WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Marron
Date 9/12/11 Length of Lesson 2 weeks Content Area Experimental Foods
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STAGE I – DESIRED RESULTS
LESSON TOPIC: Physiology of Taste
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
11.3.12.G Analyze the relevance of scientific principles to food processing,
preparation and packaging.
S11.A.2.1 Apply knowledge of scientific investigation or technological design to
develop or critique aspects of the experimental or design process.
R11.A.2.1 Identify and apply vocabulary.
R11.A.2.4 Identify and explain main idea and details
UNDERSTANDING GOALS (CONCEPTS): The human
senses of taste and smell work together, taste preferences may
have a genetic basis
ESSENTIAL QUESTIONS: How does human physiology
impact personal food preferences?; How can we make food
taste good?What factors influence our perception of food?
Students will understand: How to conduct a taste test,
Know if they're a supertaster, a non-taster or a normal taster
Know if they have the genetic code to detect bitter taste
How physiology impacts taste
How the sense of taste and smell work together
How physiology affects food preferences and choices
How the texture of food impacts the sensory perception of food
How flavors carry over and influence other flavors
How to balance various flavors and qualities of food when planning meals
VOCABULARY: umami, sensory nerve fibers, receptor,
olfactory membrane, quinine, enzyme, genetics, fungiform
papillae, mouthfeel, flavor, gustatory sense, olfactory sense,
irritation, pungency, astringent, complexity, carryover and
adaptation, chemoreceptor, odorants, volatility, sensation,
complementary, supertaster, tolerance, glutamate, aversion,
cooling, balance, capsacin, trigeminal sensitivity
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Explain taste preferences
Conduct a taste test
Explain how the senses interact to produce a flavor
Explain how to balance flavors when planning xeals
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Lab Reports, Projects, Unit Test,
Participation
FORMATIVE ASSESSMENTS:
#1. Pre-Assessment
#2. Summarizing Main Ideas
#3. Thumbs Up
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Cooperative Education
#2. Summarizing
Others: Graphic Organizers
Partnering
Dinner Fix-it Quiz,
Anatomy illustrations,
Nova video (streaming):
Picky eaters, materials
for experiments:
supertaster test (food
coloring, magnifying
INTERVENTIONS:
ASSIGNMENTS:
Guided notes, verbal
prompting, recognition of
student effort, providing
samples of good work, whole
group and small group
instruction, individual help
when needed.
Lab reports
Nova handout
Describe usage: Students work
in pairs or in groups in
conducting experiements with
foods
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
glass), PCT strips
(genetic test for taste
bitter receptors), Taste
tests - baby food,
peppermint extract, life
savers, white bread, food
samples, lemons, sugar,
powerpoint, graphic
organizer
CONTENT AREA
READING:
Nova handout
Other techniques used:
MINI LESSON:
8/29, 8/30: Dinner Fix-it Quiz
(formative assessment)
8/31, 9/1: Anatomy illustration,
Life Savers test, Super-taster test
9/2, 9/6: Nova video - The Science
of Picky Eaters; PCT test
(complete handout); taste-test
baby food according to directions
on handout
9/7, 9/8: Quinine cover-up test
9/9, 9/12: Food odor
identification test
9/13, 9/14: Mouthfeel and
Sensory Evaluation test,
Carryover and Adaptation test
9/15, 9/16: Powerpoint review;
graphic organizer and
vocabulary (bread test to
demonstrate how enzymes in the
mout break down food)