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Students will start by learning about nutrition and food labels so that they first understand the use of glucose by the body. They will then discover what Diabetes is through a series of activities. Once students have gained a working knowledge of the disease, they will act as medical professionals and solve a case study. A teaching analogy will be used through direct instruction to highlight the relationship between glucose, insulin, and the cell. Students will then complete an interactive game as an informal assessment to check for understanding. The last resource of this collection will serve as a final assessment, where students will solve another case study by applying what they have learned. Resources should be used in this order: 1.) Dietary Decisions 2.) Outside link for Unit on Diabetes 3.) Bench to Bedside Primer: The Endocrine System 4.) The Case of Billy Bob 5.) The Beaver Pond Analogy 6.) Diabetes and Insulin- Nobel Prize Educational Game 7.) Diabetes Diagnosis
Describe how this collection was used.
Students started by learning about nutrition and food labels so that they first understood the use of glucose by the body. They then discovered what Diabetes is through a series of activities. Once students gained a working knowledge of the disease, they acted as medical professionals and solved a case study. A teaching analogy was used through direct instruction to highlight the relationship between glucose, insulin, and the cell. Students then completed an interactive game as an informal assessment to check for understanding. The last resource of this folder served as a final assessment, where students solved another case study by applying what they had learned.
Describe who used this collection (classroom, laboratory, education level, etc).
This collection was used with high school Biology students in a suburban region with high racial, ethnic, and socioeconomic diversity. The interactive lessons were carried out in a classroom setting with 35-40 students at a time.
Describe how this collection works.
This collection contains many lesson plans, with a supplemental resource, for teaching a unit on Diabetes. The target group is high school life science students. The purpose is to teach the difference between Type I & II Diabetes, how it is caused, how it is treated, and the relationship between cells, glucose and insulin. It will enhance an overall unit on Diabetes by providing activities that can be taught to strengthen student understanding of major unit concepts.
Please enter suggestions for colleagues.
On the Nobel Prize interactive website, students have an option of creating a virtual diabetic dog that they must care for. Consider assigning this project at the start of the unit with the expectation that students care for their new pet for the duration of the unit. Students can show you a score, based on how well they cared for their diabetic dog’s needed, which can be used for a grade. Also, most of these resources are units with multiple pieces to them. I recommend taking only the sections that are most relevant to your classroom needs and not teaching everything that is listed in this folder.
|Type of Resource||Annotated Collection|
Leslie Worton, Edison High School
High School lower division (Grades 9-10)
High School upper division (Grades 11-12)
Undergraduate lower division (Grades 13-14)
Undergraduate upper division (Grades 15-16)
|Learning Time||4-6 hours|
Cultural (specific cultures)
|Type of Review||Reviewed by Partner Organization|
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This is a well thought out group of resource and I appreciate the link to the diabetes unit. It would be helpful to include a resource/link to how diabetes relates to cell transport (osmosis/diffusion).
Rachel Beattie, Lincoln-Way East High School
I like the breadth of resources included in the collection. However, I would like to see more resources that are geared specifically towards undergraduate education, upper and lower division. In regards to the "diabetes diagnosis" laboratory exercise, I was hopeful that this exercise could address the 'lack of realism' issues that I have found with many laboratory exercises on diabetes. This issue is still present because 'artifical plasma' is distilled water with added glucose. Yes, the solution can be tested using glucose meters and test strips but the solution is not artificial plasma as it lacks the color or consistency of plasma. Also, the average citizen that manages their own diabetes, tests droplets of blood rather than plasma.
Carol Britson, University of Mississippi
This is an interesting group of resources. As an undergraduate professor, I would rather the K-12 and undergraduate resources not be mixed as some of the resources are really toosimple for an undergraduate class or lab.
Lara Madison, Chadron State College
This is a treasure trove of fantastic activities that could be used during a lesson.unit on diabetes. The case studies are particularly interesting for use in a flipped classroom. I particularly appreciate the diversity of resources, to meet the needs of many different types of learners.
Wendy Riggs, College of the Redwoods