unit Instructional Materials
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Detailed Summaries of Lessons
Lesson Summaries with Essential Questions
1. KWL about Lactose Intolerance; Discussion of lactose intolerance vs. Lactose tolerance in different populations and ethnic groups; Examination of data about who is lactose intolerant and who is not in the world; Identify lactase Persistence as a mutation that affects a small portion of the world population; Ask if milk is a necessary food in the diet and whether it is in all diets around the world? Discuss the reason dairy products are so prevalent in this country; Discuss the milk industry and its power; Tie this discussion back to the statistics on lactose intolerance and identify a pattern of dominant groups who are lactase persistent setting up a society that pushes milk on everyone; Ask what they think about this.
Essential Questions:
· What do you notice from the data tables about who is lactose intolerant and who is not?
· Why do you think so many people are lactose intolerant in minority groups?
· Do you think lactose intolerance is a medical disorder or is it normal in human beings?
· What do you think is the dairy industry’s position on this topic?
· If most students at this school were lactose intolerant, would that be an issue? If so in what way?
2. Complete the Lesson: Evolution of Lactase Persistence (lactose Tolerance) in Some Groups of People
Essential Questions:
· What environmental factor caused some groups of people to evolve to be lactase persistent?
· How do groups of people who are 100% lactose intolerant survive and thrive?
· What do you think would happen if all European Americans suddenly became lactose intolerant and everyone else developed lactase persistence? Would that change anything?
3. Bias Analysis: Got Milk? Have students break into groups to read the paragraph, “Got Milk?” and critically analyze it for bias. Have each group present its findings. As a group, generate a list of issues and problems that this bias in our society may have caused to negatively affect their lives.
Essential Questions:
· How is the text book biased?
· How does the text book reflect the bias in our society about lactose intolerance?
· What are the consequences of this bias for you and people in your community?
4. The YPAR Project: Decide as a class which issue or problem to work on collectively to solve through YPAR. (One issue that may come up is the fact that the free lunch program only serves milk as a beverage.) As an example we will go through the YPAR using this issue as an example. Put up the steps in conducting a YPAR project that also include scientific research about enzymes and lactase, in particular. Divide the students into teams to carry out the research in different areas of the issue and then writing the research report. Students share their work in a google document to collaborate.
Examples of possible research group topics but the topics will be originated by the students: Survey of students, community and family members about lactose intolerance in their lives. Research into different ethnic group’s diets and nutrients provided. Research about the dairy industry in this country, Research about the school lunch program policies and decision makers, research about the science of lactase and lactose. (Students conduct interviews, focus groups and surveys to carry out action research.)
5. Conduct Scientific Experiments on Lactase, under the mentorship of scientists (See the Instructional Materials)
6. Co-teaching with Language Arts teacher to conduct literature research for the YPAR project. (See the Instructional Materials)
7. Reading: Enzymes as Catalyst (combination of homework and classwork) (See the Instructional Materials)
8. Brush up on knowledge by doing the Interactive Practice and the Quiz. (See the Instructional Materials)
9. Practice the Presentation. Use the Rubric to revise the report and presentation based on feedback. (See the Instructional Materials)
10. Present. (An assessment rubric is included in Instructional Materials)
11. Publish.
1. KWL about Lactose Intolerance; Discussion of lactose intolerance vs. Lactose tolerance in different populations and ethnic groups; Examination of data about who is lactose intolerant and who is not in the world; Identify lactase Persistence as a mutation that affects a small portion of the world population; Ask if milk is a necessary food in the diet and whether it is in all diets around the world? Discuss the reason dairy products are so prevalent in this country; Discuss the milk industry and its power; Tie this discussion back to the statistics on lactose intolerance and identify a pattern of dominant groups who are lactase persistent setting up a society that pushes milk on everyone; Ask what they think about this.
Essential Questions:
· What do you notice from the data tables about who is lactose intolerant and who is not?
· Why do you think so many people are lactose intolerant in minority groups?
· Do you think lactose intolerance is a medical disorder or is it normal in human beings?
· What do you think is the dairy industry’s position on this topic?
· If most students at this school were lactose intolerant, would that be an issue? If so in what way?
2. Complete the Lesson: Evolution of Lactase Persistence (lactose Tolerance) in Some Groups of People
Essential Questions:
· What environmental factor caused some groups of people to evolve to be lactase persistent?
· How do groups of people who are 100% lactose intolerant survive and thrive?
· What do you think would happen if all European Americans suddenly became lactose intolerant and everyone else developed lactase persistence? Would that change anything?
3. Bias Analysis: Got Milk? Have students break into groups to read the paragraph, “Got Milk?” and critically analyze it for bias. Have each group present its findings. As a group, generate a list of issues and problems that this bias in our society may have caused to negatively affect their lives.
Essential Questions:
· How is the text book biased?
· How does the text book reflect the bias in our society about lactose intolerance?
· What are the consequences of this bias for you and people in your community?
4. The YPAR Project: Decide as a class which issue or problem to work on collectively to solve through YPAR. (One issue that may come up is the fact that the free lunch program only serves milk as a beverage.) As an example we will go through the YPAR using this issue as an example. Put up the steps in conducting a YPAR project that also include scientific research about enzymes and lactase, in particular. Divide the students into teams to carry out the research in different areas of the issue and then writing the research report. Students share their work in a google document to collaborate.
Examples of possible research group topics but the topics will be originated by the students: Survey of students, community and family members about lactose intolerance in their lives. Research into different ethnic group’s diets and nutrients provided. Research about the dairy industry in this country, Research about the school lunch program policies and decision makers, research about the science of lactase and lactose. (Students conduct interviews, focus groups and surveys to carry out action research.)
5. Conduct Scientific Experiments on Lactase, under the mentorship of scientists (See the Instructional Materials)
6. Co-teaching with Language Arts teacher to conduct literature research for the YPAR project. (See the Instructional Materials)
7. Reading: Enzymes as Catalyst (combination of homework and classwork) (See the Instructional Materials)
8. Brush up on knowledge by doing the Interactive Practice and the Quiz. (See the Instructional Materials)
9. Practice the Presentation. Use the Rubric to revise the report and presentation based on feedback. (See the Instructional Materials)
10. Present. (An assessment rubric is included in Instructional Materials)
11. Publish.