Vitamin D

Visiting Lecturer at USP, Senior Consultant at ASE-UK and Research Fellow at the Open University
Feb. 20, 2017
Vitamin D
Vitamin D
Vitamin D
Vitamin D
Vitamin D
Vitamin D
Vitamin D
Vitamin D
Vitamin D
Vitamin D
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Vitamin D
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Vitamin D

Editor's Notes

  1. Ask student pairs to speculate – what might cause rickets and other bone diseases? Are they at risk?
  2. Student pairs briefly tell each other whether they take vitamin tablets. They then discuss whether they think they need a daily vitamin D pill, and share their immediate reactions via a show of hands.
  3. The lesson objectives
  4. Tell students that they will now use and develop further their skills in analysing patterns by playing an on-screen game. They will use these skills later to analyse vitamin D data. Give each student a copy of SS1 and start the game.
  5. Leave the slideshow and double click the chart. From the top toolbar select 'edit data' to input students’ favourite ice cream flavours from the three options given.
  6. Students choose the answer to the multiple choice question, writing their answer on scrap paper.
  7. Move quickly through the game, giving students just enough time to decide on their answers. If appropriate, make the game competitive. Answer = B
  8. Answer = C
  9. Answer: As the age of the puppy increases, its mass increases.
  10. Answer = 5
  11. Answer: A 12, B 4
  12. Answer A 2 cans; B ¼ of a can
  13. Answer B
  14. Answer B
  15. Answer – As the mean daily temperature increases, the number of crimes in AnyCity increases.
  16. Answer – as the speed of the cyclist doubles, the distance travelled in 15 minutes also doubles. Quickly go through each question slide again (8-18). Clicking on the question button in the top right corner will reveal the answer. During this, students complete the skill check on SS1. Once the game has finished, students complete the self-assessment task on SS1.
  17. Students analyse data on SS2 to work out whether they make enough vitamin D from sunlight. This activity requires students to use the internet to find out the vitamin D index forecast for the day. Alternatively, you could give them this information.
  18. Students analyse data on SS3 to work out whether they get enough vitamin D from food.
  19. Student pairs use the facts on the sentence sorter (SS4) to explore in more detail the impacts of vitamin D deficiency and the consequences of vitamin D supplementation. Students then use (SS5) to guide them in making their individual final decision. Ask students to share their answers in small groups and make the point that there is no definitive answer here – the answer is a matter for the individual.