I start the lesson by guiding students to create a hypothesis about which foods and liquids contain glucose. I inform students that glucose is a type of sugar and briefly discuss various types of sugars with which my students might be familiar (glucose, fructose, sucrose, lactose, etc.) I then ask students to make a prediction about which foods and liquids contain glucose. I ask students to record their prediction and to record a reason for their thinking. I then ask students to share their thinking with their science team. This allows students to hear multiple reasons for a scientific prediction.
I distribute a copy of the glucose lab record sheet for each student. I display a copy on the document camera. I review the procedures for the day's lab and review steps for safely handling the food and liquid samples. In this lab, students will use glucose test strips to determine the amount of glucose present in each sample. I show the students the glucose strips on the document camera. I ask students to use forceps to handle the test strips to ensure that the students' hands do not come in contact with the test material (This could affect test results). The amount of glucose present in a sample is determined using a color comparison chart. I show the students the chart and ask if they have questions about how to read the strips using the color comparison chart. We discuss how to make a judgment if the color appears to be between sections on the color chart.
I then provide time for students to test the eight food and five liquid samples. During this time, I walk around the classroom ensuring that students are on-task, working productively, and recording results accurately.
After the completion of the lab, I ask students to share their test results with their peers. In this lab, I use a strategy called corners. I label each corner of the classroom with an amount of glucose that could be determined using our test strips. I read each food and liquid aloud and ask students to move to the corner that matches their test result. I record the test results for each food and liquid on the class charts.
For continued learning via home practice, I assign a reading assignment to each student. The reading assignment is designed to help students learn more about food containing glucose and how glucose is used in the human body. The article I assign to students comes from the STC curriculum, however, many articles about glucose will work to provide students with this information. After students have completed their independent reading, I ask them to complete the glucose questions. A sample of a student's completed questions can be found here. This serves as a quick formative assessment of student understanding about glucose.