Chemistry+Lesson+Plans

__Lesson Plan # 1 (one day)__ __Lesson Plan # 2 (one day)__ 1. Watch video: (Hunger: What you need to know) media type="youtube" key="udl9K6L1ekI" height="315" width="420" 2. Students will join their project groups and discuss the most important fact in the video they just saw as a class. Students will discuss and answer the questions, “Why are millions of people hungry?” and “Why should we care?” As a group they will start developing an action plan or proposal for their final project which states what they want to make aware for the public, why should this issue be considered, and what impact it might have on the public. Students will assign roles within the group to make sure who will do what for the action plan and for the project as a whole.
 * World Hunger Banquet**
 * 1) After students participated in the hunger banquet, students will then reflect on their feelings and findings on the hunger banquet.
 * 2) Students will be introduced to their class website (or wikispace). They will obtain laptops within class time to create their own member id and password.
 * 3) On the interactive white-board the [|world-o-meter] will display the current statistics on undernourished people in the world, people who died of hunger, and overweight and obese people in the world. Students will write their first blog entry within class time by analyzing the world meter to determine why there are some many people undernourished in the world and why that number is very close in value to the number of people overweight.
 * 4) Discussion on final project of unit- public awareness campaign (video, website, poster, glogster, etc). Create groups (4-5 students per group)
 * 5) Homework: Students will be assigned another societal role before the leave the classroom. At home they will blog about how their role is similar or different to their role in the hunger banquet. They will reflect on their feelings
 * Why should we care?**

3. World Hunger Map 2011: a. What makes hunger specific to this part of the world? (activity) Students will know that despite a world-wide surplus of food, 800 million to 1 billion people across the globe are food insecure. This includes an estimated 17.2 million people in the U.S. 4. Homework: Create a well developed action plan/proposal (one to two double-spaced pages). Cut out nutrition labels from your favorite food items and bring to class. __Lesson Plan # 3 (one day)__
 * Why are people malnourished?**
 * 1) Silent chalk talk- Students will come up to the board and write an answer that supports the question “Why are people malnourished?”
 * 2) Students will learn that most people think nutrition is not having enough to eat. But for many of the world’s 1 billion hungry people, the problem is that they don’t get the proper amount of vitamins and minerals they need to sustain themselves.
 * 3) Ask students to take out one of their nutrition labels and to circle with a red marker what they think are vitamins and minerals and write one of them on the board. Span the board in search of non-vitamins and non-minerals. Often students mistake vitamins and minerals with synthetic vitamins. If there are no synthetic vitamins on the board, write one down and ask students what the difference between vitamins/minerals and these synthetic compounds (i.e. Niacin, Riboflavin)?
 * 4) [[file:Natural vs. Synthetic Vitamins.docx]]
 * 5) [[image:VITAMINS.jpg width="107" height="107"]]
 * 6) Why are there so many synthetic vitamins in foods? Why do we need to consume these compounds as well as natural vitamins?
 * 7) Each student will be assigned an element from the periodic table. They will create a chart which will identify the characteristics of that element, the typical food sources that contain that element, areas of the world that do not have these food sources, the deficiency conditions of people without or lack these minerals, the reference intake per gender and per age group, and ultimately why these elements are essential in our diet.
 * 8) Homework : Create a Glogster of your essential dietary mineral and embed it to the class webpage.

__Lesson Plan # 4 (one day)__ 2. //Tuning Protocol//- Do canned food drives really help the hungry and malnourished? 3. Students will understand that Americans send corn-soy blended foods overseas to help children who are malnourished. The problem with this is that these foods only provide a minimal amount of vitamins. The products fill their stomachs but are not easily absorbed. A quarter of people that eat these corn-soy blended foods actually lose weight and get sicker. We send these foods because in the 1950s, congress passed a law that majority of the food send out of seas to help the hungry must be from farms mainly because it is less expensive. 4. Students will work in pairs to perform a research activity with computers that will be provided. They will search through large and smaller hunger organizations (world or local) to determine what kind of foods are being sent to help the hungry. Students will perform a study that analyzes the similarities and differences in these types of foods. They will answer a few questions. a. What are they called? b. When and where used? c. How are they used? d. What are the ingredients? e. What is the nutritional value (per 100mg)? f. What is the price?
 * How can we help the hungry and malnourished?**
 * 1) Video: (I am mad as hell, but I am not going to let 1 billion people go hungry): While watching the video, think about ways you can help the 1 billion people. media type="youtube" key="0l57fmIup9Q" height="315" width="560"

Helpful Resources OxfamAmerica Action Against Hunger City Harvest [|Food Bank NYC] NYC Coalition Against Hunger Harvest for Hunger The Hunger Project UNICEF-USA FeedingAmerica- Hunger Relief World Food Programme- Special Nutritional Foods Homework: Develop a podcast in which you explain how you can help world hunger __Lesson Plan # 5 (one day)__ Procedure:
 * Foods contain common chemicals including fats, glucose, and starches**
 * 1) Students will take out their nutrition labels once again and circle with a blue marker fats, sugars, and carbohydrates. Students will recognize through a lab activity that all foods contain chemicals. Some of the most common chemicals are the nutrients glucose (a sugar), fat, and starch (a carbohydrate). It's not difficult to detect these nutrient chemicals in food. In the activity, students will use simple tests to determine their presence in everyday foods.
 * 1) Use one of the wooden tasting spoons to crush one of the crackers on the plate. With the spoon, transfer the cracker crumbs to one of the small cups. Place a marshmallow in another small cup, and use a clean tasting spoon to tear it into small pieces. Add a few drops of water to each cup to create a liquid mixture.
 * 2) Use the two remaining tasting spoons to place half the peanut butter and half the applesauce in the two remaining cups.
 * 3) Label four of the brown-paper squares with the names of the four foods. Use forceps to rub the second sample of each food against a brown-paper square. Place these on a paper towel.
 * 4) Label TesTape strips with the name of each food, and then dip it into that food's cup. Place each strip on a paper towel to dry.
 * 5) Place two drops of iodine (KI reagent) on the food remaining in each cup.
 * 6) Observe the reactions in each test.
 * 7) //Observations: After Iodine-KI reagent is tested with the different foods, a blue-black color results if starch is present. If starch amylose is not present, then the color will stay orange or yellow. Starch amylopectin does not give the color, nor does cellulose, nor do disaccharides such as sucrose in sugar.//
 * 8) Compare your group's results with those of another group.
 * 9) Now, repeat steps 1-6, and compare them with your initial results.
 * 10) What other foods would you like to test? Develop a list of 10 additional foods with your group, and arrange to bring them in for testing. Test them using iodine, TesTape strips, and brown-paper squares.

__Lesson Plan # 6 (one day)__
 * Building a calorimeter to measure the energy intake from calories in foods**

Interactive slideshow presentation on the calculations necessary for burning calories

The world produces enough food to feed everyone. World agriculture produces 17 percent more calories per person today than it did 30 years ago, despite a 70 percent population increase. This is enough to provide everyone in the world with at least 2,720 kilocalories (kcal) per person per day (FAO 2002, p.9). (That’s enough to make us all chubby!) (according to worldhunger.org  and Food and Agricultural Organization)

__Lesson Plan # 7 (two day)__ 1. Students will understand that there are 1 billion people in the world malnourished but there over one billion people in the world overweight.Students will discover why this is the case. 2. Is obesity a form of malnourishment? Are obese people receiving proper nutrients if they are overweight? 3. Students will learn what elements make up Fast Food and learn about its chemical properties and structures through a screencast.
 * A nutritional analysis of America's obsession with Fast Food**

__Lesson Plan # 8 (one day)__ Pre-assessment: [|Why do malnourished and/or starving children often have distended (swollen) bellies?] 1. Students will learn about the disease state of kwashiorkor- macronutrient deficiency. Students will learn that children of these disease state were born just like them and started out with a high level of carbohydrate and protein content in their diet but as time progressed they started getting lesson protein and so their protein levels dropped in their diet causing their deficiency. Students will make the distinction between malnourished and starving. Starvation occurs when the body is not getting enough calories to convert into energy. 2. Students will understand that malnutrition is caused by not getting enough of an essential nutrient. A person could be obese but still malnourished if his diet is not well-balanced. 3. Students will take role of doctors and read through case studies from the attached malnutrition cards. They will answer questions that will assess the disease state of the person in the case study.
 * How can we determine if someone is malnourished or starving?**



__Lesson Plan # 9 (one day)__
 * Presentation of public awareness campaigns**