Natasha Austin 31627773 Semester Assignment LIFE 312 5 July 2021 Contents Scenario: ............................................................................................................................................................................................. 3 Activity: .............................................................................................................................................................................................. 4 Checklist for your activity .................................................................................................................................................................... 5 Rubric: ................................................................................................................................................................................................ 6 21st Century competencies ...................................................................................................................................................................... 7 LESSON PLAN ....................................................................................................................................................................................... 8 Reference list .................................................................................................................................................................................... 11 Scenario: https://api.renderforest.com/api/v1/projects/48391367/download?key=058305c7bac655cd5c24dd3135aeee9e:2b2725349083fb842 eff3736393bfff217b39bdcf14b6c6831e6c9a592de4cd9e92b9c3f3f7832044c29c40016fe8a7e (This is the video I created to show to the learners). This is the video into text: Juli is a 19-year-old student. She has lately been feeling tired and weak and has also been feeling dizzy. She exercises a lot and enjoys being outside. Unfortunately, Juli has very bad eating habits and she does not eat any leafy greens, fruits or vegetables, she enjoys eating takeaways since it is convenient and easy. She does not drink any of the vitamin supplements that her mom has bought her. What could be the cause of Juli’s symptoms? Driving Problem: Juli has fatigue and weakness – she struggles to live an activity day to day life; she lacks nutrients which causes a deficiency. Your task: Find a solution for her problem, how is the deficiency caused and what does the deficiency cause in the body and how it causes the symptoms and how it can be cured – this will be expected of you to be delivered in a presentation. The mind map you should make, can be used as a scaffold. Activity: Work in groups of 4, you and your team are responsible for finding a solution for your “patient” – Juli, who suffers from a nutrient deficiency and causes various symptoms. You and your team of “doctors” have to find the possible nutrients that she is not getting enough from or too much from based off of the scenario in order to treat her and make her better. Before starting the activity, predict what she might have and check your prediction at the end of the activity , also create a hypothesis before your diagnosis is made. To do this you should firstly make a mind map of these 3 possible deficiencies that she might have: • Diabetes. • Anemia. • Osteoporosis. Your mind map should contain the following: • • • • • What the deficiency is? What are the symptoms? What causes the deficiency? Can it be treated? Vitamin C and K and Fe and the importance of these minerals in maintaining a healthy lifestyle. Also add what vitamins/minerals can have an effect to Juli’s deficiency and how it can cause her symptoms. After you have made your mind map, it should be easier to match Juli’s symptoms with the symptoms that you and your group have made. It is the expected of you, to deliver a presentation to the classroom on what possible cure you have for your patient, this can be delivered orally. You should then suggest possible treatments that will help Juli to be healthier. Use your provided checklist to make sure that everything is done that is expected of you and tick off the finished activities throughout your work. I (the teacher) will be there in order to help the learners that struggle or need some assistance throughout the activity. I will scaffold and guide the learners, if they struggle or have some questions with the activity. Checklist for your activity o Our mind map has all 3 Deficiencies. o It contains what the deficiency is. o It has the symptoms of each deficiency. o It has the cause of each deficiency. o Our map says whether the deficiency is treatable. o Vitamins A and C is on our mind map. o Mineral Fe is on our mind map. o The importance of the vitamins and minerals are listed. o The consequences of a deficiency of these minerals are listed. o What foods contains these vitamins and minerals? o Our map is neat. o Our map is creative and attractive. o Every group member contributed to our mind map. o We all came to the same conclusion on Juli’s possible cause of her symptoms. o Our presentation is creative and appealing to listen/watch. o We all made effort in presenting the presentation. o We have a suitable cure for our patient – Juli. Rubric: Mind map Neatness 8-10 The map is done very neatly and is easy to read and understand. Creativity Map is very appealing and was done with colors and pictures are used. Effort was made to make map fun and exciting. Content Map has all expected content provided by checklist. The mind map is complete with all 3 deficiencies. All vitamins and minerals were also used. Hypothesis and prediction Prediction and hypothesis were formulated and indicated. Presentation Delivery of presentation 4-5 Presentation was fun and exciting to watch, students spoke loud and clear and was easy to understand. Students did not go off topic and delivered their conclusion on Juli’s symptoms. A cure and solutions were also provided. 5-7 The map is done neatly but lacks some neatness/or is difficult to read and understand, a bit more effort could have been made. Map is appealing and was done with some colors and pictures more pictures or colors could have been used to make map a bit more exciting to look and read. Map has most content provided by checklist but lacks some content. The mind map is incomplete with some missing deficiencies, minerals or vitamins. Hypothesis or prediction was missing and not indicated. 2-3 Students lacked enthusiasm, could speak a bit louder. A conclusion was not drawn and solution was not really provided, students strayed a bit off topic. 0-4 Map is not neatly done at all. Is difficult to understand and difficult to read, more effort can be done. Map is not very appealing. Can be described as lacking, minimal to no pictures and colors were used Effort was made to make map fun and exciting. Map does not have all the needed content. The mind map is incomplete with missing deficiencies or minerals. No prediction or hypothesis was given. 0-1 Students did not want to deliver presentation or had no enthusiasm, the learners did not speak loud enough, a conclusions or solutions to the problem was not provided. Total: 50 How I will conduct the lesson I will start my lesson off by giving a brief introduction that includes the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. I would firstly recap some definitions that goes with the topic of nutrition. I will show them my video that I made that contains the scenario for the problem-based activity. Right after the video, I will ask the learners to make a prediction on what could cause Juli’s problems. After I have showed them the video and made sure that they can recall on to their prior knowledge, I will briefly explain what their activity is. I will then divide the learners into their groups of 4. I will explain that the activity would take place over a period of 3 classes (which is more or less over 1 and a half weeks). I will then ask the learners to read trough the scenario again and start to explain their activity in detail. I will first explain the mind map and then the conclusion/presentation that they will have to deliver to say what nutrient deficiency Juli has. After I have explained the two activities, I will then go trough the rubric as well as the checklist with them, to ensure they understand what is expected of them. 21st Century competencies 21st Century skills include: Skills used in activity: • Creativity • Communication • Communication • Critical thinking • Collaboration • Problem solving • Critical thinking • Collaboration • Problem solving. LESSON PLAN LIFE SCIENCES Student Name & Surname Lesson duration Natasha Austin 1½ weeks Term 1 Grade 11 Student number School Topic – The Chemistry of Life Theme /Topic: Use CAPS to identify theme and topic. 31627773 Date 6 June 2021 Voortrekker Highschool CAPS document (page number) P.23 Theme – Nutrition (Inorganic compounds). Strand – Strand 1: Life at the Molecular, Cellular and Tissue Level At the end of the lesson, learners should be able to: Objective (s) What should learners be able to do by the end of the lesson? Are the objectives SMART?** S(Specific) – Identify the different type of food deficiencies as well as the functions and the importance of vitamin C and D and Fe. They should also be able to identify the cause of these deficiencies and how it can be prevented. M(Measurable) – The learners should be able to identify and recognize the symptoms they have made on their mind maps and draw a conclusion for their “patient’s” diagnosis. A(Attainable) – By the end of this lesson and after completing the mind map in detail, they should be able to identify the importance of nutrients to maintain a healthy lifestyle on their own to make it relevant to their lives. They should be able to identify the food types that have the needed nutrients. R(Relevant) –They should be able to identify the importance of nutrients to maintain a healthy lifestyle on their own T(Time) – They should be able to identify the important nutrients and food types needed to prevent and deficiency by the end of the week and a half. SPECIFIC AIM (Learning outcome) 1 Briefly describe Construction and Application of Life/Physical/Natural Sciences Knowledge (Cognitive domain) Acquire Knowledge • • • Insight and Understanding • • • Application in new contexts 2 Malnutrition and an inappropriate diet and eating plan can lead to an unhealthy lifestyle. A healthy diet can be highlighted as important. A healthy eating plan requires different nutrients and components such as: proteins, fats and oils, carbohydrates, minerals, vitamins, fiber and water. We should understand that a healthy diet consists out of the needed minerals and vitamins and if it is not eaten enough from, it can lead to deficiencies such as anemia. Limited amounts of food such as: Sugary treats, oils, saturated/unhealthy fats. Foods such as vegetables and fruits should be ingested and bad habits such as smoking should be learned off since it prohibits the absorption of vitamin C that can cause Anemia over a long period of time. Taking part in the activity to draw comparisons with the scenario and the mind map to relate and find a diagnosis. Then delivering an oral presentation on what the results they have from their comparisons between their mind map and the scenario. The presentation should have headings such as the aim of the investigation, the hypothesis, method and results, the conclusion and the discussion. Scientific Investigations of Life Sciences phenomena (Psychomotor domain) According to the relevant CAPS document, there are skills that the learners need to acquire. Please refer to the CAPS and indicate the process skills applicable to this lesson. 1. Accessing and recalling information: Learners should be able to use a variety of sources to acquire information their textbooks and the case/scenario provided and be able to remember key facts and concepts and build a basic to work, such as definitions and examples from the book. 2. Observing: Seeing and noting changes and recognizing details in the scenario given by them. 3. Comparing: Observing the differences and similarities in the deficiencies that they should make on the mind map and comparing it with the “patient” in the scenario. 4. Identifying problems and issues: Being able to articulate the needs and wants in certain scenarios, in this case, a diagnosis is needed to help Juli with her nutrient deficiency. 5. Raising questions: Being able to identify a question relevant to the problem to find a solution. 6. Predicting: Before the activity and problem-solving investigation can take place, predicting the possible outcomes that may have caused the possible symptoms for Juli – what the possible deficiency can be based off of what is observed. 7. Hypothesizing: A hypothesis is used as a basic for further investigation to build on, it is a suggestion or explanation for certain things that are taking place, the hypothesis will be approved or disproved by the end of the investigation after their presentation and diagnosis is approved or disapproved. 8. Planning an investigation: Planning the method for an activity in advance and identifying the needs to make the assessment successful, planning ahead for the mind map to be correct. 9. Interpreting the information: Explaining the results of the activity (including a picture on the maps. This translation task, requires the learners to make sense of the information into a different format, like information from a table that should be translated to an essay or written information or report, in this case, shortened summed up for a mind map. 10. Communication: Written conclusions or graphs, mind maps, discussion or orals can be used to communicate the results and information to other people in their group discussion and then the final oral presentation. 11. The scientific process: This is a way of investigating things in the world. This process is used by scientists to find out information and for problem solving. The basic steps are as follows: STEP 1 – Identify the problem and formulate a problem question, what is it you want to find out? STEP 2 – Form a hypothesis. State your idea or prediction what will happen during the investigation. STEP 3 – Create/design your activity or experiment in order to test your hypothesis or prediction to prove whether your hypothesis is wrong or right. STEP 4 – Observe and note the changes that are taking place during your experiment and investigation. (What happened during the investigation, tabulate your findings). STEP 5 – Make inferences and draw conclusions from your investigation, what did you find out? Is your hypothesis, right? What was learned from this investigation? Reference list (CAPS), C. and FET, C., 2021. CAPS for Further Education and Training phase. [online] Education.gov.za. Available at: https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS)/CAPSFET.aspx [Accessed 1 July 2021]. Mayo Clinic. 2021. Anemia - Symptoms and causes. [online] Available at: https://www.mayoclinic.org/diseases-conditions/anemia/symptomscauses/syc-20351360 [Accessed 1 July 2021]. Renderforest.com. 2021. Online Video, Logo and Website Maker | Renderforest. [online] Available at: https://www.renderforest.com/ [Accessed 1 July 2021]. Vitamin C and functional iron deficiency anemia in hemodialysis. 2021. [online] Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4715087/ [Accessed 1 July 2021].
