Reflection: Developing a Conceptual Understanding Digestion - Why Do We Eat? - Section 2: Explore

 

Let's face it, we can't go eat at a restaurant or go grocery shopping without us seeing or hearing the word calorie.  This brings up the question, "How many of us really know what the world calorie actually means?"  Unless you're a nutritionist or science literate you probably have no idea what this everyday word means and how it impacts our daily choices and lives.

As a science teacher, I strive to have my students find content relevant to their everyday lives.  One way of approaching this is by giving students a conceptual understanding of the content being taught.  Instead of my giving students the definition of a calorie to memorize, students are able to see the definition right before their eyes.  I'm certain that my students, through this activity, better understand that a calorie is a measure of energy (see exit slips). Next time my students come across the word calories they will be able to use their prior knowledge to make wise choices.  

  Making Content Relevant
  Developing a Conceptual Understanding: Making Content Relevant
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Digestion - Why Do We Eat?

Unit 5: From Molecules to Organisms: Systems & The Human Body
Lesson 7 of 18

Objective: Students will be able to create an evidence based explanation to answer, “Why do we eat food?”

Big Idea: After collecting temperature data and reading texts on calories, students use Claim, Evidence, and Reasoning to answer "Why do we eat food?"

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