Healthy Living - static.nsta.org · Healthy Living, Grade 10 vii ABOUT THE EDITORS AND AUTHORS Dr. Carla C. Johnson is executive director of the William and Ida Friday Institute for

Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

STEM Road Map for High School

Grade 10

Healthy Living

Johnson W

altonPeters-Burton

HealthyLiving

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Arlington, Virginia


Grade 10

Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

Healthy Living


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Library of Congress Cataloging-in-Publication DataNames: Johnson, Carla C., 1969- editor. | Walton, Janet B., 1968- editor. | Peters-Burton, Erin E., editor. Title: Healthy living, grade 10 : STEM road map for high school / edited by Carla C. Johnson, Janet B. Walton,

and Erin Peters-Burton. Description: Arlington : National Science Teaching Association, [2020] |Includes bibliographical references and

index.Identifiers: LCCN 2019053933 (print) | LCCN 2019053934 (ebook) | ISBN 9781681404950 (paperback) |

ISBN 9781681404967 (pdf ) Subjects: LCSH: Health education (Secondary) | Nutrition--Study and teaching (Secondary) |

Tenth grade (Education)Classification: LCC RA440 .H43 2020 (print) | LCC RA440 (ebook) | DDC 613.071--dc23LC record available at https://lccn.loc.gov/2019053933LC ebook record available at https://lccn.loc.gov/2019053934

The Next Generation Science Standards (“NGSS”) were developed by twenty-six states, in collaboration with the National Research Council, the National Science Teaching Association and the American Association for the Advancement of Science in a process managed by Achieve, Inc. For more information go to www.nextgenscience.org.


About the Editors and Authors vii

Acknowledgments ix

Part 1: The STEM Road Map: Background, Theory, and Practice

Overview of the STEM Road Map Curriculum Series 1

Standards-Based Approach 2

Themes in the STEM Road Map Curriculum Series 2

The Need for an Integrated STEM Approach 5

Framework for STEM Integration in the Classroom 6

The Need for the STEM Road Map Curriculum Series 7

References 7

Strategies Used in the STEM Road Map Curriculum Series 9

Project- and Problem-Based Learning 9

Engineering Design Process 9

Learning Cycle 11

STEM Research Notebook 12

The Role of Assessment in the STEM Road Map Curriculum Series 13

Self-Regulated Learning Theory in the STEM Road Map Modules 16

Safety in STEM 18

References 19

Part 2: Healthy Living: STEM Road Map Module

Healthy Living Module Overview 23

Module Summary 23

Established Goals and Objectives 24

Challenge or Problem for Students to Solve: The Healthy Living Documentary Challenge 25

1

2

3

CONTENTS


Content Standards Addressed in This STEM Road Map Module 25

STEM Research Notebook 25

Module Launch 28

Prerequisite Skills for the Module 28

Potential STEM Misconceptions 29

SRL Process Components 30

Strategies for Differentiating Instruction Within This Module 31

Strategies for English Language Learners 32

Safety Considerations for the Activities in This Module 33

Desired Outcomes and Monitoring Success 33

Assessment Plan Overview and Map 34

Module Timeline 37

Resources 41

References 41

Healthy Living Lesson Plans 43

Lesson Plan 1: You Are What You Eat 43

Lesson Plan 2: Healthy Living, Healthy Community 82

Lesson Plan 3: Cells Are the Building Blocks of Health 101

Transforming Learning With Healthy Living and the STEM Road Map Curriculum Series 115

Appendix: Content Standards Addressed in This Module 119

Index 129

4

5

CONTENTS


viiHealthy Living, Grade 10

ABOUT THE EDITORS AND AUTHORS

Dr. Carla C. Johnson is executive director of the William and Ida Friday Institute for Educational Innovation, associate dean, and professor of science education in the Col-lege of Education at North Carolina State University in Raleigh. She was most recently an associate dean, provost fellow, and professor of science education at Purdue University in West Lafayette, Indiana. Dr. Johnson serves as the director of research and evaluation for the Department of Defense–funded Army Educational Outreach Program (AEOP), a global portfolio of STEM education programs, competitions, and apprenticeships. She has been a leader in STEM education for the past decade, serving as the director of STEM Centers, editor of the School Science and Mathematics journal, and lead researcher for the evaluation of Tennessee’s Race to the Top–funded STEM portfolio. Dr. Johnson has pub-lished over 100 articles, books, book chapters, and curriculum books focused on STEM education. She is a former science and social studies teacher and was the recipient of the 2013 Outstanding Science Teacher Educator of the Year award from the Association for Science Teacher Education (ASTE), the 2012 Award for Excellence in Integrating Sci-ence and Mathematics from the School Science and Mathematics Association (SSMA), the 2014 award for best paper on Implications of Research for Educational Practice from ASTE, and the 2006 Outstanding Early Career Scholar Award from SSMA. Her research focuses on STEM education policy implementation, effective science teaching, and inte-grated STEM approaches.

Dr. Janet B. Walton is a senior research scholar and the assistant director of evaluation for AEOP at North Carolina State University’s William and Ida Friday Institute for Edu-cational Innovation. She merges her economic development and education backgrounds to develop K–12 curricular materials that integrate real-life issues with sound cross- curricular content. Her research focuses on mixed methods research methodologies and collaboration between schools and community stakeholders for STEM education and problem- and project-based learning pedagogies. With this research agenda, she works to bring contextual STEM experiences into the classroom and provide students and edu-cators with innovative resources and curricular materials.

Dr. Erin Peters-Burton is the Donna R. and David E. Sterling endowed professor in science education at George Mason University in Fairfax, Virginia. She uses her experi-ences from 15 years as an engineer and secondary science, engineering, and mathematics


viii NATIONAL SCIENCE TEACHING ASSOCIATION

ABOUT THE EDITORS AND AUTHORS

teacher to develop research projects that directly inform classroom practice in science and engineering. Her research agenda is based on the idea that all students should build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learn-ing theory in science and engineering, as well as how inclusive STEM schools can help students succeed. During her tenure as a secondary teacher, she had a National Board Certification in Early Adolescent Science and was an Albert Einstein Distinguished Educator Fellow for NASA. As a researcher, Dr. Peters-Burton has published more than 100 articles, books, book chapters, and curriculum books focused on STEM education and educational psychology. She received the Outstanding Science Teacher Educator of the Year award from ASTE in 2016 and a Teacher of Distinction Award and a Scholarly Achievement Award from George Mason University in 2012, and in 2010 she was named University Science Educator of the Year by the Virginia Association of Science Teachers.

Dr. Jennifer Drake-Patrick is an assistant professor of literacy education in the College of Education and Human Development at George Mason University. A former English language arts teacher, she focuses her research on disciplinary literacy.

Dr. Tamara J. Moore is an associate professor of engineering education in the College of Engineering at Purdue University. Dr. Moore’s research focuses on defining STEM integration through the use of engineering as the connection and investigating its power for student learning.

Dr. Anthony Pellegrino is an assistant professor of Education in the College of Educa-tion, Health, and Human Services at the University of Tennessee, Knoxville. He is a for-mer social studies and history teacher whose research interests include youth-centered pedagogies and social science teacher preparation.

Susan Poland is a PhD student focusing on science education research. With an under-graduate degree in integrated science education and a master’s degree in curriculum and instruction focusing on STEM education, she has taught elementary, middle, and high school courses in engineering and all domains of science. Her research in the PhD program focuses on the enactment of scientific research in the classroom.

Dr. Bradley D. Rankin is a high school mathematics teacher at Wakefield High School in Arlington, Virginia. He has been teaching mathematics for 20 years, is board certified, and has a PhD in mathematics education leadership from George Mason University.

Dr. Toni A. Sondergeld is an associate professor of assessment, research, and statistics in the School of Education at Drexel University in Philadelphia. Dr. Sondergeld’s research concentrates on assessment and evaluation in education, with a focus on K–12 STEM.


ixHealthy Living, Grade 10

ACKNOWLEDGMENTSThis module was developed as a part of the STEM Road Map project (Carla C. Johnson, principal investigator). The Purdue University College of Education, General Motors, and other sources provided funding for this project.

Copyright © 2015 from STEM Road Map: A Framework for Integrated STEM Education, edited by C. C. Johnson, E. E. Peters-Burton, and T. J. Moore. Reproduced by permission of Taylor and Francis Group, LLC, a division of Informa plc.

See www.routledge.com/products/9781138804234 for more information about STEM Road Map: A Framework for Integrated STEM Education.


23Healthy Living, Grade 10

3HEALTHY LIVING MODULE

OVERVIEWJennifer Drake-Patrick, Anthony Pellegrino, Erin Peters-Burton, Bradley D. Rankin,

Susan Poland, Janet B. Walton, and Carla C. Johnson

THEME: Cause and Effect

LEAD DISCIPLINE: Science

MODULE SUMMARY Messages about being healthy permeate society. In this module, students explore the concept of healthy living by thinking like a cell biologist, nutrition scientist, biochemist, physiologist, public health practitioner, and consumer. This module consists of three lessons. The first lesson builds background knowledge students need to successfully accomplish the challenge. Students develop an in-depth understanding of what the body needs to function properly by closely examining cell metabolism and structure. Students work in teams to investigate what it means to live a healthy lifestyle, examining the physiological effects of exercise and nutrition on health. They learn how exercise affects metabolism at a cellular level. In the second lesson, students investigate how the nutrient and ingredient composition of foods affects health. Students identify factors that inhibit and enhance health and interview key stakeholders in their communities. Based on their learning throughout the module, student teams will (a) design an innovative product or process to help individuals manage their nutrition or exercise regimens and (b) con-struct a prototype or model of the product or process. In the third lesson, students work in groups to complete the module challenge, demonstrating their knowledge of healthy lifestyles. Based on their learning throughout the module, student teams design a docu-mentary for a chosen audience that explains what they have learned about being healthy, including cellular processes. Student teams create video documentaries and associated print or digital materials to share with a local audience about the importance of a healthy lifestyle to a community. This project highlights students’ understanding of this issue from biological and societal perspectives. The purpose of this project is to build students’


24 NATIONAL SCIENCE TEACHING ASSOCIATION

Healthy Living Module Overview3

knowledge about a healthy lifestyle and their understanding of the impacts of an indi-vidual’s lifestyle choices on society (adapted from Peters-Burton et al. 2015).

ESTABLISHED GOALS AND OBJECTIVESAt the conclusion of this module, students will be able to do the following:

• Understand how a healthy diet and exercise contribute to optimal health

• Explain how diet and exercise affect an individual’s health at a cellular level

• Explain the extent to which certain foods (plant, animal, or industry-produced) are beneficial for health

• Critically evaluate media messages and scientific research about healthy lifestyles

• Analyze the effects of individuals’ health choices on the community

• Use an engineering design process (EDP) to design a product or process to help individuals manage their nutrition or exercise regimens

• Use an EDP to create a prototype or model of the product or process they designed

• Create a video documentary and supplementary print or digital materials demonstrating their understanding of a healthy lifestyle

Teaching integrated curricula can be difficult at the high school level, where teachers are often organized into content departments and may not have the same students across classes. There are three ways you might integrate this module:

1. The science teacher teaches all of the module through science classes, weaving in the other content area activities (mathematics, English language arts [ELA], and social studies) as much as possible.

2. The science teacher teaches most of the module through science classes, weav-ing in other content areas as much as possible. Other content area teachers teach their portions of the module in ways that can support the science teacher. Alternatively, the other content area teachers can assist the science teacher with planning.

3. Teachers from all content areas teach the module collaboratively during their class periods.

You may also choose the level of integration depending on the amount of time avail-able. Option 1 represents the shortest amount of time needed to teach the module, and option 3 represents the full five-week implementation of the module.




CHALLENGE OR PROBLEM FOR STUDENTS TO SOLVE: THE HEALTHY LIVING DOCUMENTARY CHALLENGEUsing information they learned throughout the module and from interviews with key stakeholders in their communities, such as doctors and nutritionists, student teams are challenged to design and construct a prototype or model of an innovative product or process to help individuals manage diet and exercise regimens. Student teams are then challenged to create video documentaries about living a healthy lifestyle to present at a local venue (e.g., school board, town meeting, Rotary club).

Driving Questions: What does it mean to be healthy? How do I contribute to the healthy functioning of my body? What factors help and what factors hinder the health of our cells?

CONTENT STANDARDS ADDRESSED IN THIS STEM ROAD MAP MODULEA full listing with descriptions of the standards this module addresses can be found in the appendix. Listings of the particular standards addressed within lessons are provided in a table for each lesson in Chapter 4. The crosscutting concepts in the module are pat-terns related to healthy living and cause and effect, because students will begin to see how a healthy diet and exercise affect the overall health of individuals and communi-ties. Students engage in science and engineering practices such as asking questions and defining problems; designing and using models; planning and carrying out investiga-tions; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations (for science) and designing solutions (for engineering); engag-ing in argument from evidence; and obtaining, evaluating, and communicating informa-tion by analyzing the messages media sends about healthy living. Students also examine whole organism metabolism, considering how diet and exercise affect individuals on a cellular level. Language objectives are met through the use of argumentation in science, social studies objectives are met through examining community health options and ini-tiatives, and mathematics objectives are met through communicating how a person can calculate his or her BMI and apply that knowledge to aid in living a healthier life.

STEM RESEARCH NOTEBOOKEach student should maintain a STEM Research Notebook, which will serve as a place for students to organize their work throughout this module (see p. 12 for more general discussion on setup and use of the notebook). All written work in the module should be included in the notebook, including records of students’ thoughts and ideas, fictional accounts based on the concepts in the module, and records of student progress through an EDP. The notebooks may be maintained across subject areas, giving students the




opportunity to see that although their classes may be separated during the school day, the knowledge they gain is connected. You may also wish to have students include the STEM Research Notebook Guidelines student handout in their notebooks.

Emphasize to students the importance of organizing all information in a Research Notebook. Explain to them that scientists and other researchers maintain detailed Research Notebooks in their work. These notebooks, which are crucial to researchers’ work because they contain critical information and track the researchers’ progress, are often considered legal documents for scientists who are pursuing patents or wish to pro-vide proof of their discovery process.




STUDENT HANDOUT

STEM RESEARCH NOTEBOOK GUIDELINES

STEM professionals record their ideas, inventions, experiments, questions, observations, and other work details in notebooks so that they can use these notebooks to help them think about their projects and the problems they are trying to solve. You will each keep a STEM Research Notebook during this module that is like the notebooks that STEM professionals use. In this notebook, you will include all your work and notes about ideas you have. The notebook will help you connect your daily work with the big problem or challenge you are working to solve.

It is important that you organize your notebook entries under the following headings:

1. Chapter Topic or Title of Problem or Challenge: You will start a new chapter in your STEM Research Notebook for each new module. This heading is the topic or title of the big problem or challenge that your team is working to solve in this module.

2. Date and Topic of Lesson Activity for the Day: Each day, you will begin your daily entry by writing the date and the day’s lesson topic at the top of a new page. Write the page number both on the page and in the table of contents.

3. Information Gathered From Research: This is information you find from outside resources such as websites or books.

4. Information Gained From Class or Discussions With Team Members: This information includes any notes you take in class and notes about things your team discusses. You can include drawings of your ideas here, too.

5. New Data Collected From Investigations: This includes data gathered from experiments, investigations, and activities in class.

6. Documents: These are handouts and other resources you may receive in class that will help you solve your big problem or challenge. Paste or staple these documents in your STEM Research Notebook for safekeeping and easy access later.

7. Personal Reflections: Here, you record your own thoughts and ideas on what you are learning.

8. Lesson Prompts: These are questions or statements that your teacher assigns you within each lesson to help you solve your big problem or challenge. You will respond to the prompts in your notebook.

9. Other Items: This section includes any other items your teacher gives you or other ideas or questions you may have.




MODULE LAUNCHIn the opening activity, students examine their own beliefs about what a healthy lifestyle entails. This is a critical exercise because it is an opportunity for you to identify any mis-conceptions to inform future lessons and assess students’ background knowledge. Post the following statement to engage students in purposeful exploration of the topic: An individual’s healthy lifestyle choices have no impact on society.

Have students discuss their positions on this statement, the extent to which they agree or disagree, and why. Compile their ideas on the board or in a web-based document. Stu-dents will likely begin discussing what they consider to be “healthy.” After discussing the impacts of healthy lifestyle choices on society, begin a discussion of what students might consider to be a healthy lifestyle. Note ideas on the board or in a web-based docu-ment. Also tell students to record all resources and ideas they have from the launch point in their STEM Research Notebooks.

PREREQUISITE SKILLS FOR THE MODULEHigh school students have had experience with life science and health in middle school and therefore should have basic knowledge about cell structure and functioning, cellular respiration, and healthy lifestyle habits. The focus of this unit will be on how exercise and proper diet affect systems in the body and how the overall health of individuals affects the community. Students should have also had some basic experience analyzing data to identify trends and compare information. Additionally, students will have some working knowledge of technology and ways to create using technology.

Students enter this module with a wide range of preexisting skills, information, and knowledge. Table 3.1 provides an overview of prerequisite skills and knowledge that students are expected to apply in this module, along with examples of how they apply this knowledge throughout the module. Differentiation strategies are also provided for students who may need additional support in acquiring or applying this knowledge.




Table 3.1. Prerequisite Key Knowledge and Examples of Applications and Differentiation Strategies

Prerequisite Key Knowledge

Application of Knowledge by Students

Differentiation for Students Needing

Knowledge

• Understand that behavioral and social factors affect a person’s health.

• Students examine media messages and local policies and initiatives on healthy living to determine social factors that affect healthy living.

• Students examine proper diet and exercise plans to determine behavioral factors that affect healthy living.

• Provide a teacher review or place students in a group with others who can share their knowledge.

• Use media presentations from the resource list to further develop students’ background knowledge as needed.

• Understand cell structure and functions.

• Students create a model of cellular respiration.

• Provide a teacher review of these concepts.

POTENTIAL STEM MISCONCEPTIONSStudents enter the classroom with a wide variety of prior knowledge and ideas, so it is important to be alert to misconceptions, or inappropriate understandings of founda-tional knowledge. These misconceptions can be classified as one of several types: “pre-conceived notions,” opinions based on popular beliefs or understandings; “nonscien-tific beliefs,” knowledge students have gained about science from sources outside the scientific community; “conceptual misunderstandings,” incorrect conceptual models based on incomplete understanding of concepts; “vernacular misconceptions,” misun-derstandings of words based on their common use versus their scientific use; and “fac-tual misconceptions,” incorrect or imprecise knowledge learned in early life that remains unchallenged (NRC 1997, p. 28). Misconceptions must be addressed and dismantled in order for students to reconstruct their knowledge, and therefore teachers should be pre-pared to take the following steps:

• Identify students’ misconceptions.

• Provide a forum for students to confront their misconceptions.

• Help students reconstruct and internalize their knowledge, based on scientific models. (NRC 1997, p. 29)




Keeley and Harrington (2010) recommend using diagnostic tools such as probes and formative assessment to identify and confront student misconceptions and begin the process of reconstructing student knowledge. Keeley’s Uncovering Student Ideas in Science series contains probes targeted toward uncovering student misconceptions in a variety of areas. In particular, the probes about cell function in volume 1 and of Uncovering Stu-dent Ideas in Life Science (Keeley 2011) may be useful resources for addressing student misconceptions in this module.

Some commonly held misconceptions specific to lesson content are provided with each lesson so that you can be alert for student misunderstanding of the science concepts presented and used during this module. The American Association for the Advancement of Science has also identified misconceptions that students frequently hold regarding various science concepts (see the links at http://assessment.aaas.org/topics).

SRL PROCESS COMPONENTSTable 3.2 illustrates some of the activities in the Healthy Living module and how they align with the self-regulated learning (SRL) process before, during, and after learning.

Table 3.2. SRL Process Components

Learning Process Components Example From Healthy Living Module

Lesson Number and Learning Component

BEFORE LEARNING

Motivates students Students discuss the thought provoking statement “an individual’s healthy lifestyle choices have no impact on society.”

Lesson 1, Introductory Activity/Engagement

Evokes prior learning Students answer probing questions to move students toward thinking about their knowledge of what happens inside of the body. Possible questions include How do we keep the body healthy? How do we study what happens in the body? What conditions affect the body’s overall health?

Lesson 1, Introductory Activity/Engagement

DURING LEARNING

Focuses on important features

Using research completed earlier in the lesson on a particular food additive of interest, students create posters about the relative safety of the use of the chosen food additive in processed foods.

Lesson 2, Explanation

Continued




Table 3.2. (continued )

Learning Process Components Example From Healthy Living Module

Lesson Number and Learning Component

Helps students monitor their progress

Students summarize their findings and provide interesting findings on their posters. Student posters will be evaluated with a rubric by the teacher and the student.


AFTER LEARNING

Evaluates learning Students complete the culminating activity in this module—a documentary based on their understandings of health in their communities. The documentary will be evaluated by community members and the teacher.


Takes account of what worked and what did not work

Students write a reflection of the review of their challenge presentation.

Lesson 3, Elaboration/Application of Knowledge

STRATEGIES FOR DIFFERENTIATING INSTRUCTION WITHIN THIS MODULEFor the purposes of this module, differentiated instruction is conceptualized as a way to tailor instruction—including process, content, and product—to various student needs in your class. A number of differentiation strategies are integrated into lessons across the module. The problem- and project-based learning approach used in the les-sons is designed to address students’ multiple intelligences by providing a variety of entry points and methods to investigate the key concepts in the module. Differentia-tion strategies for students needing support in prerequisite knowledge can be found in Table 3.1 (p. 29). You are encouraged to use information gained about student prior knowledge during introductory activities and discussions to inform your instructional differentiation. Strategies incorporated into this lesson include flexible grouping, varied environmental learning contexts, assessments, compacting, and tiered assignments and scaffolding.

Flexible Grouping. Students work collaboratively in a variety of activities through-out this module. Grouping strategies you might employ include student-led grouping, grouping students according to ability level or common interests, grouping students ran-domly, or grouping them so that students in each group have complementary strengths (for instance, one student might be strong in mathematics, another in art, and another in writing). You might also group students based on prior knowledge about nutrition,




exercise, metabolism, and cellular respiration. You can maintain the same student group-ings for all three lessons, or you might choose to regroup students for Lesson 2 into design teams that they will maintain throughout the remainder of the module.

Varied Environmental Learning Contexts. Students have the opportunity to learn in vari-ous contexts throughout the module, including alone, in groups, in quiet reading and research-oriented activities, and in active learning through inquiry and design activities. In addition, students learn in a variety of ways, including through doing inquiry activi-ties, journaling, reading texts, watching videos, participating in class discussion, and conducting web-based research.

Assessments. Students are assessed in a variety of ways throughout the module, including individual and collaborative formative and summative assessments. Students have the opportunity to produce work via written text, oral and media presentations, and modeling. You may choose to provide students with additional choices of media for their products (for example, PowerPoint presentations, posters, or student-created websites or blogs).

Compacting. Based on student prior knowledge, you may wish to adjust instructional activities for students who exhibit prior mastery of a learning objective. For instance, if some students exhibit mastery of cellular respiration in Lesson 1, you might limit the amount of time they spend practicing these skills and instead introduce mathematics, ELA, or social studies connections with associated activities.

Tiered Assignments and Scaffolding. Based on your awareness of student ability, under-standing of concepts, and mastery of skills, you may wish to provide students with vari-ations on activities by adding complexity to assignments or providing more or fewer learning supports for activities throughout the module. For instance, some students may need additional support in identifying key search words and phrases for web-based research or may benefit from cloze sentence handouts to enhance vocabulary under-standing. Other students may benefit from expanded reading selections and additional reflective writing or from working with manipulatives and other visual representations of mathematical concepts. You may also work with your school librarian to compile a set of topical resources at a variety of reading levels.

STRATEGIES FOR ENGLISH LANGUAGE LEARNERSStudents who are developing proficiency in English language skills require additional supports to simultaneously learn academic content and the specialized language associ-ated with specific content areas. WIDA (2012) has created a framework for providing support to these students and makes available rubrics and guidance on differentiat-ing instructional materials for English language learners (ELLs). In particular, ELL stu-dents may benefit from additional sensory supports such as images, physical modeling, and graphic representations of module content, as well as interactive support through




collaborative work. This module incorporates a variety of sensory supports and pro-vides ongoing opportunities for ELL students to work collaboratively. The focus in this module on understanding what contributes to good human health through various per-spectives affords opportunities to access the culturally diverse experiences of ELL stu-dents in the classroom.

When differentiating instruction for ELL students, you should carefully consider the needs of these students as you introduce and use academic language in various language domains (listening, speaking, reading, and writing) throughout this module. To ade-quately differentiate instruction for ELL students, you should have an understanding of the proficiency level of each student. The following 9–12 WIDA standards are relevant to this module:

• Standard 1: Social and Instructional Language. Focus on social behavior in group work and class discussions.

• Standard 2: The Language of Language Arts. Focus on forms of media, elements of text, comprehension strategies, main ideas and details, persuasive language, creation of informational text, and editing and revision.

• Standard 3: The Language of Mathematics. Focus on measurement, analysis, and strategies for problem solving.

• Standard 4: The Language of Science. Focus on scientific research, scientific processes, and scientific inquiry.

• Standard 5: The Language of Social Studies. Focus on impacts of individual choice on community interactions.

SAFETY CONSIDERATIONS FOR THE ACTIVITIES IN THIS MODULEThere are no specific safety notes for this module. For general safety guidelines, see the Safety in STEM section in Chapter 2 (p. 18).

DESIRED OUTCOMES AND MONITORING SUCCESSThe desired outcomes for this module are outlined in Table 3.3 (p. 34), along with sug-gested ways to gather evidence to monitor student success. For more specific details on desired outcomes, see the Established Goals and Objectives sections for the module and individual lessons.




Table 3.3. Desired Outcomes and Evidence of Success in Achieving Identified Outcomes

Desired Outcome

Evidence of Success

Performance Tasks Other Measures

Students can explain outcomes of healthy eating and exercise on the body at a cellular level and are able to use that knowledge to inform others about why it is important to be healthy.

• Students maintain STEM Research Notebooks that contain data from research on food additives and nutrients.

• Students create models of cellular respiration.

• Students create posters to identify the facilitators of and barriers to healthy living.

Students communicate healthy lifestyle strategies to inform individuals and the community.

ASSESSMENT PLAN OVERVIEW AND MAPTable 3.4 provides an overview of the major group and individual products and deliver-ables, or things that student teams will produce in this module, that constitute the assess-ment for this module. See Table 3.5 for a full assessment map of formative and summa-tive assessments in this module.

The assessment plan for this module can be conceptualized in three segments: how healthy diet and exercise are related to metabolism, how healthy lifestyles affect soci-ety, and how students can lead healthy lives. Each of the segments has several forma-tive assessments leading to a summative assessment. The assessments have different approaches, including modeling, presentations, poster development, and documentary development. Some of the assessments are group projects, and others are completed individually.




Table 3.4. Major Products and Deliverables in Lead Disciplines for Groups and Individuals

Lesson Major Group Products and DeliverablesMajor Individual Products

and Deliverables

1 • Cellular respiration model

• Health Investigation report

• History of nutrition poster

• STEM Research Notebook entries

• Metabolism Video Note Sheet

• Healthy Living Log

2 • Argumentation graphic organizer

• Contributions to group production, including interview questions for community stakeholder


• Healthy Living Log

• Food additive poster

3 • Final video documentary and associated print materials on how healthy living affects society

• Computer simulations

• Storyboard for the video documentary


Table 3.5. Assessment Map for Healthy Living Module

Lesson AssessmentGroup/

IndividualFormative/Summative Lesson Objective Assessed

1 STEM Research Notebook prompt

Individual Formative • Evaluate how a healthier lifestyle can affect the community.

1 Metabolism Video Note Sheet handout

Individual Formative • Describe the components of the human body’s cellular system and how they function together.

• Explain whole organism metabolism and describe the roles of fats, proteins, and carbohydrates.


Individual Formative • Calculate BMI, explain how it is derived, and what it means.

1 Health Investigation report

Group Summative • Design a research study that shows the relationship of exercise to an individual’s health.

• Perform the investigation.

• Analyze the data and communicate the findings using evidence to back the claim.

Continued




Table 3.5. (continued )

Lesson AssessmentGroup/

IndividualFormative/Summative Lesson Objective Assessed

1 Cellular Respiration Model rubric

Group Summative • Create a model of cellular respiration.


Individual Formative • Describe the food choices in the school cafeteria and analyze whether they are healthy or unhealthy.


Individual Formative • Understand how companies try to make their products seem healthier.


Individual Formative • Understand how chemicals are used in food processing.

2 Argumentation graphic organizer

Individual Formative • Make an argument for the food industry’s role (positive and negative) in healthy diets and the implications of food marketing.


Individual Formative • Apply knowledge of the information learned in the module to one’s own lifestyle and to the documentary challenge.

2 Food Additive Poster rubric

Individual and group

Summative • Define nutrition and give examples of healthy and unhealthy eating choices.

• Explain how chemicals are used in food processing.

• Analyze how food processing can affect the body’s cellular functioning.

• Explain the role of good nutrition and exercise in maintaining health.

3 Documentary Presentation rubric

Group Summative • Develop a video (or script) documentary that can inform.

• Synthesize information from multiple sources.

• Demonstrate understanding of concepts in presentation.




MO

DU

LE T

IMEL

INE

Tabl

es 3

.6–3

.10

(pp.

37–

40) p

rovi

de

less

on ti

mel

ines

for

each

wee

k of

the

mod

ule.

The

tim

elin

es a

re p

rovi

ded

for

gene

ral g

uid

-an

ce o

nly

and

are

bas

ed o

n cl

ass

tim

es o

f app

roxi

mat

ely

45 m

inut

es.

Tabl

e 3.

6. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k O

ne

Day

1 D

ay 2

Day

3D

ay 4

Day

5

Less

on 1

You

Are

Wha

t You

Eat

• La

unch

the

mod

ule

with

a d

iscus

sion

of a

he

alth

y lif

esty

le.

• St

uden

ts e

xplo

re

thei

r own

kno

wled

ge

of h

ealth

y liv

ing

by

crea

ting

min

d m

aps

and

gene

ratin

g cl

ass

ques

tions

to g

uide

th

eir i

nves

tigat

ion

of

heal

thy

livin

g.

• St

uden

ts s

et u

p th

eir S

TEM

Res

earc

h No

tebo

oks.

Less

on 1

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Wha

t You

Eat

• St

uden

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iscus

s he

alth

-rela

ted

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ia

mes

sage

s.

• St

uden

ts a

naly

ze th

e pr

oces

s of

who

le-

body

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ism b

y wa

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ng a

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eo,

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stud

ents

cha

rt

info

rmat

ion

abou

t vo

cabu

lary

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ds

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in th

e vi

deo.

• St

uden

ts d

evise

a

plan

to c

olle

ct

pers

onal

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a on

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ysic

al a

ctiv

ity

and

eatin

g in

ord

er

to s

tudy

thei

r own

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alth

y liv

ing

habi

ts.

Less

on 1

You

Are

Wha

t You

Eat

• St

uden

ts re

sear

ch

onlin

e ar

ticle

s ab

out

heal

thy

livin

g an

d m

ake

and

defe

nd

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ms

base

d on

thei

r fin

ding

s.

• St

uden

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reat

e a

char

t or t

imel

ine

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men

ting

chan

ges

in

gove

rnm

ent d

ieta

ry

guid

elin

es.

Less

on 1

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Wha

t You

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• St

uden

ts c

ontin

ue

to e

xplo

re w

hole

-bo

dy m

etab

olism

by

focu

sing

on th

e m

etab

olic

pro

cess

of

cellu

lar r

espi

ratio

n.

Less

on 1

You

Are

Wha

t You

Eat

• St

uden

ts g

ener

ate

a m

odel

of c

ellu

lar

resp

iratio

n.




Tabl

e 3.

7. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k Tw

o

Day

6

Day

7D

ay 8

Day

9D

ay 10

Less

on 1

You

Are

Wha

t You

Eat

• St

uden

ts p

rese

nt

thei

r mod

els

thro

ugh

a ga

llery

wal

k an

d pr

ovid

e pe

er

feed

back

.

Less

on 1

You

Are

Wha

t You

Eat

• St

uden

ts c

alcu

late

th

eir B

MI a

nd d

iscus

s ot

her w

ays t

o m

easu

re b

ody

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• St

uden

ts e

xplo

re th

e hi

stor

y of

the

use

of B

MI a

nd d

iscus

s its

adv

anta

ges a

nd

disa

dvan

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on 1

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• St

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evel

op a

re

sear

ch q

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abou

t how

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• St

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ontin

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the

exer

cise

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and

pres

ent t

heir

findi

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to th

eir

peer

s in

5-m

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e pr

esen

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on 1

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• St

uden

ts d

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e la

rger

impl

icat

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of

heal

thy

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Healthy Living Module Overview 3Ta

ble

3.8.

STE

M R

oad

Map

Mod

ule

Sche

dule

for W

eek

Thre

e

Day

11

Day

12

Day

13

Day

14

Day

15

Less

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cific

fo

cus

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sear

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g th

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pact

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and

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essin

g.

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uden

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se th

e Ar

gum

enta

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hic

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• St

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old

a st

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vern

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t’s

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lth.

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d pr

oces

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es; t

he

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cts

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atin

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r, or

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eres

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a

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thy

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y Co

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e a

post

er fr

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e he

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he

body

.

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ther

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info

rmat

ion

and

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age

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r Hea

lthy

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ng

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men

tary

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alle

nge

and

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in

pai

rs to

sta

rt

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ting

ques

tions

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r int

ervi

ews

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co

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mem

bers

.

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on 2

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thy

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ng, H

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y Co

mm

unity

• St

uden

ts s

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po

ster

s in

cla

ss

thro

ugh

a ga

llery

wa

lk a

nd re

ceiv

e pe

er

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back

.

• St

uden

ts c

ontin

ue

prep

arin

g to

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duct

in

terv

iews

for

incl

usio

n in

thei

r do

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thy

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ng, H

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ator

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tary

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• St

uden

ts b

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to u

se

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DP to

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ign

a pr

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roce

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als

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age

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r hea

lth

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utrit

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Tabl

e 3.

9. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k Fo

ur

Day

16D

ay 17

Day

18D

ay 19

Day

20

Less

on 2

Heal

thy

Livi

ng, H

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y Co

mm

unity

• St

uden

ts c

reat

e m

aps o

f loc

atio

ns

in th

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omm

unity

th

at su

ppor

t hea

lthy

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g. C

lass

disc

usse

s di

ffere

nces

in

acce

ss to

hea

lthy-

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g re

sour

ces i

n di

ffere

nt p

arts

of t

he

com

mun

ity.

• St

uden

ts co

ntin

ue

thei

r pro

duct

or

proc

ess

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n an

d be

gin

build

ing

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otot

ype

or m

odel

.

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on 3

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the

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ing

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ks o

f Hea

lth•

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ents

com

plet

e th

eir p

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ct o

r sy

stem

pro

toty

pe o

r m

odel

.

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uden

ts b

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mpu

ter s

imul

atio

ns

of th

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tera

ctio

n of

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llula

r sys

tem

in

the

body

.

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uden

ts b

egin

to

cond

uct i

nter

view

s vi

a Sk

ype,

by

e-m

ail,

or fa

ce to

face

.

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on 3

Cells

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the

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ks o

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lth•

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ents

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nter

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uden

ts b

rain

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m

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an fo

r the

ir vi

deo

docu

men

tarie

s.

• St

uden

ts d

evel

op a

tim

elin

e fo

r cre

atin

g th

eir v

ideo

s an

d be

gin

prep

rodu

ctio

n pl

anni

ng (e

.g.,

crea

ting

scen

es a

nd

a st

oryb

oard

, list

of

mat

eria

ls ne

eded

, lo

catio

ns).

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on 3

Cells

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the

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ks o

f Hea

lth•

Stud

ents

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tinue

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nter

view

s.

• St

uden

ts b

egin

to

cre

ate

vide

o do

cum

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on 3

Cells

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the

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ks o

f Hea

lth•

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ents

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tinue

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nter

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s.

• St

uden

ts c

ontin

ue

to w

ork

on v

ideo

do

cum

enta

ries.

Tabl

e 3.

10. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k Fi

ve

Day

21

Day

22

Day

23

Day

24

Day

25

Less

on 3

Cells

Are

the

Build

ing

Bloc

ks o

f Hea

lth•

Stud

ents

wor

k on

edi

ting

docu

men

tarie

s an

d de

signi

ng p

rint

reso

urce

s.

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on 3

Cells

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the

Build

ing

Bloc

ks o

f Hea

lth•

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ents

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k on

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d de

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rint

reso

urce

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on 3

Cells

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the

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ks o

f Hea

lth•

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ents

fina

lize

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men

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d pr

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esou

rces

.

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on 3

Cells

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ks o

f Hea

lth•

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ents

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er re

view

s of

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docu

men

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Cells

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the

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Bloc

ks o

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lth•

Stud

ents

con

tinue

to

con

duct

pee

r re

view

s of

vid

eo

docu

men

tarie

s.




RESOURCESThe media specialist can help you locate resources for students to view and read about healthy living. Special educators and reading specialists can help find supplemental sources for students needing extra support in reading and writing. Additional resources may be found online. Community resources for this module may include doctors, nurses, personal trainers or leaders of recreation programs, leaders of health-focused companies, dietitians or nutritionists, or anyone else who might have a stake in health in the local community.

REFERENCESKeeley, P. 2011. Uncovering student ideas in life science, volume 1: 25 new formative assessment probes.

Arlington, VA: NSTA Press.

Keeley, P., and R. Harrington. 2010. Uncovering student ideas in physical science, volume 1: 45 new force and motion assessment probes. Arlington, VA: NSTA Press.

National Research Council (NRC). 1997. Science teaching reconsidered: A handbook. Washington, DC: National Academies Press.

Peters-Burton, E. E., P. Seshaiyer, S. R. Burton, J. Drake-Patrick, and C. C. Johnson. 2015. The STEM Road Map for grades 9–12. In STEM Road Map: A framework for integrated STEM education, ed. C. C. Johnson, E. E. Peters-Burton, and T. J. Moore, 124–162. New York: Routledge. www.routledge.com/products/9781138804234.

WIDA. 2012. 2012 amplification of the English language development standards: Kindergarten–grade 12. https://wida.wisc.edu/teach/standards/eld.



INDEXPage numbers printed in boldface type indicate tables, figures, or handouts.

Aacademic language, 33Activity/Exploration

Cells Are the Building Blocks of Health lesson plan, 108–110

Healthy Living, Healthy Community lesson plan, 90–93

You Are What You Eat lesson plan, 57–62, 58, 60, 61

after learning, SRL theory, 16, 18all classes


application of knowledge, 29assessment. See also Evaluation/Assessment;

performance tasks; rubricsassessment maps, 15–16comprehensive assessment system, 14differentiation of, 32embedded formative assessment, 14–15plan overview and map, 34, 35–36products and deliverables, 35role of, 13–16

Bbefore learning, SRL theory, 16, 17biomedical research, 51BMI, 62–63, 64–65, 65building models, 111

Ccareer connections, 51, 69cause and effect theme, 3, 116

Healthy Living module, 23cell biology, 49–50, 50Cells Are the Building Blocks of Health

lesson plancontent standards addressed, 102,

102–104

Elaboration/Application of Knowledge, 110–111

essential questions, 101goals and objectives, 101internet resources, 111key vocabulary, 105learning components

Activity/Exploration, 108–110Elaboration/Application of

Knowledge, 110–111Evaluation/Assessment, 111Introductory Activity/Engagement,

107–108materials, 102misconceptions, 106, 106preparation, 106–107teacher background information

creating an effective video documentary, 105–106

creating videos and using computer simulations, 105

time required, 101cellular respiration, 52challenge or problem to solve, 25Common Core State Standards for English

Language Arts (CCSS English Language Arts)



module summary, 122–123You Are What You Eat lesson plan,

46–47Common Core State Standards for Mathematics

(CCSS Mathematics)Cells Are the Building Blocks of Health

lesson plan, 103Healthy Living, Healthy Community

lesson plan, 84module summary, 122



INDEX

You Are What You Eat lesson plan, 46Community Health Data Initiative (website), 94, 98compacting, 32comprehensive assessment system, 14computer simulations, using, 105content standards addressed

Cells Are the Building Blocks of Health lesson plan, 102, 102–104

Healthy Living, Healthy Community lesson plan, 83, 83–85

Healthy Living module overview, 25You Are What You Eat lesson plan, 44, 44–47

crosscutting conceptsCells Are the Building Blocks of Health lesson

plan, 103Healthy Living, Healthy Community lesson plan,

83module summary, 121You Are What You Eat lesson plan, 45

Ddietitian, 51differentiating instruction, 29, 31–32disciplinary core ideas

Cells Are the Building Blocks of Health lesson plan, 102

Healthy Living, Healthy Community lesson plan, 83

module summary, 120You Are What You Eat lesson plan, 45

documentary, video, creating, 105–106, 111, 112–114“Don’t Blame the Eater” (Zinczenko), 93, 98driving questions, 25during learning, SRL theory, 16, 17–18

EElaboration/Application of Knowledge



You Are What You Eat lesson plan, 65–66ELA connection

Cells Are the Building Blocks of Health lesson plan, 108, 110

Healthy Living, Healthy Community lesson plan, 89–90, 92, 94, 97

You Are What You Eat lesson plan, 56, 56, 60–61, 63–64, 64

electron transport chain, 50embedded formative assessment, 14–15engineering design process (EDP), 9–11, 10, 88

English Language Development Standards, 127English language learners strategies, 32–33environmental learning contexts, varied, 32essential questions



You Are What You Eat lesson plan, 43established goals and objectivesYou Are What You Eat lesson plan, 43–44Evaluation/AssessmentCells Are the Building Blocks of Health lesson

plan, 111Healthy Living, Healthy Community lesson plan,

97Explanation



You Are What You Eat lesson plan, 62–65, 64, 65

Ffat, effects of too much in the body, 86–87, 91fishbowl discussion strategy, 98flexible grouping, 31–32food additives, 92–93, 98, 99food service manager, 51Food Tank (website), 94, 98Framework for 21st Century Learning



module summary, 124–126You Are What You Eat lesson plan, 47

Gglycolysis, 50goals and objectives



overview, 24You Are What You Eat lesson plan, 43–44

graphic organizers, 57, 58, 74group products and deliverables, 35



INDEX

Hhealth educator, 51health policy analyst, 51Healthy Living, Healthy Community lesson plan,

82–100common misconceptions, 87, 88content standards, 83, 83–85essential questions, 82established goals and objectives, 82internet resources, 97–98key vocabulary, 86learning components

Activity/Exploration, 90–93Elaboration/Application of Knowledge,

94–97Evaluation/Assessment, 97Explanation, 93–94Introductory Activity/Engagement, 88–90

materials, 82preparation, 88teacher background information

effects of too much fat in the body, 86–87effects of too much sodium in diet, 87effects of too much sugar in diet, 87nutrition, 86structured academy controversy, 87

time required, 82Healthy Living Documentary Challenge, 94–96Healthy Living module overview, 23–41

assessment plan overview and map, 34, 35–36challenge or problem to solve, 25content standards addressed, 25desired outcomes and evidence of success, 33, 34differentiating instruction, 29, 31–32English language learners strategies, 32–33established goals and objectives, 24lead discipline, 23module launch, 28module summary, 23–24potential STEM misconceptions, 29–30prerequisite skills, 28, 29resources, 41safety considerations, 33SRL process components, 30, 30–31STEM Research Notebook, 25–26, 27theme, 23timeline, 37, 37–40

Iindividual products and deliverables, 35information, media, and technology skills, 125innovation and progress theme, 3, 116integrated curricula difficulties, 24

interdisciplinary themes, 124internet resources



You Are What You Eat lesson plan, 69–70Introductory Activity/Engagement



You Are What You Eat lesson plan, 53–57, 54, 56

Kkey vocabulary



You Are What You Eat lesson plan, 48knowledge, prerequisite, 28, 29Krebs cycle, 50

Llearning and innovation skills, 124–125learning cycle, 11–12life and career skills, 126

Mmaterials



You Are What You Eat lesson plan, 44mathematics connection


Healthy Living, Healthy Community lesson plan, 89, 92, 93, 97

You Are What You Eat lesson plan, 55–56, 59, 59, 60, 62–63

mind maps, 54, 54, 69misconceptions, potential STEM, 29–30


Healthy Living, Healthy Community lesson plan, 87, 88

You Are What You Eat lesson plan, 51, 52MyPlate Plan tool, 55



INDEX

NNext Generation Science Standards (NGSS)



module summary, 119, 120–121You Are What You Eat lesson plan, 44–45

nutrition, 86nutritional writer, 51nutritionist, 51

Oobesity, 89, 98optimizing the human experience theme, 5, 117outcomes, desired, 33, 34

Pperformance tasks. See also assessment



You Are What You Eat lesson plan, 69prerequisite skills and knowledge, 28, 29process components, self-regulated learning theory

(SRL), 16, 16–18, 30, 30–31products and deliverables, 35project- and problem-based learning, 9public service announcements, 67–68

Rreading standards




registered nurse, 51the represented world theme, 4, 116Research Notebook. See STEM Research Notebookrubrics

cellular respiration model, 76documentary presentation, 112–114food additive poster, 99health research study, 81verbal argumentation, 75

SSAC (structured academy controversy), 87, 98safety considerations, 33scaffolding, 32science and engineering practices



module summary, 120You Are What You Eat lesson plan, 45science classesCells Are the Building Blocks of Health lesson

plan, 107, 108–109Healthy Living, Healthy Community lesson plan,

88–89, 90, 93, 94You Are What You Eat lesson plan, 53–55, 57–58,

58, 62, 65–66self-regulated learning theory (SRL), 16, 16–18sensory support, 32–33skills, prerequisite, 28, 29social studies connection


Healthy Living, Healthy Community lesson plan, 90, 92–93, 94, 97

You Are What You Eat lesson plan, 56–57, 61, 61–62, 64–65, 65

sodium, effects of too much in diet, 87, 91speaking and listening standards




SRL process components, 16, 16–18, 30, 30–31STEM misconceptions, potential, 29–30STEM Research Notebook

about, 25–26Cells Are the Building Blocks of Health lesson

plan, 107–108described, 12–13guidelines, 27Healthy Living, Healthy Community lesson plan,

89, 90–92, 95–96You Are What You Eat lesson plan, 66–69

STEM Road Map Curriculum Seriesabout, 1cause and effect theme, 3engineering design process (EDP)described, 9–11, 10framework for STEM integration, 6–7innovation and progress theme, 3



INDEX

learning cycle, 11–12need for, 7need for integrated STEM approach, 5–6optimizing the human experience theme, 5project- and problem-based learning, 9the represented world theme, 4role of assessment in, 13–16safety in STEM, 18–19self-regulated learning theory (SRL), 16, 16–18standards-based approach to, 2STEM Research Notebook, 12–13sustainable systems theme, 4–5themes in, 2–3

storyboards, 111structured academy controversy (SAC), 87, 98success, evidence of, 33, 34, 124–126sugar, effects of too much in diet, 87, 91sustainable systems theme, 4–5, 116–117

Tteacher background information

career connections, 51cell biology, 49–50, 50creating an effective video documentary, 105–106creating videos and using computer simulations,

105effects of too much fat in the body, 86–87effects of too much sodium in diet, 87effects of too much sugar in diet, 87nutrition, 86structured academy controversy, 87vocabulary strategies, 51

theme, 23tiered assignments and scaffolding, 32timeline of module, 37, 37–40transition stage, 50

UUncovering Student Ideas in Life Science (Keeley), 30Uncovering Student Ideas in Science (Keeley), 30

Vvaried environmental learning contexts, 32video documentary, creating an effective, 105–106, 111videos, creating, 105Visual Storytelling: The Digital Video Documentary

(Kalow), 105vocabulary strategies, 51

WWeight of the Nation (documentary), 88–89writing standards




YYou Are What You Eat lesson plan, 43–81

about, 43common misconceptions, 51, 52content standards, 44–47essential questions, 43established goals and objectives, 43–44internet resources, 69–70Introductory Activity/Engagement, 53–57, 54, 56key vocabulary, 48learning components, 53–66

Activity/Exploration, 57–62, 58, 60, 61Elaboration/Application of Knowledge,

65–66Explanation, 62–65, 64, 65Introductory Activity/Engagement, 53–57,

54, 56materials, 44preparation, 53STEM Research Notebook prompt, 66–69student handouts, 71–81teacher background information, 49–51

career connections, 51cell biology, 49–50, 50vocabulary strategies, 51

time required, 44



Grade 10

Grades K–12

781681 4049509

PB425X17 ISBN 978-1-68140-495-0

Grade 10

HealthyLiving

What if you could challenge your 10th graders to develop a product or process that helps people embrace diet and exercise and has a positive impact on society? With this volume in the STEM Road Map Curriculum Series, you can!

Healthy Living outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.

This interdisciplinary, three-lesson module uses project- and problem-based learning to help students build their knowledge about health from the varied perspectives of a cell biologist, nutrition scientist, biochemist, physiologist, public health practitioner, and consumer. To support this goal, students will do the following:

• Explain how diet and exercise affect an individual’s health at a cellular level.• Explain the extent to which certain foods (plant, animal, or industry-produced) are

beneficial for health.• Critically evaluate media messages and scientific research about healthy lifestyles.• Analyze the effects of individuals’ health choices on the community.• Interview community stakeholders about factors that harm or enhance health.• Use an engineering design process to create a prototype that individuals can

use to manage their nutrition or exercise regimen.• Create a video documentary demonstrating their understanding of a

healthy lifestyle.

The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Healthy Living can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

Healthy Living

Johnson W

altonPeters-Burton
