Title of Unit - Welcome | Center for Teaching and Learning · Web viewTitle of Unit Obesity: A...

National Academies Northstar Institute for Undergraduate Education in BiologyTeachable Unit Framework

Title of Unit Obesity: A simple introduction to a complex issue

Date and Approach for Unit Development

Unit Developers & Contact Information Physiology Group: Jason Lanman, David McLeod, David, Abbott, Brigitte Zielinski, Jerry Correa, Jean Heitz, Jon Breschak

Context Introductory Biology course – 2 to 3 weeks

Abstract Brief description of the unit and overall teaching approaches.

Learning Goals &

Outcomes/Objectives

Goal(s): Desired Outcome(s)/Objectives(s):

Students will understand the consequences of their

diet on energy homeostasis.

Students will be able to:

1 Propose alternate measures of health.

2 Calculate a food’s calories using a nutrition label.

3 Explain the factors that can affect energy balance in different individuals, including BMI.

Students will understand why we eat and breathe at

the organism, organ and cellular level.


4 Draw and label the organs of the digestive system.

5 Explain the function of each organ within the digestive system.

6 Explain the role of endocrine regulation of the digestive process.

7 Predict the metabolic result of excess carbs, lipids and protein.

8 Differentiate between the mechanism of absorption of carbs, lipids and proteins.

9 Predict the consequences of caloric excess and deficiency, e.g. formulate a hypothesis regarding weight loss.


Students will be able to apply the scientific method

to a question.


11 Search for appropriate journal articles related to their hypothesis and evaluate their relevance.

12 Extract, interpret and critically analyze data. (Ex. energy budgets).

13 Accept or reject their hypothesis based on analysis.

14 Communicate their findings.

Incorporation of Scientific Teaching Themes

Active LearningHow students will engage actively in

learning the concepts

AssessmentHow teachers will measure learning; how students will self-

evaluate learning

Diversity:How the unit is designed to include all

participants


Activities outside of class:Background reading, tutorials and animation on energy homeostasis, digestive system structure/functionTrack caloric intake and activity

Activities in class:Diagramming the digestive tract indicating structure and function.

Activities during tidbit:Case studies

- Predicting outcomes based on evidence

- Determining what additional evidence may be required

Pre-quizzes for formative assessment of reading/homework assignments.Assigned in lecture and used in the lab activities.

Student log of calorie intake and activity over 1 week. Comparison of their record to calculate average daily intake and compare to that recommended for their personal characteristics. (Logs of calorie intake will not be made public but used by individuals for reflection throughout the module. )

Internet search to determine how to calculate BMI and how to read the BMI chart comparing body weight and height to BMI categories (underweight, normal weight, overweight and obesity)

Formative assessment of basics of energy homeostasis. Clicker questions to determine basic understanding.Peer evaluation of each other’s diagrams providing constructive feedback.

Clicker questions regarding predictionsSmall group discussions to determine additional evidence required.Several iterations with different cases of the above.

Pre-quizzes will be on line an allow students to work at their own pace to learn before coming to class.

Logs of calorie intake will not be made public but used by individuals for reflection throughout the module.

If done in lab: Students will work in groups balanced for gender, background, ethnicity, etc. will work together on these in the lab.

In-class clicker questions allow students to respond anonymously on what may be a sensitive issue.

(Similar to above.)


Goals:Students will

understand the consequences of their

diet on energy homeostasis.

Outcomes: Students will be able to:1 Propose alternate measures of health.

2 Calculate a food’s calories using a nutrition label.

3Explain the factors that can affect energy balance in different individuals, including BMI.

Students will understand why we eat

and breathe at the organism, organ and

cellular level.


4 Draw and label the organs of the digestive system.

5 Explain the function of each organ within the digestive system.

6 Explain the role of endocrine regulation of the digestive process.

7 Predict the metabolic result of excess carbs, lipids and protein.

8 Differentiate between the mechanism of absorption of carbs, lipids and proteins.

9Predict the consequences of caloric excess and deficiency, e.g. formulate a hypothesis regarding weight loss.

10 Predict the effect of organ malfunction on the digestive process.

Students will be able to apply the scientific

method to a question.


11Search for appropriate journal articles related to their hypothesis and evaluate their relevance.

12 Extract, interpret and critically analyze data. (Ex. energy budget)

13 Accept or reject their hypothesis based on analysis.


14 Communicate their findings.

AssessmentAligned with Outcomes as

numbered above Activity

1) Present case 1

FA (clicker) 9 2) Ask for prediction (clicker)FA (discussion) 3 3a) Group discussionFA (re-vote) 9 3b) Re-voteFA (data evaluation) 3,12 4) Provide data if/when asked

5) Present result

FA (data eval +) 12, 13. 14 6) Students summarize/explain

Same as above 7) Cases 2 and (repeat as above)

FA & SA 1, 3, 9, 11, 12-14 8) Summative project intro


Sample Presentation Plan (detailed schedule with approximate timing for unit)

Session 1Preclass

Out of class activities described above:Approx. time = 1 hour

Enter approx. class time for learning activity

preparatorymaterial presentation

10 to 15 min mini-lecture reminder of key concepts prior to doing tidbit – begins with the tidbit.

Enter approx. class time for learning activity #1

Tidbit with three case studies = approx. 30 to 35 min

Enter approximate time for additional learning

activities and associated class

Work/preparatory materials

Follow-up discussion of the types of critical thinking they have already done and introduction of the summative project (2 to 3 weeks in lab for example).

Following this class - Outside work by students include learning to use the internet to search for different types of diets and to determine if scientific studies exist that evaluate them.


Enter approximate time for post-activity

summing up or transition

---Class ends as above.

Add additional activities information as needed for the unit.

Resources for Teaching the Unit

(other files and information needed/helpful to teach the unit, including files for papers from which original data for class activities is taken, supporting information for the instructor, handouts, in class activities materials, assessments with answer keys, homework assignments, etc.)

1.URL for calories by activityhttp://www.nutristrategy.com/activitylist3.htm

2. URL for Twins cartoonhttp://www.tgarnero.com/cartoons/i02.htm

3. Photo of Duane (the Rock) Johnsonhttp://www.heavy.com/entertainment/2013/05/the-20-awesomest-photos-of-the-rock/

http://www.heavy.com/entertainment/2013/05/the-20-awesomest-photos-of-the-rock/

http://www.tgarnero.com/cartoons/i02.htm

http://www.nutristrategy.com/activitylist3.htm


3.


Web site ref = www.cnpp.usda.gov/Publications

Teachable Tidbit - Physiology Unit

Case Study #1 – Analysis of Energy Balance

Scenario: Mr. A is a college student who has a BMI of 30 and wants to lose weight. In order to accomplish this, he decides to cut snacks from his daily diet.

o Instructor notes: The snacks amount to approximately 500 Calories. You may or may not want to share this with your students at this point. If you simply want the student’s visceral response to the case study, then you might consider withholding this information for the time being.

iClicker Question: Predict the effect on his weight if he stays on the diet for 2 months. (Answer choices: Increase/Decrease/Stay the Same)

o If responses are the same – Have students discuss their rationale in small groups. Collect rationales from small groups (1/group).o If responses are different – Have students discuss why they chose a particular answer in small groups. After discussion, students

revote with clickers. Discuss any change/lack of change from first vote. Give students results: Tell students that he gained 2 lbs. over 2 months. Ideally, this challenges a misconception they have regarding

energy balance.o Ask students to what questions they have and what answers they need to better understand the results. Allow students to ask

questions, give data as requested. Have one member from each group (or a class TA) record the requested data for the group.o For instructor:

Age – 21 yrs Height – 5’8” Weight – 200 lbs Desk job (sedentary) Maintenance calories: 2400 Calories Starting calories: 3000 Calories Calories after “diet”: 2500 Calories Gaining weight prior to diet Does NOT increase activity level

After data sharing: Given these data, how would your prediction change? Ask student to summarize why there was weight gain. Hint at energy equation to determine weight changes based on caloric intake.


Case study #2 – Exercise

Scenario: Mr. A is frustrated that he still has a BMI of 30 and continues to want to lose weight. In order to accomplish this, he decides to run (1.5 hrs x 3) 27 miles/week.

o Instructor Note: Here you’re trying to dispel the myth that diet alone is insufficient. Depending upon the sense of your class you may want to give them the data (below) upfront this time and allow them to work through the energy equation.

iClicker Question: Predict the effect on his weight if he maintains this exercise regime for 2 months. (Answer choices: Increase/Decrease/Stay the Same)

o If responses are the same – Have students discuss their rationale in small groups. Collect rationales from small groups (1/group).o If responses are different – Have students discuss why they chose a particular answer in small groups. After discussion, students

revote with clickers. Discuss any change/lack of change from first vote. Give students results: Tell students that he did not gain or loose weight over 2 months. Ideally, this challenges a misconception they

have regarding energy balance.o Ask students to what questions they have and what answers they need to better understand the results. Allow students to ask

questions, give data as requested. o For instructor:

Age – 21 yrs Height – 5’8” Weight – 200 lbs Desk job (sedentary) Maintenance calories: 2400 Calories Starting calories: 3000 Calories Calories after “diet”: 2500 Calories Running at this rate (10 min mile) = to diet rate (about 1350 cal) Standing burns 200 calories/hr (2.5 hrs = diet)

After data sharing: Given these data, how would your prediction change? Ask student to summarize why there was weight gain. Hint at energy equation to determine weight changes based on caloric intake. Perhaps ask students what has changed regarding

Case Study #3 (Comparison back to #1)


Scenario: Mr. R has a BMI of 33 and wants to lose weight. In order to accomplish this, he decides to cut his daily calorie intake by 500 Calories/day.

iClicker Question: Predict the effect on his weight if he stays on the diet for 2 months. (Answer choices: Increase/Decrease/Stay the Same)

o Ideally, students will all choose “increase”. Show results. Tell them that the answer is actually “decrease” and ask how this might be. Allow for small group discussion and present ideas as a class.

o Ask students to what questions they have and what answers they need to better understand the results. Allow students to ask questions, give data as requested.

For instructor: Age – 41 yrs Height – 6’3” Weight – 275 lbs Very active/athletic Maintenance calories: 3500 Calories Starting calories: 3500 Calories Calories after “diet”: 3000 Calories Loses 8 lbs in 2 months Duane “The Rock” Johnson

After data sharing: Given these data, how would your prediction change? Ask student to summarize why there was weight loss. Refer back to idea of energy balance.

Raise questions about using only BMI to measure weight status/fitness level. Ask students to propose alternate ways of measuring this.

Address common misconceptions. Weight loss, BMI, etc…

Part 3 – Summative Project Segue/Introduction

Summary of Origin of the Idea

We wanted:

Students to think critically so that they could make informed decision about the future Students to become global citizens, i.e. sensitive to both global health issues and how they impact both themselves and other people.


To work with the scientific method in making decisions about their lives. A physiology topic that all of us could potentially use (given our differences in types of courses taught). The topic to be relevant both scientifically and personally and of interest to many. To address what we knew to be common misconceptions/alternate conceptions/lack of conception. A topic area that could link to many different physiological systems as well as back to cellular biology (e.g. Why do we eat and why do we

breathe connection to cellular respiration).

Effectiveness of unit components (if you have used it or part of it in your own teaching)

This is a new unit, not used in class yet.

Summary of Feedback

Final reflections from feedback: Themes in the reviews:

Many Positive Comments along the following lines:

Found it engaging Loved relevant examples used Good group engagement Good clicker questions Great Hook Sense of humor helped

Prezi some liked and some didn’t (more + than –)

Less positive comments that came up several to a very few times:

The need to have more information before we asked clicker questions – especially for case 2 and 3.


(Possible solution 1: Note at beginning of semester, etc. -- One of the things we will do all semester is set up situations that you may encounter in real life many of which come without key information. This is designed to help you learn what information you will need to ask and answer to fully evaluate a situation. ) (Possible solution 2: For 2 and 3 we need to go to “What information do you want before we ask you to answer clicker question again?”)

Not enough context provided for the teaching tidbit. Lost sight of the goals and outcomes for the tidbit.

(Possible solution: Time was a factor here but we agree with students we need to tell them what the outcomes are to be, tell them again and remind them along the way. E.g. bring back specific outcomes after each short part of activity, etc without overdoing it.)

Wanted more info on what the summative assessment assignment will be. A very few thought the activity was too discussion focused.

(Note: This is a discussion oriented tidbit and would be followed by many other forms of active interaction leading up to the summative project to investigate different types of diets from scientific viewpoint.)

Acknowledgements

(Facilitators, others who gave input, information, etc.)

We would definitely like to thank:

Karen Myhr and Brian Gibbens – for being good and effective facilitators throughout the process from inception to final product.

Robin Wright and company for providing this very effective venue for collaboration and innovation.

Title of Unit - Welcome | Center for Teaching and Learning · Web viewTitle of Unit Obesity: A...

Documents

Transcript of Title of Unit - Welcome | Center for Teaching and Learning · Web viewTitle of Unit Obesity: A...