Food For Thought: What fuels us?

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1 Food For Thought: What fuels us? Glucose, the endocrine system, and health Lesson 1: Why is glucose important for the body and brain? I. Overview The purpose of this lesson is to introduce the driving question of the unit, What fuels us? Through a series of activities, students actively participate in examining how the body uses its main energy source, glucose. First, students calculate and draw models exhibiting the disproportionate distribution of glucose throughout the body, and discuss why certain organs may require more energy than others. Second, students analyze and interpret data to explain the role of glycogen and glucose in maintaining blood glucose homeostasis. Connections to the driving question Lesson 1 introduces the driving question What fuels us? and lays the foundation from which the following lessons build. The aim of this lesson is to stress the importance of glucose as the body s primary energy source and how it is utilized in the human body during certain circumstances. II. Standards National Science Education Standards 12AS12.4 Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanation and communicating results. 12CLS5.4 The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. Benchmarks for Science Literacy The Human Organism: Basic Functions The human body is a complex system of cells, most of which are grouped into organ systems that have specialized functions. These systems can best be understood in terms of the essential functions they serve for the organism: deriving energy from food, protection against injury, internal coordination, and reproduction. 6C/H6 (SFAA) Common Themes: Models A mathematical model may give insight about how something really works or may fit observations very well without any intuitive meaning. 11B/H1b 1

2 Communication Skills Make and interpret a scale drawing. 12D/H1 III. Learning Objectives Learning objective Assessment Criteria Location in Lesson Explain that the body allocates energy/glucose to organs disproportionately. Student glucunculus is drawn accurately according the calculations of glucose use by each organ. Student glucunculus shows that the brain, heart, liver, and kidneys have the highest energy use for their relative mass. Activity 1 Explain homeostasis in the context of glucose: Energy can be regulated in the body by storing and breaking down glucose. Explain that glucose can only pass a cell membrane via glucose transporters (Important for Lesson 2) Associated Materials: U7_L1_Table_EnergyConsumption&Weight Students will use the CER framework to explain that: When blood glucose levels increase after eating or decrease after exercise, there are mechanisms in place that return blood glucose levels to a set range. Glycogen is a storage form of glucose. After eating, glycogen levels in the liver increase as glucose (broken down from food) is stored. During exercise, glycogen stores in the brain, muscle, and liver are broken down to release glucose to produce energy. Glycogen cannot be used directly for energy, it must be broken down first into glucose molecules. Associated Materials: U7_L1_StudentSheet_ConstructingExplanations Students will use the CER framework to explain that: Glucose transporters are used to actively bring glucose into cells. Some cells, such as brain, muscle, and heart cells have more glucose transporters Activity 2 Activity 2 2

3 compared to other cells. A decrease in glucose transporters on brain cells can have detrimental health consequences. Associated Materials: U7_L1_StudentSheet_Extension IV. Adaptations/Accommodations If time is limited for lesson 1, fill out the right side of U7_L1_Table_EnergyConsumption&Weight and make copies. Students are still using mathematical and computational skills, but are able to spend less time doing so. Student may also complete this worksheet for homework. V. Timeframe for lesson Opening - Cellular Respiration Review: minutes Activity 1 - Glucunculus Drawing: 40 minutes Activity 2 - Constructing Explanations Activity: 40 minutes Conclusion of Lesson: minutes VI. Advance prep and materials Opening Activity: Cellular Respiration Review Materials: U7_L1_Image_HowDoWeGetEnergy U7_L1_Image_OnlyGlucoseInBlood Preparation: Project images via projector to support instruction. Activity 1: Glucunculus Drawing Materials: Calculators U7_L1_Image_SensoryHumunculus U7_L1_Table_EnergyConsumption&Weight OR U7_L1_Table_EnergyConsumption&Weight_Guided U7_L1_Image_GluncunculusExample U7_L1_Resource_FinalGlucunculus (ONLY use as resource for teacher) Whiteboards (or poster paper) Markers 3

4 Preparation: Print out U7_L1_Table_EnergyConsumption&Weight for every student. Project images via projector to support instruction. Activity 2: Constructing Explanations Materials: U7_L1_StudentSheet_ConstructingExplanations U7_L1_StudentSheet_Extension Preparation: Print U7_L1_StudentSheet_ConstructingExplanations and U7_L1_StudentSheet_Extension for every student. Conclusion Materials: U7_L1_Image_GlucoseTransporter U7_L1_Reading_Iceman Preparation: Project image via projector Copy reading (1 per student or class set) Extension: Application to evolution Materials: U7_L1_Reading_GlucoseEvolution U7_L1_Reading_GlucoseEvolution_AP U7_L1_Reading_RawFood U7_L1_StudentSheet_Readings Preparation: Copy readings (1 per student or class set) VII. Resources and references Teacher resources Access the document U7_L1_Resource_FinalGlucunculus to see what a finished glucunculus should look like. References Data for the Glucunculus Activity 4

5 McClave SA, Snider HL. (2001). Dissecting the energy needs of the body. Current Opinions in Clinical Nutritional Metabolic Care. 4(2): U7_L1_Reading_Iceman article written based on: Angier, J. (2008, March 7) Iceman on Everest: It Was Easy. ABC News. Retrieved from: Hof, W., Hopman, M. (2010, November 11). Wim Hof. Retrieved from: U7_L1_Reading_GlucoseEvolution & U7_L1_Reading_GlucoseEvolution_AP article written based on: Fedrigo, O., Pfefferle, A. D., Babbitt, C. C., Haygood, R., Wall, C. E., & Wray, G. A. (2011). A potential role for glucose transporters in the evolution of human brain size. Brain, Behavior and Evolution, 78(4), Isler, K., van Schaik, C. (2006). Costs of encephalization: The energy trade-off hypothesis tested on birds. Journal of Human Evolution, 51, U7_L1_Reading_RawFoodReading article written and based on: Taken from: Gibbons, Ann. (2012) Raw Food Not Enough to Feed Big Brains. Science Now. Retrieved from: U7_L1_StudentSheet_ConstructingExplanations - graph data for Figures E & F modified from: Blood sugar is stable. Retrieved from What s fuel for the body is fuel for the brain: a story of glycogen. (2012, February 12). Retrieved from U7_L1_StudentSheet_Extension Image in Evidence A retrieved from: 5

6 VIII. Lesson Implementation Opening of Lesson: Cellular Respiration Review Depending on the progression and type of science class, the teacher can choose the depth at which cellular respiration will be discussed in relation to glucose. Materials and discussion questions are provided here to help facilitate discussion on the role of glucose in the body. Use U7_L1_Image_HowDoWeGetEnergy to help guide a discussion on cellular respiration. Project the visual so that students can follow the diagram during class discussion. The series of questions below aims to link the processing of food at a large scale to the formation of ATP at a cellular scale. The discussion s level of detail will depend on the needs of the class. How does the body get energy? What happens to food after we eat it? What happens after it is digested? Where does it go? Does glucose stay in the bloodstream? How does the cell get energy out of glucose? Why is it called cellular respiration? (Think about respiration in the lungs) What is ATP? What are the major ingredients or reactants needed for cellular respiration to occur? What are the major products? Project the image U7_L1_Image_OnlyGlucoseInBlood. Students should be able to describe that by the time it enters the bloodstream, all food is broken down into micronutrients. Students should also understand that any type of carbohydrate that is eaten will eventually be digested and converted to glucose in the digestive system. Crosscutting Concepts: Scale, Proportion, and Quantity An advantage of this unit is the ability to link phenomena between the micro and macro level. For instance, the energy in the food we eat can only be harnessed at a molecular and cellular level. Additionally, students will learn that the proportion and quantity of energy utilized by the body changes based on the specific activity of an organism. Activity 1: Glucunculus Drawing Project the image U7_L1_Image_SensoryHumunculus. Ask students why this person is drawn so disproportionately? What do you think the larger parts of the body represent? After hearing responses, tell the students that this image is a sensory humunculus. It visually demonstrates the disproportionate number of touch receptors located in different parts of the body. 6

7 To get students to begin thinking about glucose use in the body, ask: Sensory receptors are disproportionate in the body. Do you think glucose is distributed equally across organs in the body? Do some organs in the body use more energy than others? Which organs do you think would be represented bigger in a glucunculus? Pass out the worksheet: U7_L1_Table_EnergyConsumption&Weight. Tell students they will be calculating the energy needs of different organs in the body. Have students individually calculate the percentages on the worksheet. Teacher Pedagogical Content Knowledge If students are struggling calculating percentages, model the process for students by calculating the percentage of boys and girls in the classroom on the whiteboard; this gives students necessary scaffolding, but also allows students to generate mathematical understanding of data on their own. If additional scaffolding is needed, a more guided version of this student sheet can be used: U7_L1_Table_EnergyConsumption&Weight_Guided. As a class, discuss what these calculated ratios mean. Teacher Content Knowledge If the human body distributed energy throughout the body evenly, then every organ would have a ratio of about 1. Therefore, any ratio under 1 signifies that a tissue is using less than its expected weight would indicate. Any ratio above 1 signifies that the tissue is using more energy than its weight would indicate. For instance the % energy consumption/% weight for the brain is 10/1. That means the brain uses 10 times more energy than its weight would indicate. After students have completed the table ask them: Can we create a glucunculus with our ratios? Inform students that the goal of the next activity is to develop a glucunculus that visually illustrates how glucose is allocated disproportionately in the body. Working in groups of 3-4 and using the data from their completed table, have students draw a glucunculus on whiteboards. Scaffold and assess student progress and understanding by walking about the room observing and questioning students. 7

8 Teacher Content Knowledge In observing this unit in action, students have found it difficult to draw a picture of the body that is so incredibly disproportionate. For instance, despite having calculated that the heart needs to be 18 times larger than normal, students are hesitant to make a drawing that is so grossly disproportionate. Therefore, it helps to preface the activity with showing students image U7_L1_Image_glunculusexample to show students how to accurately portray organs in their model. When groups are finished drawing the glucunculus, wrap up the activity with discussion. Ask students: Explain why you made the glucunculus the way you did? If the drawings differ from group to group ask students, Why does your drawing look different even though they used the same data? Would you change your drawing? Can you defend why you drew it this way? Are you surprised by the size of any structure in these drawings? Which organs require the most glucose in the body? Why do you think that these organs require this much energy? Why does the brain require so much energy? For an example of the final glucunculus, teachers can reference U7_L1_Resource_FinalGlucunculus. Activity 2: What happens when the body is not at rest? Teacher Pedagogical Content Knowledge It is helpful to choose a limited amount of vocabulary words to be the focus of a unit. In this way students gain an in-depth understanding of the important terms that emphasize the main ideas of the unit. The main vocabulary words should be brought up frequently throughout a unit. For this unit, the main vocabulary words are: (Words in bold introduced in Activity 2). Homeostasis Negative feedback Insulin vs. glucagon Fight-or-flight response Pre-Activity Homework: To help support Activity 2, tell students that for homework they need to take their pulse (count the beats for 30 seconds) every minute for minutes. They should graph their results and bring them in 8

9 the next day. Students will observe a wave-like pattern in their graph. This will be an excellent starting point to discuss homeostasis in Activity 2. Activity 2: The next day, have students take out their graphs showing changes in their pulse over 15 minutes. What do your graphs look like? Draw a quick example on the board. Write on the board or via the projector the question: The phenomena illustrated in the graph reveal a very important concept true to living organisms. Describe what you think this concept is by looking at the graph you constructed. Have students work in partners for one or two minutes as they attempt to describe the phenomenon (homeostasis) by looking at the graph. Have students share a couple of their descriptions with the class and write the important points on the board. Next, present the definition of homeostasis. Homeostasis is the ability of an organism to maintain a constant internal state. Provide further examples of homeostasis for students (body temperature, glucose levels, blood pressure, blood ph, water, calcium, breathing.etc). If not already brought up, tell students that they are going to discuss homeostasis in light of the molecule glucose. Inform students that the data they had analyzed to draw the glucunculus was from a person at rest. Ask the students if they believe that muscles require more energy when a person is exercising. Follow this response up with the central question of the activity: Is the body able to keep our energy levels our glucose levels - stable? How does the body acquire more energy during exercise or when fasting? Pass out U7_L1_StudentSheet_ConstructingExplanations to the students. Have students work in groups of four to complete the sheet. Students will construct arguments using claim, evidence, and reasoning (CER). Scientific Practices: Constructing explanations and engaging in argument from evidence An important goal of science teaching is for students to use their understanding of science and the evidence available to them to construct logical and coherent explanations. Students are given the scaffolding to form explanations and arguments through the claim, evidence, reasoning framework (CER). Claim: Statement of argument. Evidence: Select specific concrete evidence that supports the claim. Reasoning: Explain why the evidence supports the claim. Usually involves 9

10 scientific principles or prior known scientific knowledge. For more information on presenting conclusions and arguments in the CER format visit: wthat--helpingstudentswriteaboutclaimsandevidence_ pdf. Additionally, an example of a CER is provided below. First question from U7_L1_StudentSheet_Constructing Explanations: Is the body able to keep blood glucose levels at homeostasis? CLAIM: The body works to keep blood glucose levels at a stable level, at homeostasis. EVIDENCE: In Figure A, after a meal, blood glucose levels rise. However, these levels soon return to a stable level. In Figure B, during exercise, glucose levels decrease. However, these levels soon return to a generally stable state, even during continued exercise. REASONING: Homeostasis is the ability to keep the body s internal environment at a fairly constant internal state in varying environmental conditions. In both figures (A and B) the body is under different circumstances eating a meal or exercising. Although these conditions do initially cause blood glucose to deviate from a constant internal state, soon thereafter, glucose levels return to a relatively stable state. When students complete the first activity, present them with U7_L1_StudentSheet_Extension. This worksheet covers the third learning objective (necessary to prepare students for Lesson 2) in which students explain that glucose can only pass into and out of cells through glucose transporter proteins. Like the first student sheet, students will analyze data to develop this consensus. Students may present their findings from the extension activity to the rest of the class during the conclusion of the lesson. Conclusion Guide a whole-class discussion over the two questions in the worksheet. Use this conclusion time to provide further explanation on homeostasis and the role of glucose. During Activity 2, it may have been observed that students are constructing differing claims. This is a great opportunity to have students present and argue their claims amongst the class and to discuss the nature of science. Students are using the same pieces of evidence, but are coming to different conclusions, highlighting the importance of reasoning in an argument. Furthermore, students may not be convinced by a claim due to the lack or ambiguity of evidence. Encourage students that this is a perfectly valid stance to take, as the scientific community needs multiple critically reviewed pieces of evidence before accepting a theory. Below are two meaningful, relatable, and engaging examples of glucose homeostasis to aid whole-class discussion. Discuss how glucose and glycogen are utilized during exercise. Students find this topic interesting as they can relate it to their involvement in sports, dance, exercise, etc. 10

11 (Optional) Inform students about Wim Hof, the Ice Man. Wim Hof can withstand extremely cold temperatures. This example can reveal that glucose can be made available to be metabolized in order to release heat to keep the internal temperature of the body at homeostasis. Read the article about Iceman (U7_L1_Reading_Iceman) to learn more about Wim Hof or search him on the Internet. If time is available, initiate discussion on glucose transporters the means by which glucose can pass in and out of cells. If any students have completed L1_StudentSheet_Extension activity, ask them if they are willing to briefly explain to the rest of the class what they discovered about the glucose transporter protein. Continue to provide instruction on glucose transporters. Teachers may find U7_L1_Image_GlucoseTransporter as a helpful visual aid for students. Teachers may also choose to provide further notes or examples when discussing the role of glucose transporters. Remember, glucose transporters are introduced to prepare students for a modeling activity in Lesson 2, and to reinforce the semi-permeability nature of the cell membrane if covered previously. Tell students that in the next lesson, they will explore how the body is able to accomplish glucose homeostasis. Students will be introduced to the endocrine system and learn how the hormones insulin and glucagon regulate glucose levels in the blood. Assessment Activity 1: U7_L1_Table_EnergyConsumption&Weight (or the guided version) Students should have completed table with accurately calculated (1) percentages and (2) ratios. Questions following the table should be accurately answered. Glucunculus Drawing Students should draw a glucunculus that accurately represents the disproportionate energy use in the body. Informally assess group discussion and construction of the glucunculus by walking about the room observing and possibly questioning students about their reasoning in building their model. Activity 2: U7_L1_StudentSheet_ConstructingExplanations & U7_L1_StudentSheet_Extension Students should have well-formed arguments in response to the questions posed in the worksheet. 11

12 Application to Evolution If students have covered evolution or if evolution will be covered later in the year, the following articles provide terrific examples of the role that glucose has played in the evolution of human intelligence. After reading these articles, Iceman, and doing the lesson activities, students can also complete the student sheet (U7_L1_StudentSheet_Readings) which guides them to draw out the main ideas and reflect on the material. Reading: Raw food not enough to feed big brains (U7_L1_Reading_RawFood) Summary: In order to evolve a large brain that uses a large amount of energy, an organism needs to be able to efficiently absorb the calories it consumes. It is believed that by cooking foods, humans were able to more rapidly acquire calories and use less energy in acquiring food as well as digesting food. Cooking, this article states, gave humans the energy necessary to fuel a highly metabolic brain. Reading: How could walking upright have helped in the evolution of human intelligence? (U7_L1_Reading_GlucoseEvolution or U7_L1_Reading_GlucoseEvolution_AP) Summary: Scientists are studying glucose metabolism as a variable in the evolution of human intelligence. It has been shown that walking upright in a human fashion requires 75% percent less energy than walking quadrapedally. This extra energy could be allocated elsewhere in our hominin ancestors. A study reveals that an increased expression of glucose transporters in the brain has gone under positive selection during early human evolution. 12

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