Standards: iste standards

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Dakoda Walker

Human Bio: Senses of Taste, HOT HOT HOT
Eighth Grade
Stage 1:

ISTE Standards:

1. Facilitate and inspire student learning and creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
* Promote, support, and model creative and innovative thinking and inventiveness
* Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
* Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
Behavioral Objective:

Students will review taste buds & how they function; through ( To review what receptors react to what taste, and later reward students with sour treats. Go into detail on what makes peppers hot (capsaicin) and how the heat is measured (Scoville scale). Review by going over peppers in class and order them from lowest units to highest on chart given to each student. Every student that gets it correct is allowed an opportunity to pick a labeled pepper from a giant tub . They are then given a day to research which pepper is the hottest and tally up the votes and give me (the professor) a pepper to eat during class.

Enduring Understanding:

*Name, understand, and locate taste bud receptors.

* Understand why peppers are hot through class discussion. As well as how the heat is measured.

* Students will use basic technology skills while they type the letters into Microsoft Word.

* Students gain an understanding on how to navigate the websites gone over in class
Stage 2:

Formal assessment: Students are to take labeled peppers and organize them on Scoville chat from lowest units to highest which will be graded.

Informal assessment: Allow students to browse through the website given to review taste bud receptors that show digital models of the mouth and tongue. After this we will focus on the receptors that react to heat, and peppers which house the chemical capsaicin that activates the sensation of a food being hot to the brain. Student will remember this information because as the lesson continues to the point of me going over specific peppers and their units of heat the students will make connections from the lesson prior.
Stage 3:


* Teacher station computer with projector

* Variety of peppers

* Computers for Students

* Scoville scale sheets

* Model of human head (tongue)

T: As the teacher I will assign each student to a specific computer and have them log on to the “innerbody” website and browse it while I pull mine up on the Projector

S: Will browse website and look at all the different parts of the tongue, mouth, and throat.

T: Open up with the name of the lesson and ask the students what different taste can we examine with our tongue

S: The students will raise their hands and go over the tastes of : sour, bitter, sweet, salty, and finally, umami

T: Go over locations of different taste buds and quiz the following day.

S: Take quiz

T: Go in detail about how the tongue reacts to heat; focusing in on peppers (draw some peppers on the board) and the chemical capsaicin and how it is measured in units by the Scoville scale (bring up on projector). Ask students of some peppers they know and how hot they think they are.

S: Will brainstorm hot peppers they have consumed and talk about it in class.

T: Give students a list of peppers and their units to place on the scale (fill in blank paper).

S: Fill out worksheet and gain understand of what peppers are really hot

T: The next class give students a quiz that is similar to assignment before but don't have units labeled on the peppers. The students with the top quiz grades will be able to research peppers from a tub and vote the following class on what pepper I will eat.

S: Students are given motivation to do well on quiz so they can watch their professor suffer. They take the lesson home to do additional research.

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