationships of organs in major systems
(LS-H-E3) (LS-H-F1)
33.
Compare structure to function of organs in a variety of organisms
(LS-H-F1)
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Interdisciplinary Connections:
- Mathematics : Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects.
( 3, 6 )
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Objectives:
The students will - determine that the drinking of water and typical drinks is not the only source of water,
- collect and interpret data on the dehydration of foods,
- create a spreadsheet and a graph using Microsoft Excel,
- use a balance to record the mass of food samples,
- explain why water is vital for the human body,
- discuss how much water is needed by the body,
- list ways to best obtain water,
- describe individuals with special water needs, and .
- tell how lack of proper water intake can affect individuals.
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Lesson Materials and Resources:
- Apple, banana, potato, celery
- Balance
- Lamp or food dehydrator
- Knife
- Cutting board
- Paper towels
- Paper plates
- Notebook/journal
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Technology Tools and Materials:
Hardware:
Computer
Software:
Microsoft Excel or another spreadsheet program
Websites:
•NebGuide
www.ianr.unl.edu/pubs/foods/g918.htm
•Medical Encyclopedia: Dehydration
www.nlm.nih.gov/medlineplus/ency/article/000982.htm
Other:
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Background Information:
Students need to know how to make graphs using Microsoft Excel or some other spreadsheet program, use a balance properly, use a slicing knife, use an electric food dehydrator and know how to obtain internet or other resources to complete group work.
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Lesson Procedures:
A day or two prior to teaching this lesson, ask students to bring in different food items such as noted in #3, or someone can obtain food samples from the school cafeteria. Select foods that have a wide range of water content.
Discuss the project with the students. Inform them that notes and observations will be recorded in an observation journal (or their notebooks) and that the data will be used to create a chart or graph. (This project can be conducted in groups or as a teacher- demonstrated project to the class.) The students will set up a chart or a spreadsheet with the following columns: Mass Before Dehydration, Mass After Dehydration, Percentage of Mass Loss. They should include units of measure.
Provide students with small slices of apple, banana, potato, and celery. Students will hypothesize which food will lose the most and the least amounts of water.
The students will record the mass of each slice of food in the Mass Before Dehydration column on the spreadsheet.
The students will place the food slices under a lamp. The light source should be about one to two feet above the food. The food should be left under the light source overnight. If using a dehydrator, the students will follow manufacturer’s directions carefully.
The next day, the students will measure the mass of the foods again and record the amounts on the spreadsheet under the Mass After Dehydration column. Calculate the percentage of mass lost for each item and record the percentage under Percentage of Mass Lost column.
Each group will discuss the difference in mass by answering the following questions for each item tested:
- Did the food gain or lose mass? How much? Why? (The food sample lost mass due to evaporation of water.)
- Which food lost the highest percentage of mass or water? The least? (The apple probably lost the most and the banana the least.)
Each group will transfer the original measurements and final results to a spreadsheet program such as Microsoft Excel and convert the information to create graphs.
The students will note the value of controlling water content in food preservation. (Dried food does not need refrigeration because the water content is low.) They will write a conclusion from the experiment and the observation journal. Ask the students to compare their hypothesis with other results.
Divide students into small groups. Have each group answer one of the following questions using the internet (or printed resources that you provide):
- Why is water vital for the human body?
- How much water is needed by the body? (6-8, 8 ounce glasses of water)
- What happens to the body when it doesn't have enough water?
- How is water best obtained? How can you tell if you have consumed enough water? (It is best to drink water before you have indications of becoming dehydrated. Thirst is not always a good indicator for dehydration. You may already be dehydrated before you realize that you are thisty.)
- What are circumstances where individuals might need additional water in a day? (sports participation, weather conditions, medical conditions)
- What are fluids that tend to dehydrate the body? (coffee, tea, soft drinks) How can one counter the effect of these fluids?
- What is the relationship between water intake and thirst?
Have students prepare a PowerPoint presentation and present information to the rest of the class.
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Assessment Procedures:
- Observation journal entries
- Charts/Graphs
- Accuracy in use of balance in recording the mass of food and in calculations
- Group PowerPoint presentation
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
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Explorations and Extensions:
- Students will compare the results of foods other than the ones used in the project.
- Have students log their daily consumption of fluids and determine how many ounces of water they consume in a day.
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Lesson Development Resources:
This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003. |
Reflections:
Mass is quanity of matter; mass is different from weight. Weight takes into account the force of gravity on mass. A balance measures mass, a spring scale measures weight. If spring scales are used, students will record the weight. Water is one of the six major nutrients. The human body contains approximately 76-78% water. Dried foods do not require refrigeration because bacteria need moisture to live.
Lack of adequate water intake can affect academic performance in many ways. Since the majority of the human body (including the brain) is comprised of water, it must be hydrated in order to function properly. Lack of water can affect psychological functioning including memory, learning, and behavior. In addition, inadequate amount of water can cause physical problems and increase susceptability to illness and disease. Water is the most essential nutrient for the human body. Students must be adequately hydrated to stay well and perform their best academically.
In addition, for weight management and weight loss, water is the best diet drink. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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