Kicking Rural Alaska's Soda Pop Habit

Is there an alternative to soda pop?

Timeframe: multi-day
Science (9-11)

Purpose:  Through a primarily constructivist approach, students will build and share their own knowledge about soda pop alternatives and use critical thinking skills to evaluate the alternatives.

Standard(s) addressed:

Alaska Science Performance Standards
• SA1 (9-11) Students develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review.
• SE1 (9-11) Students develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.
• SF (9-11) Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives.
• [11] SA3.1 The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by conducting research and communicating results to solve a problem (e.g., fish and game management, building permits, mineral rights, land use policies)
• [9-11] SE3.1 The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society researching a current problem, identifying possible solutions, and evaluating the impact of each solution.
• SE2 Students develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

Student Learning Goals/Outcomes:
• At the completion of the lesson, the learner will synthesize material from lessons and labs already covered in the unit and apply and extend that knowledge to a social application.  The learner will analyze the information already covered, research additional information pertaining to his/her topic, present that information to classmates, and choose what, if any, alternatives s/he believes would be appropriate.

Technology Inclusion: Students will use Internet resources to research information on their topics and computer presentations to share their findings to their classmates.  Students will also be expected to type their final written assignment.

Assessment of Student Learning: Student learning will be monitored through quality and depth of material presented to the class.  When not presenting, each group will also be expected to generate at least two questions to ask each presenting group.  Finally, each student will generate his/her own short written response paper describing his/her recommendation of a soda pop alternative.

Materials/Tools/Resources:
            • computers and Internet access
            • digital projector or overhead for group presentations

Differentiation Strategies/Individual Modifications/Special Arrangements: This is a multi-day lesson plan, so if a student misses a day, they are still expected to contribute equally to their group.  If students desire to do more, s/he may research more in-depth.

Instructional Sequence

Prior assignment/preparation: At this point, the students will already have completed several other lesson plans and experiments exploring the different aspects of soda pop, such as community consumption habits or main ingredients.

Opening Activity:

• Ask students what we have covered so far (carbon dioxide, acidity, consumption habits, etc).  Briefly review each of the topics, asking for student input on each one.  Ask students for what they think might be some of the dental implications, if any, associated with what we have learned.  Pose the question: what do you think should be done?  Are there any alternatives?
• Ask students for a list of common beverages other than soda pop.  Record on board.

Learning Activities:
• Explain to the students that we will be dividing into "research committees," each dedicated to evaluating a different beverage for health and safety.  Each committee will be responsible for investigating a different beverage as a viable alternative to soda pop.  Beverages covered may include:
Milk (2% vs nonfat?)
Water
Juice (unsweetened)
Coffee/tea
sports drinks
Committees will report back to the class with a brief 5-10 presentation of their findings and may investigate such factors as taste, price, availability, acidity, sugars, appeal, or otherwise, with the goal of convincing other classmates whether or not their beverage is a good alternative or not, and why.  Each group will also be expected to pose 1-2 questions to the presenting group.

Classroom Environment: Students will be assigned into their committees, although each team may delegate various responsibilities within their group.  Hopefully, Internet access is available either in the classroom or in another location. 

Closure: At the end of the presentations, time will be allotted for any additional questions to presenting groups and/or the instructor.  Teacher-led group instruction will ensue about what alternatives the students think are best.  Other questions will include, are there other alternatives to soda pop that are not being mentioned here?  The instructor will explain to the class that it is now up to them to make an informed decision about what alternative, if any, they would endorse.  An explanation of the assignment follows.

Assignment:
Students will be asked to pretend that they are an external health council writing a recommendation to the school principal about soda pop alternatives.  They may choose or advocate an alternative beverage of their choice as long as they provide evidence and discussion to support their choice.  (Students they may still argue for soda pop as long as they provide evidence and argument).  The students may draw on material that they have learned in class during the past unit of soda pop, the presentations given in class, or any additional material that they research and find.  The recommendation should be typed and at least one page in length.