2. Essential Question 1: What is my optimal diet?

3. Essential Question 2: What does food look like chemically?

4. 1) What do you want your students to learn as a result of this project? List the core concepts in your subject area. The molecules of life: carbohydrates, lipids, and proteins Objectives: Describe the special bonding properties of carbon that allow it to form an endless variety of organic molecules and draw a hydrocarbon. Compare a dehydration reaction to hydrolysis and manipulate a chemical formula to show each. Compare the structures and roles of monosaccharides, disaccharides, and polysaccharides in living organisms. Give examples of each. Compare the structure and properties of saturated and unsaturated fatty acids. Distinguish between steroids and anabolic steroids, and explain how the use of anabolic steroids can be dangerous to a person’s health. List four roles of proteins Create a model of and describe the basic structure of an amino acid Explain how amino acids are joined and the structures that develop as the protein forms Distinguish between the primary structure and the final three-dimensional shape.

5. 2) What are the interdisciplinary connections? Discuss with Stephen Brotschul (digital media) concerning how to create the video Discuss with Mary Grace (health) to see when she covers nutrition and see if there could be some way to incorporate what the students learn in Biology to her class. Possibly share the “best of” the created works as a teaching tool for health class Cook food that is part of the “optimal diet” Discuss with language teachers to determine diets of different cultures Contact history teachers for how food choices have changed over time

6. 3) What possible community connections are there? Talk to Craig (dining hall) to see if we have access to a nutritionist or dietician and discuss the project Talk to Taresa to see if she knows a nutritionist Contact IUP http://www.iup.edu/foodnutrition/default.aspx Determine how food choices change over the weekend What food choices exist at Sr. Center / Daycare?

7. 4) What will the students produce? Instructional video of either a carbohydrate, lipid, or protein Written report of the “Optimal Diet Plan For Me?” Compare results of what you ate to optimal. What changes need to be made?

8. 5) How might technology be integrated? Students will create an instructional video to teach others in the class about either a carbohydrate, lipid, or protein Students will create a virtual report of their own optimal diet and how they plan to fulfill their diet

9. 6) What is the projected timeline/calendar for this project – include intermediate deliverables. What did you eat? (24, 48, or 72 hours) Add up grams for each food group Figure out % of calories for each molecule When is your protein level saturated? Modeling the molecules of life Chemically discern molecules Break kids into groups and have them teach the rest of the class about carbohydrates, lipids, and proteins What is the optimal diet plan for me? Compare results of what you ate to optimal. What changes need to be made?

10. 7) What are the opportunities for draft, critique and revision? Creating molecules Creating the video lesson Script Pictures

11. 8) What opportunities are there for students to reflect on and be accountable for their work? The video will be critiqued by peers and then adjusted The final product will be used to teach others in the class and Health Class students

12. 9) How will students be assessed? Final product video will have test component Students will be tested on their knowledge of the structural identification of the models of the molecules of life: carbohydrates (monosaccharides, disaccharides, and polysaccharides) lipids (fats and steroids) proteins (amino acids, primary, secondary, tertiary, and quaternary structure)

13. 10) What might exhibition look like? Peer teaching of particular molecule (carbohydrate, lipid, or protein) Pamphlet / Video Instruction Models of the molecules of life

14. The Plan A 5E Model for the Project

16. You Are What You Eat Watch “Super Size Me” excerpt

17. You Are What You Eat What do you eat? Keep track of everything eaten and drank for 72 hours Provide daily report including pictures of plates, cups, etc.

18. You Are What You Eat Calories in foods Lab Report (Burn a Nut) Chemicals of Life Lab Report (see Flinn Publication No. 10934) Real Thoughts for Food for Long Workouts reading (see NYTimes.com June 5, 2008) Food Experiments Lab Report Chemistry of Health (National Institute of Health pdf)

19. You Are What You Eat Search for the Optimal Diet Search for how much protein an adolescent needs Search for how the nutritional needs of active males change as they age (and possibly become less active)

20. You Are What You Eat What do you eat? Keep track of everything eaten and drank for 72 hours From the daily report: Determine grams for each food group Figure out % of calories for each molecule When is your protein level saturated? How do nutritional needs change with age?

21. You Are What You Eat Describe the special bonding properties of carbon that allow it to form an endless variety of organic molecules and draw a hydrocarbon. Compare a dehydration reaction to hydrolysis and manipulate a chemical formula to show each.

22. You Are What You Eat Create a model of and describe the basic structure of an amino acid

23. The Molecules of Life

24. You Are What You Eat Discuss with Stephen Brotschul (digital media) concerning how to create the video

25. You Are What You Eat Group 1: Compare the structures and roles of monosaccharides, disaccharides, and polysaccharides in living organisms. Give examples of each.

26. You Are What You Eat Group 2: Compare the structure and properties of saturated and unsaturated fatty acids. Distinguish between steroids and anabolic steroids, and explain how the use of anabolic steroids can be dangerous to a person’s health.

27. You Are What You Eat Group 3: List four roles of proteins Explain how amino acids are joined and the structures that develop as the protein forms Distinguish between the primary structure and the final three-dimensional shape.

28. You Are What You Eat Show Critique video Practice proper critique Critique the video by peers and then adjust before presentation

29. You Are What You Eat Final product video will have test component: Create test questions that should be able to be answered based on the provided video Test will include the structural identification of the models of the molecules of life: carbohydrates (monosaccharides, disaccharides, and polysaccharides) lipids (fats and steroids) proteins (amino acids, primary, secondary, tertiary, and quaternary structure)

30. You Are What You Eat What is the optimal diet plan for me? Compare results of what you ate to optimal. What changes need to be made? Take pictures to show that you have made the changes Cook a dish that represents pieces of the optimal diet and explain the biology of why it is good; share this meal with Health class.

31. Optimal Diet

32. You Are What You Eat Determine diets of different cultures How have food choices have changed over time? What food choices exist at Sr. Center / Daycare? Determine how food choices change over the weekend Other questions that students may wish to explore

33. You are What You Eat Share the “best of” the created works as a teaching tool for health class Provide a well balanced meal for Health Class