Are Sports Drinks For You Lesson Plan

are sports drinks for you?

lesson plan

Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
Pre-unit task 1	Working Scientifically Introductory Activities based on what a fair test is. P.O.E’s (Predict, Observe and Explain) Modelled activity: Teabag Rocket: - This will introduce fair testing, and explain what variables are.	Examine prior knowledge of fair testing and variables.	Discuss the findings of the teabag rocket experiment as a whole class in terms of prediction, observation and explanation of what happened. Record ideas about fair testing and variables. - What is a Fair Test in Science? - How do we establish a Fair Test? - What is a variable? - Is this experiment a Fair Test?	Tea Bag Rocket Task Sheet [Click here for task sheet] . 7 different types of tea bags. (A variety of shapes, sizes and flavours). . Saucer . Box of Matches . Scissors	KC 2 Communicating ideas and information	Thinking Communication
Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
Pre-unit task 2	Working Scientifically Group task: Magic sugar cubes: - This will reinforce the idea of fair testing, and further explain what variables are. Have Students work in learning teams (4 per group) and POE the various cubes with different substances.	Revise knowledge of fair testing and the idea of only changing one variable in an experiment to receive accurate findings.	Discuss the findings within small groups in terms of prediction, observation and explanation. Report back to the class various results.	Magic Sugar Cubes [Click here for a sample recording sheet] . Recording sheet . Paper Towel . 5 clear containers . large packet of sugar cubes . Kettle for hot water / warm water . Plastic jugs for pouring different liquids . Red, blue and green food colouring	KC 1 Collecting and analysing and organising information. KC 2 Communicating ideas and information	Interdependence Thinking Communication
Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
1	Introduce the students to the set task scenario for this unit. Scenario: The students take on the role as a sports coach who is trying to improve the overall fitness of athletes by monitoring their daily diet and fluid intake. It has been shown that hydration before, during and after sport activity, increases ones performance. Therefore, the coach is particularly interested in assessing the quality of a variety of sports drinks and noting the impact each one has on the body.	Discuss the requirements for the task sheet in groups	Question the teacher for clarification	Setting the scenario . Scenario sheet [click here for an example of the scenario sheet given to students]	KC 2 Communicating ideas and information.	Thinking Communicating
Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies
2 Intro. Task	Exploratory Activity: 1(a) The student’s task (in teams of 3 or 4) is to analyse any five-sport drink samples (and their labels) to examine ingredients within the drink. (No tasting allowed)! 1(b) Testing the ph level of the drinks.	Brainstorm all the different ingredients for the different types of sport drinks and make a list for display. The correct use of indicator paper may need reviewing with students	Analyse the labels of the drinks and note all-important facts/ingredients. [Click here for an example of a recording sheet] Some questions like the ones below to be addressed by the groups. * Are sport drinks designed for a specific purpose(s)? * What is/are the purpose(s)? * Should sport drinks be consumed as a regular drink? Give reasons to support your answer.	Drink Testing * 5 types of sport/energy drinks (i.e. Red Bull, Gatorade, Powerade, ISIO & Lucosade). (Small samples of each put into testing jars) * Large butchers paper & textas for recording * Indicator paper strips and matching colour code.	KC 1 Collecting and analysing and organising information. KC 2 Communicating ideas and information.	Thinking Communication

Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
3	Questioning: Arising from the exploratory activity, the students are encouraged to pose investigative questions about the topic with teacher guidance, through discussing, recording and modifying the ideas raised. (Opened vs. closed questions). Please note that the questions produced were displayed around the classroom and could be added to at any time!	The students may need to be reminded of the differences between closed and open questions. Encourage the recording of realistic investigative questions. I.e. investigations that can be conducted within the classroom setting.	Some examples of questions posed for investigation: * What brand of sport's drink has the most amount of sugar? * If the drinks are consumed in different liquid temperatures, will it have different effects? * How can I test for natural fruit juices within the sport drinks? * I want to find out if there are any artificial flavourings in two drink samples. [Click here for more questions posed by students]	Questioning Time! * Large butcher's paper * Textas	KC 2 Communicating ideas and information. KC 3 Planning and organising activities.	Interdependence Thinking Communication
Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
4 & 5	Independent Planning On reflection of questions recorded from previous session, the students are able to choose one question to investigate. Time now is given for the teacher to work with students to help guide their planning and preparation for their own experiment.	Discussion and cooperation occurred between students & teacher. Encourage students to incorporate ‘fair testing’ within their investigation.	Students are inventing their own investigation. Therefore, independent assessments are occurring at this stage of the unit.	Independent Planning Many resources became available to students once they had planned their investigation. Items like test tubes (with holders), a flame, universal indicator (paper and fluid), food colourings, salt, sugar, thermometers etc.	KC 1 Collecting and analysing and organising information. KC 2 Communicating ideas and information. KC 3 Planning and organising activities.	Futures Interdependence Thinking Communication
Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
6	Independent Investigations All students carry out their investigation during this session.	Students are encouraged to record all results in ways that are meaningful to them.	Students drafting their results as they investigate.	Independent Invest. * Recording paper * All items needed for individual investigations. The students have a responsibility to be prepared by this session!	KC 1 Collecting and analysing and organising information. KC 2 Communicating ideas and information. KC 3 Planning and organising activities.	Thinking Communication

Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
7	Finalising Results Students have an opportunity to return to their investigations and finalise their testing. They also need time to ‘write up’ their results.	Need to remind students of a scientific report genre structure	Students are encouraged to record results in a meaningful way that is also reflective of a scientific report genre.	None in this session	KC 1 Collecting and analysing and organising information. KC 2 Communicating ideas and information	Interdependence Thinking Communication
Lesson	Student Activities	Content Knowledge	Assessment Activities	Resources	SACSA Links
					Key Competencies	Essential Learnings
8 & 9	Reporting Findings to peers Oral Language Within this session, students present an oral to the class and tell of their findings through the independent investigations. (Each one approx. 2 mins in length). After the orals, have students select the best sport drink that they would use during exercise, they will then substantiate their choice with reasons. Evaluation Sheet	Audience skills required Clear, public speaking voices needed.	Encourage reporting on such questions like: What were the challenges you faced? How did you overcome these? What were the final results? How did you make your investigation a fait test? What would you do differently next time? etc A student Evaluation Sheet to be completed	Individuals will need their own props/recordings/cue cards for the oral presentations. [Click here for an Evaluation Sheet sample]	KC 2 Communicating ideas and information. KC 3 Planning and organising activities.	Interdependence Thinking Communication

Please Note: This unit is thematically based with other subject areas working within the topic of Sports and Energy Drinks.

[Click here for other subject area ideas on this topic]