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Editor's Notes

• #15: From the first question, create a list of things that influence food choices generated by students. Ask what else might motivate food choices. Also, have a discussion about how influences are different in various cultures, relitions, socio-economic classes, stages of one’s life, etc. Using questions two or three can generate some good discussion and help students get to know one another; these could also be used on the first day as an ice breaker.
• #16: This slide serves as a transition to the classes of nutrients and their functions on the upcoming slides.
• #17: To make this more active, provide students with a blank map to fill in OR pass out sets of these shapes and have students arrange them into a map. To connect to the next slide, have students think of examples in each nutrient class (or sources of the nutrient classes). To check prior knowledge, have students write about what they know about each of these nutrient classes (alone or in groups. This could also be done as a “gallery walk” where students are divided into six groups and provided with flip-chart paper on which to write what they know about that nutrient class. Groups then rotate to the next nutrient class and cross out anything that is wrong and add other things they know. The rotation continues until they return to their original nutrient class. These flip charts can then be used as an introduction to future chapters. Students could either return to these same sheets or do this same activity as a review after the material.
• #18: To make this more active, provide students with a blank map to fill in OR pass out sets of these shapes and have students arrange them into a map. Also, have students discuss other examples and which foods contain the examples of each nutrient.
• #19: This slide is designed to test students’ knowledge of graphing and is taken from the textbook. This question could be used with clickers, color-coded voting cards, or fingers. This question could also be passed out and done as individual or group quizzes.
• #20: This slide is designed to test students’ knowledge of graphing and is taken from the textbook. This question could be used with clickers, color-coded voting cards, or fingers. This question could also be passed out and done as individual or group quizzes.
• #21: This slide is designed to test students’ knowledge of graphing and is taken from the textbook. This question could be used with clickers, color-coded voting cards, or fingers. This question could also be passed out and done as individual or group quizzes.
• #22: This can be done in pairs or groups, as a think-pair-share activity, or as a whole-class discussion
• #26: As a review, ask students which nutrients contain calories
• #29: Before the next slide, you can ask students what they know about malnutrition to help uncover misconceptions.
• #33: This slide is designed to test students’ knowledge of graphing and is taken from the textbook. This question could be used with clickers, color-coded voting cards, or fingers. This question could also be passed out and done as individual or group quizzes.
• #34: There are a lot of misconceptions about these terms. Asking these questions in a class discussion, as a short writing assignment, or as a survey can help to see where students are on these concepts.
• #35: Each gene encodes an RNA molecule; for this level of students and in this chapter, the gene definition should be sufficient. To make this more active, red terms could be replaced with lines, and students could be required to write these in during the presentation.
• #37: To make this more active, red terms and/or the numbers could be replaced with lines, and students could be required to write these in during the presentation.
• #40: These questions are from Figure 1.8 in the textbook.
• #41: example: the B vitamin folic acid leads to DNA modifications (methylations) which affect how much protein is made from certain genes
• #42: Variety, balance and moderation explained on next slides.
• #43: To apply this, have students pick a meal containing food from different food groups and/or pick a variety of foods within a food group (e.g., vegetables)
• #48: This slide serves as a transition to the next few about the scientific method, types of studies, and evaluating information. These questions could be read as a transition, or students could be asked to try to answer them.
• #49: Provide examples of hypotheses and theories so students can learn the difference.
• #50: To show students that they use the scientific method every day, present an example such as the one above. Ask them to think about and share other ways they use the scientific process in every day life. This slide could be presented prior to the slide introducing the scientific method.
• #51: To make this active, have students do these steps. As a class, they could decide on one hypothesis to test then collect data (e.g., food logs) prior to the next class. In that class, they could work in groups to share data and make visual representations of the data which could then be shared with the class. This slide could be presented prior to the slide introducing the scientific method.
• #53: Information about a good control group, number of subjects, and double-blind studies could be added
• #58: This can be done in pairs or groups, as a think-pair-share activity, or as a whole-class discussion
• #61: These questions relate to the student learning outcomes at the start of the presentation