Starter

It may be nice to start the class in circle. Give the
students the Vitamin and Mineral information Cards, set them the challenge of
matching up the vitamin to its role and good sources. the vitamins are on one
colour card and the minerals in another. Give a short deadline- 6 minutes before
giving them the helpsheet. Give them another 3 minutes to complete.
I suggest asking the
students to place the cards onto a strip of long paper- wallpaper.

Next ask the students as a class to take another piece of
wallpaper, write down the name of the nutrient and then turn the key bits of
information into simple picture. there are 24 nutrients so one per student will
almost work. This should only take another 5 minutes.

Big Picture

Discuss Learning Outcomes By the end of this lesson you will
be able to:

Practice data handling, (graphing skills?) and use of tables

Spot correlations in data

Consider if it is causation or correlation

Review macro and micronutrients.

Describe the role of various vitamins and minerals in the
body.

Define a deficiency symptom.

Share New Information

1..Model the thinking
behind how we approach data in tables. The students find this difficult and are
quickly bewildered by any such form of data.

There are example questions on the powerpoint.

This is also an opportunity to introduce the deficiency disease
and symptom. The example here is for a macronutrient, the rest of the lesson is
about micronutrients. It is therefore worth stressing that we can be deficient
in both.

2. Teacher once again models how we think while looking at
data. This time its a correlation. The powerpoint goes from "their"
language of "goes down" to decreases etc and how to comment upon the
strength of a relationship ( need to add to this- postive and negative
correlation)

Discuss- independent/ dependent variables x and y axis and
cause and correlation, this is will help
http://www.abs.gov.au/websitedbs/a3121120.nsf/home/statistical+language+-+correlation+and+causation

Activity

1. Following input 1, each group of students
are given one question sheet and a data sheet sheets. Some of these are easier
than others, so it may be possible to challenge some students and support
others. These are mainly comprehension
and data handling questions. These should go into their books as individual
work. Each group should do a minimum of two

2. There is a choice of two graphs to then practice with. If
time is available have the students do both, live mark in between. the graphs
are available for students to stick into their books.
Demonstrate New Understanding

1. Page 7 in Exploring Science 8 questions 4,
5 and 7.
2. Research a correlation or a relationship from a nutrient
in your text with a health issue. eg
More vitamin d lower risk of a heart attack, can you find a good graph.

Review & Reflect
1. Following activity 1, pair students up so
that they are working with a student who has tackled a different question. They
have to convince each other that their answers are right by showing their
methods and working out. Answers available.