Lesson Plan Template

Title of activity: The Breakdown and Metabolic Pathway of Carbohydrates, with an Emphasis on Diabetics.
Concept covered in activity: Carbohydrates and metabolism
Grade level or other prerequisites for activity: High School and knowledge of the chemical structure of
carbohydrates
Standards: 2.6 (High School Science)
Learning objectives:
Students should be able to demonstrate their understanding of simple and complex carbohydrates, as well as
identify certain foods that contain these types of sugars.
Students should be able to demonstrate their knowledge of how simple sugars (monosaccharides) are released
into the bloodstream at a faster rate than complex sugars (polysaccharides).
Materials:
In this lab the students will be supplied with blood sugar testing units as well as test strips. The students will
then test their blood sugar with individual needles to prevent disease transmission. In order to keep the lab
sanitary there will be BD Sharps containers, alcohol swabs and rubber gloves. The students will be given out
handouts with a list of some common foods that contain carbohydrates. At the front of the room I will line up
the common foods that have a lot of carbohydrates. I (being a type 1 diabetic will personally show them how a
spoonful of sugar can make my blood sugar spike, while other foods such as pasta can take a long time to get
into my system).
Procedure/activity
Student Activity

Teacher Activity

Engage

Students will sample both a piece of bread

and a piece of candy.

The teacher will tell the students that the

piece of candy and the bread have the
same number of carbohydrates. The
teacher will then ask: Why do they taste
so different?

Explore

After eating the carbohydrates, the students

will begin to make a hypothesis about what
they think their blood sugar will be. They
will then test their blood sugars individually.

The teacher will inform the class of the

normal range of blood sugars. Healthy
blood sugars are found in the range of 80120. The teacher will walk around the
class to assist the students taking their
blood sugars. The teacher will be making
sure that all students are using aseptic
techniques, and disposing of all needles
and test strips into a BD Sharps container.

Balgopal, 2014

Explain

The students will compare their own blood

sugar data with the data gained from a type 1
diabetic. Students will think, pair, share
reasons why the diabetics blood sugar went so
high compared to their own. Students will
think, pair, share whether they think that the
bread or the candy will cause a faster spike of
blood sugar.

The teacher will show data from a type 1

diabetics blood sugar versus time. The
teacher will ask questions to get them
thinking about possible reasons why the
blood sugar at the corresponding time is
different than the students in the class.
The teacher will ask whether the blood
sugar will rise at a faster rate if the type 1
diabetic eats bread versus candy

Elaborate

Students will watch a 5-10 minute video

about how the body digests simple and
complex sugars.

The teacher will put on a video on how

exactly the body digests simple and
complex sugars.

Evaluate

Students are shown 5 different types of sugars

and are told to rank them from the fastest to
the slowest break down.

The teacher will talk about the glycemic

index of foods and relate them to the size
of the polysaccharides and
monosaccharides found in them.

Assessment
Formative: Students will be asked to rank the 5 different types of sugars that were drawn on a piece of
paper in order of fastest to slowest break down.
Summative: N/A
Rubrics for grading: The students will receive full credit for filling out their hypothesis, recording their
blood sugar data, and correctly filling out the 5 sugar formative assessment. The students will receive 4 out of
5 points just for attempting everything in the lab. The students will get their grade up to a 5/5 by correctly
filling out their 5 sugar formative assessment.
Anticipated misconceptions/ alternative conceptions: Students may think that all carbohydrates break down at
the same speed. Students may think that all diabetics are treated the same way.
Accommodations/modifications of activity: For the students that dont want to prick their fingers they can use
their partners data. For the students that dont get the 5 sugar formative assessment or the hypothesis written
down, then they can bring it home for homework.

Balgopal, 2014

5E Lesson Plan Rubric

Lesson Plan
Component

Below Expectations
(not included)

Standards (national
and state)
Learning objectives
Materials/Planning
Accommodations/
modifications

Meets Expectations
(Included but
incomplete)
1

Exceeds Expectations
(Thoroughly
addressed)
2

0
0
0

1
1
1

2
2
2

Assessment (tools
included)
Student centered with
both Teacher and
Student Actions
described (see template
for 5E LP format)

0-2

3-5

6-8

As a novice teacher, you will likely write and use lesson plans (LP) on a regular basis. You may even be
required to show your LPs to your supervisors. Eventually, you will have the lesson plans in your head or will
rely on abbreviated notes. As an ID Methods student, it is important to demonstrate (through LPs) that you
know what preparation is required as you design/ plan activities and assessment tools for your students. This
allows me to assess all of you in a consistent and fair manner.
Lesson plan formats vary greatly. I am most interested in how you plan to teach inquiry-based lessons. How
will you help students take ownership of the content and participate in their own learning? The 5E Model is one
format to help you teach inquiry lessons. Many students and new teachers find the 5E format easy to use.
Therefore, I would like you to use this framework for all lesson plans in this course. (See template on previous
page). Remember to think about student activity as being separate from teacher activity, and be explicit in
your LP so I know that you are aware of the differences.
I recognize that with each LP you will become more skilled and confident addressing each component. For
example, your first LP is due before we will have formally discussed Assessments in class. Thats okay. I want
you to consider each section, so I can provide constructive feedback.
You can REDO any lesson plan until the next lesson plan is due.
You can include your individual lesson plans in your final unit, if it makes sense to you and your unit plan
partner. You can write new lesson plans for your unit plan, if that makes more sense. Its up to you.

Balgopal, 2014