Running title: CONCENTRATING ON CONCENTRATION

Assignment #2: Lesson Plan: Concentrating on Concentration Karen Jones ETEC 530 65A University of British Columbia

CONCENTRATING ON CONCENTRATION Grade level: Science 8, 9 or 10 Lesson topic: Concentration of solutions, Effect of concentration on the rate of chemical reactions Lesson objectives: After completing this lesson, students will: Be able to explain that concentration is a measure of the amount of a substance in comparison with the total volume of the solution; Understand that various alcoholic drinks contain the same amount of alcohol even though the serving size may be different; Recognize that body size and type influence an individuals response to alcohol; Online Learning Environment: Moodle: the lesson is designed to be completed online as part of an enrolled class. Table 1: Lesson Plan Outline:
Learning Activities Teaching Activities I. Orientation & Purpose Students complete an Teacher gathers data individual pre-quiz to compare at the end (5 min.) of lesson/unit II. Eliciting Prior Knowledge Students brainstorm Teacher monitors and classify what they discussion for know about the appropriate characteristics of interactions and different types of encourages alcoholic beverages. participation of all Students predict the students concentrations of alcohol in beer, wine, and hard alcohol, and which drink they think would have the greatest effect on a drinker. (5 10 min.) Resources Alcohol: Is This Right? (Appendix A) Format in Moodle Survey

What is A Drink? brainstorm questions (Appendix B)

Chat (synchronous) or Forum (asynchronous) discussion

Learning Activities Teaching Activities III. Restructuring of Ideas Students watch a video Teacher may evaluate demonstration of the observation simulated drinks template, submitted showing the amount of via email attachment alcohol, as represented or through the by a volume of green responses of each dye, in a glass of wine, student account in the beer, and hard alcohol. Moodle . The 3 drinks are then poured into 3 x 4 litre containers simulating the human body. Students record their observations on a worksheet (10 min.) IV. Reflection of learning Students use the Teacher enables VoiceThread recording VoiceThread access for tool to reflect on the students. Monitors video, their questions student contributions. & experiences. (5-10 min.) V. Application of ideas 1. Practice Teachers may evaluate Calculations the worksheet, which Each student is submitted via email completes a copy attachment of Master 2.1, What Is a Drink? (BCSC, 2003) 5 -10 min.)

Resources Youtube.com: Alcohol concentration demonstration Alcohol Concentration template (Appendix C)

Format in Moodle Webpage with embedded VoiceThread of video and downloadable pdf or Word.doc on which to record observations Or Embed VoiceThread of video & questions in a Moodle Lesson page with an Essay response area.

Voicethread reflection image capture (Appendix D)

(see above)

Master 2.1, What Is a Drink? (Appendix E)

Moodle Lesson with an embedded step-wise example calculation of total alcohol. Students must select the correct multiple choice answer before they can move on to the What is a Drink? worksheet (downloadable pdf)

Learning Activities 2. Application: Blood Alcohol Concentration (20 -30 min TBC next class) CHOICE 1: Students have a choice of participating in Lesson 5, Activity 1: Patterns of Drinking ((BCSC, 2003) a) Students work through a sample calculation of BAC, understanding how metabolism reduces BAC b) Students determine BAC levels for 2 fictitious individuals attending a party, and if they can legally drive a car. c) Students graph BAC over time for their 2 guests. Graph may be completed online or on paper d) Students summarize results for the 6 guests & submit a group response. Each group is required to comment on the other groups analysis.

Teaching Activities

Resources

Format in Moodle Moodle Branching Lesson structure

Teacher forms groups of students

Informal Discussion Help Forum linked to lesson where students can post questions and comments Master 5. 1 Blood Alcohol Concentration (Appendix F) or iPhone App: Blood Alcohol Content Calculator Master 5.2a c: Drinking Patterns for Party Guests (Appendix G) Lesson page with embedded stepwise example with fill-in-the blank responses, students must correctly complete before progressing Google Doc format for collaborating and editing

Monitor success rate through lesson, aiding with calculation difficulties

In groups of 3

Teacher facilitates use of graphing tools

Master 5.3: BAC Graph Template (Appendix H) Create A Graph online application

Teacher coordinates creation of group documents

Patterns of Drinking Summary (Appendix I)

Discussion forum, wiki, or Google doc

Learning Activities Teaching Activities I. Orientation & Purpose OR CHOICE 2: Students complete an Teacher gathers data individual pre-quiz to compare at the end Students Teacher monitors (5 min.) may explore of lesson/unit N-Squad, an online students and forms simulation where Prior Knowledge groups for summary II. Eliciting students work with activity at the end of forensic scientists to the simulation. solve an alcohol related crime. Episode 2 covers topics of alcohol metabolism, role of the circulatory system in processing alcohol, blood alcohol concentration (BAC), and headspace gas chromatography. (Center For Technology in Teaching and Learning, Rice University, 2010) a) Students maintain a log of their observations as they progress through the simulation. b) Students summarize their observations in an individual or group format Teachers may evaluate log.

Resources Alcohol: Is This Right? (Appendix A) Game Overview (Appendix J) NSquad Alcohol & Body Systems website Episode 2

Format in Moodle Survey Link to external webpage through Moodle

N-Squad Episode 2 Mission Log (Appendix K) N-Squad Episode 2 Mission Debrief(Appendix L) Moodle Discussion Forum, wiki, or individual Journal

Students brainstorm and classify what they know about the characteristics of different types of alcoholic beverages. Students predict the concentrations of alcohol in beer, wine, and hard alcohol, and which drink they think would have the greatest effect on a drinker. (5 10 min.)

Teacher monitors discussion for appropriate interactions and encourages participation of all students

What is A Drink? brainstorm questions (Appendix B)

Chat (synchronous) or Forum (asynchronous) discussion

Learning Activities Teaching Activities III. Restructuring of Ideas Students watch a video Teacher may evaluate demonstration of the observation simulated drinks template, submitted showing the amount of via email attachment alcohol, as represented or through the by a volume of green responses of each dye, in a glass of wine, student account in the beer, and hard alcohol. Moodle . The 3 drinks are then poured into 3 x 4 litre containers simulating the human body. Students record their observations on a worksheet (10 min.) IV. Reflection of learning Students use the Teacher enables VoiceThread recording VoiceThread access for tool to reflect on the students. Monitors video, their questions student contributions. & experiences. (5-10 min.) V. Application of ideas 1. Practice Teachers may evaluate Calculations the worksheet, which Each student is submitted via email completes a copy attachment of Master 2.1, What Is a Drink? (BCSC, 2003) 5 -10 min.)

Resources Youtube.com: Alcohol concentration demonstration Alcohol Concentration template (Appendix C)

Format in Moodle Webpage with embedded VoiceThread of video and downloadable pdf or Word.doc on which to record observations Or Embed VoiceThread of video & questions in a Moodle Lesson page with an Essay response area.

Voicethread reflection image capture (Appendix D)

(see above)

Master 2.1, What Is a Drink? (Appendix E)

Moodle Lesson with an embedded step-wise example calculation of total alcohol. Students must select the correct multiple choice answer before they can move on to the What is a Drink? worksheet (downloadable pdf)

Learning Activities 2. Application: Blood Alcohol Concentration (20 -30 min TBC next class) CHOICE 1: Students have a choice of participating in Lesson 5, Activity 1: Patterns of Drinking ((BCSC, 2003) a) Students work through a sample calculation of BAC, understanding how metabolism reduces BAC b) Students determine BAC levels for 2 fictitious individuals attending a party, and if they can legally drive a car. c) Students graph BAC over time for their 2 guests. Graph may be completed online or on paper d) Students summarize results for the 6 guests & submit a group response. Each group is required to comment on the other groups analysis.

Teaching Activities

Resources

Format in Moodle Moodle Branching Lesson structure

Teacher forms groups of students

Informal Discussion Help Forum linked to lesson where students can post questions and comments Master 5. 1 Blood Alcohol Concentration (Appendix F) or iPhone App: Blood Alcohol Content Calculator Master 5.2a c: Drinking Patterns for Party Guests (Appendix G) Lesson page with embedded stepwise example with fill-in-the blank responses, students must correctly complete before progressing Google Doc format for collaborating and editing

Monitor success rate through lesson, aiding with calculation difficulties

In groups of 3

Teacher facilitates use of graphing tools

Master 5.3: BAC Graph Template (Appendix H) Create A Graph online application

Teacher coordinates creation of group documents

Patterns of Drinking Summary (Appendix I)

Discussion forum, wiki, or Google doc

Learning Activities Teaching Activities I. Orientation & Purpose OR CHOICE 2: Students complete an Teacher gathers data individual pre-quiz to compare at the end Students Teacher monitors (5 min.) may explore of lesson/unit N-Squad, an online students and forms simulation where Prior Knowledge groups for summary II. Eliciting students work with activity at the end of forensic scientists to the simulation. solve an alcohol related crime. Episode 2 covers topics of alcohol metabolism, role of the circulatory system in processing alcohol, blood alcohol concentration (BAC), and headspace gas chromatography. (Center For Technology in Teaching and Learning, Rice University, 2010) a) Students maintain a log of their observations as they progress through the simulation. b) Students summarize their observations in an individual or group format Teachers may evaluate log.

Resources Alcohol: Is This Right? (Appendix A) Game Overview (Appendix J) NSquad Alcohol & Body Systems website Episode 2

Format in Moodle Survey Link to external webpage through Moodle

N-Squad Episode 2 Mission Log (Appendix K) N-Squad Episode 2 Mission Debrief(Appendix L) Moodle Discussion Forum, wiki, or individual Journal

Students brainstorm and classify what they know about the characteristics of different types of alcoholic beverages. Students predict the concentrations of alcohol in beer, wine, and hard alcohol, and which drink they think would have the greatest effect on a drinker. (5 10 min.)

Teacher monitors discussion for appropriate interactions and encourages participation of all students

What is A Drink? brainstorm questions (Appendix B)

Chat (synchronous) or Forum (asynchronous) discussion

Learning Activities Teaching Activities III. Restructuring of Ideas Students watch a video Teacher may evaluate demonstration of the observation simulated drinks template, submitted showing the amount of via email attachment alcohol, as represented or through the by a volume of green responses of each dye, in a glass of wine, student account in the beer, and hard alcohol. Moodle . The 3 drinks are then poured into 3 x 4 litre containers simulating the human body. Students record their observations on a worksheet (10 min.) IV. Reflection of learning Students use the Teacher enables VoiceThread recording VoiceThread access for tool to reflect on the students. Monitors video, their questions student contributions. & experiences. (5-10 min.) V. Application of ideas 1. Practice Teachers may evaluate Calculations the worksheet, which Each student is submitted via email completes a copy attachment of Master 2.1, What Is a Drink? (BCSC, 2003) 5 -10 min.)

Resources Youtube.com: Alcohol concentration demonstration Alcohol Concentration template (Appendix C)

Format in Moodle Webpage with embedded VoiceThread of video and downloadable pdf or Word.doc on which to record observations Or Embed VoiceThread of video & questions in a Moodle Lesson page with an Essay response area.

Voicethread reflection image capture (Appendix D)

(see above)

Master 2.1, What Is a Drink? (Appendix E)

Moodle Lesson with an embedded step-wise example calculation of total alcohol. Students must select the correct multiple choice answer before they can move on to the What is a Drink? worksheet (downloadable pdf)

Learning Activities 2. Application: Blood Alcohol Concentration (20 -30 min TBC next class) CHOICE 1: Students have a choice of participating in Lesson 5, Activity 1: Patterns of Drinking ((BCSC, 2003) a) Students work through a sample calculation of BAC, understanding how metabolism reduces BAC b) Students determine BAC levels for 2 fictitious individuals attending a party, and if they can legally drive a car. c) Students graph BAC over time for their 2 guests. Graph may be completed online or on paper d) Students summarize results for the 6 guests & submit a group response. Each group is required to comment on the other groups analysis.

Teaching Activities

Resources

Format in Moodle Moodle Branching Lesson structure

Teacher forms groups of students

Informal Discussion Help Forum linked to lesson where students can post questions and comments Master 5. 1 Blood Alcohol Concentration (Appendix F) or iPhone App: Blood Alcohol Content Calculator Master 5.2a c: Drinking Patterns for Party Guests (Appendix G) Lesson page with embedded stepwise example with fill-in-the blank responses, students must correctly complete before progressing Google Doc format for collaborating and editing

Monitor success rate through lesson, aiding with calculation difficulties

In groups of 3

Teacher facilitates use of graphing tools

Master 5.3: BAC Graph Template (Appendix H) Create A Graph online application

Teacher coordinates creation of group documents

Patterns of Drinking Summary (Appendix I)

Discussion forum, wiki, or Google doc

Learning Activities Teaching Activities I. Orientation & Purpose OR CHOICE 2: Students complete an Teacher gathers data individual pre-quiz to compare at the end Students Teacher monitors (5 min.) may explore of lesson/unit N-Squad, an online students and forms simulation where Prior Knowledge groups for summary II. Eliciting students work with activity at the end of Students brainstorm Teacher monitors forensic scientists to the simulation. and classify what they discussion for solve an alcohol know about the appropriate related crime. Episode characteristics of interactions and 2 covers of different topics types of encourages alcohol metabolism, alcoholic beverages. participation of all role of the circulatory Students predict the students system in processing concentrations of alcohol,in blood alcohol alcohol beer, wine, concentration (BAC), and hard alcohol, and and headspace gas which drink they think chromatography. would have the (Center For greatest effect on a Technology in drinker. Teaching and Learning, (5 10 min.) Rice University, 2010) a) Students maintain a log of their observations as they progress through the simulation. b) Students summarize their observations in an individual or group format Teachers may evaluate log.

Resources Alcohol: Is This Right? (Appendix A) Game Overview (Appendix J) NSquad & What isAlcohol A Drink? Body Systems website brainstorm questions (Appendix B) Episode 2

Format in Moodle Survey Link to external webpage through Moodle Chat (synchronous) or Forum (asynchronous) discussion

N-Squad Episode 2 Mission Log (Appendix K) N-Squad Episode 2 Mission Debrief(Appendix L) Moodle Discussion Forum, wiki, or individual Journal

Learning Activities Teaching Activities III. Restructuring of Ideas Students watch a video Teacher may evaluate demonstration of the observation simulated drinks template, submitted showing the amount of via email attachment alcohol, as represented or through the by a volume of green responses of each dye, in a glass of wine, student account in the beer, and hard alcohol. Moodle . The 3 drinks are then poured into 3 x 4 litre containers simulating the human body. Students record their observations on a worksheet (10 min.) IV. Reflection of learning Students use the Teacher enables VoiceThread recording VoiceThread access for tool to reflect on the students. Monitors video, their questions student contributions. & experiences. (5-10 min.) V. Application of ideas 1. Practice Teachers may evaluate Calculations the worksheet, which Each student is submitted via email completes a copy attachment of Master 2.1, What Is a Drink? (BCSC, 2003) 5 -10 min.)

Resources Youtube.com: Alcohol concentration demonstration Alcohol Concentration template (Appendix C)

Format in Moodle Webpage with embedded VoiceThread of video and downloadable pdf or Word.doc on which to record observations Or Embed VoiceThread of video & questions in a Moodle Lesson page with an Essay response area.

Voicethread reflection image capture (Appendix D)

(see above)

Master 2.1, What Is a Drink? (Appendix E)

Moodle Lesson with an embedded step-wise example calculation of total alcohol. Students must select the correct multiple choice answer before they can move on to the What is a Drink? worksheet (downloadable pdf)

Learning Activities 2. Application: Blood Alcohol Concentration (20 -30 min TBC next class) CHOICE 1: Students have a choice of participating in Lesson 5, Activity 1: Patterns of Drinking ((BCSC, 2003) a) Students work through a sample calculation of BAC, understanding how metabolism reduces BAC b) Students determine BAC levels for 2 fictitious individuals attending a party, and if they can legally drive a car. c) Students graph BAC over time for their 2 guests. Graph may be completed online or on paper d) Students summarize results for the 6 guests & submit a group response. Each group is required to comment on the other groups analysis.

Teaching Activities

Resources

Format in Moodle Moodle Branching Lesson structure

Teacher forms groups of students

Informal Discussion Help Forum linked to lesson where students can post questions and comments Master 5. 1 Blood Alcohol Concentration (Appendix F) or iPhone App: Blood Alcohol Content Calculator Master 5.2a c: Drinking Patterns for Party Guests (Appendix G) Lesson page with embedded stepwise example with fill-in-the blank responses, students must correctly complete before progressing Google Doc format for collaborating and editing

Monitor success rate through lesson, aiding with calculation difficulties

In groups of 3

Teacher facilitates use of graphing tools

Master 5.3: BAC Graph Template (Appendix H) Create A Graph online application

Teacher coordinates creation of group documents

Patterns of Drinking Summary (Appendix I)

Discussion forum, wiki, or Google doc

Learning Activities OR CHOICE 2: Students may explore N-Squad, an online simulation where students work with forensic scientists to solve an alcohol related crime. Episode 2 covers topics of alcohol metabolism, role of the circulatory system in processing alcohol, blood alcohol concentration (BAC), and headspace gas chromatography. (Center For Technology in Teaching and Learning, Rice University, 2010) a) Students maintain a log of their observations as they progress through the simulation. b) Students summarize their observations in an individual or group format

Teaching Activities

Resources

Format in Moodle

Teacher monitors students and forms groups for summary activity at the end of the simulation.

Game Overview (Appendix J) NSquad Alcohol & Body Systems website Episode 2

Link to external webpage through Moodle

Teachers may evaluate log.

N-Squad Episode 2 Mission Log (Appendix K) N-Squad Episode 2 Mission Debrief(Appendix L) Moodle Discussion Forum, wiki, or individual Journal

Reflection: Both the grades 9 and 10 science curricula include concepts of concentration, surface area, temperature, and catalysts and how they affect reaction rates of chemical reactions. For years I have struggled to present these topics in a relevant and meaningful way, but have found that students misconceptions persist, particularly one that mistakes increasing concentration for simply adding more of the reactant solution. For this lesson, instead of lumping all these concepts into one hour, I decided to focus on the meaning and relevant application of the term concentration. The challenge was gathering free pre-made materials that could be used in an online learning environment to promote inquiry in students with cognitive and behavioural issues. In my classes, I find that situating concepts in relevant contexts is necessary in order to get students to buy into the lesson. Many of our students have drug and alcohol issues, therefore I chose to illustrate concentration through alcoholic beverages, but so as not to glorify drinking, linked these to blood alcohol concentration (BAC) and the different factors that determine impairment. The lesson structure follows the Constructivist Instructional Model (CIM), as outlined by Driver and Oldham in Matthews (1994, p. 143), and incorporates aspects of the Predict, Observe, Explain (POE) (White & Gunstone, 1982), and the Conceptual change Models (CCM) (Posner, Strike, Hewson, & Gertzog, 1982). To orient the lesson (CIM), students start with a survey recording their opinions surrounding alcohol and its use. Then, following CIM and POE models, prior knowledge and misconceptions are elicited using a group brainstorm. The

video demonstration on Alcoholic Concentration provides a way for the learners to develop and modify their views (CIM) and is accompanied by an observation sheet in which learners record and check these against their original predictions (POE). Total amount of alcohol is visually compared to concentration of alcohol to correct misconceptions, and the demonstration shows how one drink of any sort, beer wine, or hard liquor, affects the body in the same way, contrary to popular belief (CCM). A VoiceThread enables students to record their reflections on the activity in a variety of modalities, exposes them to multiple perspectives, and encourages them to rethink and reconstruct their ideas (CIM). The worksheet, What is a Drink? is supported by a worked example in the Moodle, and reinforces new understanding through practice (POE). The second part of the lesson, designed to carry over to the next session, applies the concept of BAC in realistic situations (CIM). One aspect of constructivism that is not directly stated in the 3 models is the importance of giving students choices in their learning path. The first choice is more group-oriented, involves calculations, and is text-based, while the second uses an interactive multimedia simulation that spins a detective story. Both choices are scaffolded with guiding questions that require students to apply and synthesize factors affecting the concentration alcohol in the blood. Finally, groups are required to post their assessments of other groups responses, to involve multiple perspectives in the evaluation process (Learning Resources Unit @ BCIT , 2003). While areas of this lesson may seem over-defined for a purely constructivist approach, I believe that the population of students for whom I am designing need

direct guidelines and support to be able to participate in an online setting due to their low motivation and self-efficacy. Table 2: Use the scale to rate the quality of the following elements in this lesson plan, from 1 = poor to 5 = excellent implementation: Constructivist Criteria For Lesson Evaluation 1 2 3 4 5 The Problem Integrates with courses at a curricular level Is interesting, relevant, and engaging Engages learners with solving authentic problems The physical, socio-cultural, and organizational climate surrounding the problem is described A community and characters definite the values and beliefs surrounding the problem Provides instances where real-world tasks are simulated The Process Learners identify their own prior conceptions Learners predict, observe, and explain outcomes Learners translate information through developing new perspectives and interpretations Learners are required to make and defend judgments Learning Environment Tools a. Knowledge Construction Learners actively manipulate objects, data, or activities Visualization tools help learners to construct a mental image of the concept Databases and hypermedia constructions are used to represent knowledge Learner performance is supported by online tools, e.g. graphing & note-taking b. Information Sources Learners have access to relevant information in order to interpret the problem The information is available in a variety of formats, i.e. video, multimedia, text, graphics Learners are provided with representations of experiences they have not had Learners have access to worked examples of problems

Conversation & Collaboration Opportunities for conversations about the problem support collaboration Opportunities are given for shared decision making Forums for social negotiation & mediation provide learners with opportunities to exchange views Reflection on the learning processes is part of the process Supporting Learning a. Modeling (experts performance) Behavioural modeling of performance by skilled performer e.g. worked examples b. Coaching (learners performance) Motivational prompts encourage learner participation Perturbs learners models by providing dissonant viewpoints Monitors & regulate learners performance: Proving hints & helps, prompts collaborative activities Provokes reflection c. Scaffolding Provides temporary frameworks to support learning and performance beyond capabilities TOTAL Sources: Jonassen, (1999); Learning Resources Unit @ BCIT (2003).

References BCSC, 2003). Understanding alcohol: Investigations into biology and behaviour Teacher's guide. National Institutes of Health. Retrieved March 22, 2011, from http://science.education.nih.gov/supplements/nih3/alcohol/guide/guide_to c.htm Center For Technology in Teaching and Learning, Rice University. (2010). WEB ADVENTURES: FOR EDUCATORS | N-SQUAD: EPISODE 2 Game Overview. Explore science - One game at a time. Retrieved March 22, 2011, from http://webadventures.rice.edu/ed/Teacher-Resources/_games/NSquad/_501/Game-Overview.html Jonassen, D. H. (1999). Designing constructivist learning environments. In CM Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (2nd ed, pp.215-239). Learning Resources Unit @ BCIT (2003). Constructivist e-learning methodologies: A Module development guide. Pan-Canadian Health Informatics Collaboratory. Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. New York, NY: Routledge. Posner, G.J, Strike, K.A, Hewson, P. W & Gertzog, W.A (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education. 66(2), 211-227. White, R. & Gunstone, R. F. (1992). Probing Understanding. London: The Falmer Press.

Appendix A (return to Lesson Plan)

( (BCSC, 2003)

Appendix B (return to Lesson Plan) WHAT IS A DRINK? BRAINSTORM 1. Name different kinds of alcoholic beverages and classify them as beer, wine, or hard liquor: Name Type of alcohol 2. Consider the differences among these alcoholic beverages. Why can alcoholic beverages be placed in different categories? Are they all the same in terms of amount of alcohol? Do they cause different effects? 3. Observe the image below:

4. Which drink has the highest concentration of alcohol? 5. Which drink has the lowest concentration of alcohol? 6. Which drink contains the most alcohol? 7. Which drink would affect someone the most, if they drank it?

Appendix C (return to Lesson Plan) Alcohol Concentration Demonstration Purpose: A demonstration to investigate the total amount of alcohol in beer, wine, and hard liquor. Instructions: Please pause & record your observations under the hints while watching the video. Time (sec) 0 0:22 Observations The liquid is actually water with green food coloring. The green food coloring represents the alcohol in each drink. What do you observe about the three shot glasses of alcohol? Concentration is a measure of the amount of a substance in comparison to the total amount of solution. Which alcoholic beverage, the beer, the wine, or the hard liquor, has the lowest concentration of alcohol. Which has the highest? How does this compare with your prediction? What can you conclude about the total amount of alcohol in all three glasses? How does this compare with your prediction?

0:23 1:10

1:11 1:43

The 4 litre container represents the water in a human body and the spread of the dye throughout the water simulates the distribution of alcohol throughout a person's bloodstream. Predict what will happen if you pour the drinks into the containers. Will the three containers look different from each other after you add the different drinks to them, or will they look the same? Do the different bodies look the same or do they look different from each other? Which contains the most alcohol? What can you say about the concentration of alcohol in each body? Think about how the same amount of alcohol affects different people, for example, a small person and a large person. Would the concentration of alcohol in the blood of each person be the same? Which person would have a higher concentration of alcohol in the blood? Why does the same amount of alcohol have a greater effect on a smaller person than a larger one?

1:44 2:18

Appendix D (return to Lesson Plan) VoiceThread Image Capture of Video and Reflection Question Students may record written or oral responses that result in avatars surrounding the video space that can be played back. Teacher instructions play when the Voicethread is opened.

Appendix E (return to Lesson Plan)

(BCSC, 2003)

Appendix F (return to Lesson Plan)

(BCSC, 2003)

Appendix G (return to Lesson Plan)

(BCSC, 2003)

Appendix H (return to Lesson Plan)

(BCSC, 2003)

Appendix I (return to Lesson Plan) PATTERNS OF DRINKING SUMMARY 1. In your groups, prepare a group document, either using Google docs or the Moodle wiki that summarizes your results from the 6 party guests. Consider the following: Which guests could drive home legally? What factors affected the guests BAC levels? How does size and gender affect a persons response to the same amount of alcohol? How does the pattern of drinking relate to a persons BAC? Are there differences in how fast alcohol breaks down in the body among different people? Do you think the party guests would think the same way as you about who should drive from the party? Are there other factors not explored in this activity that could influence someones BAC? (BCSC, 2003) 2. Submit your group response to the Patterns of Drinking Wiki and comment on at least 1 other groups analysis. How is it similar or different to yours? What are some things you agree or disagree with?

Appendix J

(return to Lesson Plan)

(Center For Technology in Teaching and Learning, Rice University, 2010)

Appendix K (return to Lesson Plan)

(Center For Technology in Teaching and Learning, Rice University, 2010)

Appendix L (return to Lesson Plan)

(Center For Technology in Teaching and Learning, Rice University, 2010)