To begin the lesson, I ask students to look back at the food label they used in the previous lesson. I ask my students to identify where on the label they can find information about the nutrients we have tested in the unit (starch, glucose, fat, and protein). I then ask my students to share other categories of information that are included on the label that we have not yet studied. I record the students' answers on the board. After compiling a complete list, I tell students that in the day's lesson, we will study four types of vitamins that are commonly found in foods and that benefit the human body.
I then distribute a copy of the vitamin compare and contrast chart to each student. I tell the students that they will be reading articles about vitamins to help them complete the chart (I use articles that come with the STC kit Food Chemistry, but the same information can be gathered from many encyclopedia or web-based articles, like the articles in the link.). I ask my students to mark the text of articles as they read. I ask students to underline and star important information about the way that the vitamin affects human health and where the vitamin can be found. After reading about each vitamin, I ask my students to complete the chart.
I close this lesson with an activity designed to help students self-assess their work and add any missing information to their charts. I have student take out a colored pencil to use in this section of the lesson. I group students into teams of four and give them time to share their charts with one another. As their peer partners read the information on their charts, I encourage students to add any information that would supplement their own thinking to their charts using the colored pencil. I provide enough time so that each student can share his / her chart. This strategy provide an increased layer of accountability for student-to-student talk. I can quickly scan student papers to see whether each child added information using their colored pencil and how much information was added to the chart. Using this strategy also ensures that each student ends up with a completed chart with accurate information.
A sample of a student's completed chart, with information added in colored pencil, can be found here.