1. Got Insulin? - Friday Feedback Session Team Leader: Jason Lopez Team Members: Melissa Reed, Saleha Banu, David Krumwiede, Tracy Woodson, Janice Scott This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

2. Module Enhancements ELEMENTARY –Additional web sites for elementary students such as www.sciencenetlinks.com www.sciencenetlinks.com www.marcopolo-education.org www.school.discovery.com -Provide students with a list of foods and have them create their own balanced meal utilizing the food pyramid. Have students create a modified food pyramid based upon the needs of a diabetic. -Careers in foods and engineering

3. Module Enhancements High School - Chicago Public School System Abilities to do Inquiry Students develop their understanding of the central concepts of biology by identifying questions and concepts that guide their scientific investigations. They design and conduct scientific investigations, and frequently collect and analyze quantitative data. They formulate and revise scientific explanations and models using logic and evidence. They communicate and defend a scientific argument, the end result of which is an understanding of one or more of the Biology central concepts. This central concept is most often developed through hands-on laboratory investigations. Example The Chemistry of Life Enzymes, relationships between chemicals to maintain glucose homeostasis both body and cellular.

4. CPS Biology Framework Understandings about Inquiry, Students leave a biology course with certain understandings about inquiry and the nature of science. Example: What are the risk factors for diabetes? Scientists rely on technology to enhance the gathering and treatment of data; mathematics is essential in scientific inquiry. Example: Calculating BMI (Body Mass Index)

5. CPS Biology Framework continued Scientific explanations must be logically consistent; must abide by the rules of evidence; must be open to questions and possible modification; and must be based on historical and current scientific knowledge. Example: How has diabetes been treated over the last 100 years? Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists. Example: What new treatment for diabetes are currently being developed?

6. Engineering Design Have students create posters showing the engineering process –Define the need –Do background research –Establish design criteria –Prepare several preliminary designs, evaluate tradeoffs –Build and test a prototype –Test and redesign as necessary –Present results

7. Scientific Inquiry Instructional Hook –Give each student a saltine cracker. –Have the students chew the cracker and hold it in their mouth for one minute. –Have students describe what happens to the taste of the cracker Use the Food Tables program so students can explore the affect of their diet on their insulin levels.

8. Ethics Rights of Privacy - Weight – many people are sensitive about their weight. If they are inputting personal data, how will it be kept private? - Personal Health Issues – Who will have access to this information? Are the schools computer systems secure? (Spy ware, hackers) - Insulin – Will this activity make students who are diabetic feel singled out?

9. Elementary Modifications Brainstorm Access Prior Knowledge Q : Do you know anyone with diabetes? Q: What do you know about insulin? Q: What do you know about diabetes? Q: Who gets diabetes? Q: Does anyone in your family have diabetes?

10. Elementary Modifications Activity 1: Introduce students to vocabulary words Students will complete wordsearch “GOT INSULIN” Activity 2: Students will collect articles from newspapers and magazines related to the subject matter Discuss the articles with students Activity 3: Students will work in groups of 4-6, go on Scavenger hunt to the library, locate books and other resources on: Diabetes, glucose, vision, carbohydrates, sugar etc. Students will give a report on their findings

11. Elementary Modifications Activity4: Students will use the computer to access certain websites to locate information: Ask Jeeves Yahooligans Kids Domain Activity5: Students will collect pictures of foods, fruits, vegetables and create food pyramids, placing items in the correct categories Activity6: Students will explain what they have learned through retelling shapes (Triangle) The main point you have learned today (Square) Four things you will try (Circle) What’s still going around in your head?