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Vitamin D

Vitamin D

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 Resource from the ENGAGE project, which won 'best open educational resource (2017)'

 

This activity is designed to engage a wider range of students. Using the principles of 'science capital', it makes the issue of Vitamin D deficiency highly accessible and relevant to students' everyday experience. Rickets and other bone diseases in young people have risen 400%,  Some scientists are recommending teenagers take vitamin D supplements, particularly in autumn and winter. The activity teaches students how to analyse patterns in data, so they can calculate their vitamin D intake from food and the sun and come to an informed decision.

 

Learning objectives

  • Digestion: describe health effects of vitamin D deficiency. 
  • Analyse patterns: interpret a line graph to suggest relationships between variables, and read values from the graph. (KS3 Science Syllabus)

Blueprint curriculum link

  • Unit: Tissues & organs 
  • Concept: Digestive system: Organs of the digestive system are adapted to break large food molecules into small nutrients which can travel in the blood
  • Skills: Conclusions: Deduce relationships in data, using patterns,  interpolation and extrapolation
  • Learning stage: Analyse

 Activity contents

  • Teachers guide
  • PowerPoint file

The activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.

Weblinks

BBC - Vitamin D

Everyone should consider taking vitamin D supplements in autumn and winter, public health advice for the UK recommends.

Science Capital made clear

An accessible summary of the concept of science capital and how it influences students' attitudes towards science and scientific careers.

Q&A: Vitamin D

An overview of the new UK guidance on vitamin D supplements in question and answer form, accessible to fluent readers.

Rickets makes a comeback

News article about the return of rickets.

Vitamins and minerals - Vitamin D

Advice on vitamin D from the NHS, accessible to fluent readers.

Recent official vitamin D guidance

Report from the NHS about a recent article questioning government advice on vitamin D supplements.

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Q&A

For the Year 7 Mastery Practice book:

For the Y9/GCSE Mastery Practice Book:

It was written to help year 7 students learn to transfer the scientific knowledge to unfamiliar situation. It can also be used by students in other years to improve their understanding of the fundamental concepts. Learning to apply is what will give students access to the 60% of marks at GCSE that demand more than recalling content. The book uses a research-based approach to teach students how to solve different types of problems.

The Practice Book has a chapter on each unit in the year 7 curriculum, based on a 5-year curriculum and AQA's KS3 Science Syllabus. Download the sample material to see exactly what concepts and types of problems are included.

The first strategy studente need to learn is to evaluate the problem and what knowledge is needed to solve it. 'Detect' simulates how an expert looks at a question. They make sense of the situation, look beyond the superficial details to find the deep structure This allows them to recognise this as an example of a problem type they have seen before, and recall the organised information they need to solve - key concepts. It ensures that students avoid their inclination to just look at the keywords, and dive in risking misunderstanding the situation. Detect is broken down into smaller steps, usually: draw a diagram, show values, identify unknown, decide the concept

This encourages students to bring into their working memory all their existing knowledge, externalise it on paper (to reduce working memory demands), and then home in on what's relevant to solving the problem.

The third stage of the problem solving strategy is the actual solution process using the knowledge from Recall.The Solve starts by showing how to use the knowledge from Recall and models a step by step process of moving towards a solution for the problem.We teach students how to write answers scientifically, using a variety of structures like claim-evidence-reasoning, and problem-solution, and cause-effect.

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Customer Reviews

Based on 7 reviews
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E
Elizabeth Galloway
Love it

I love this resource. I plan to use it with S2 students.

E
Elizabeth Galloway
Love it

I love this resource. I plan to use it with S2 students.

t
tonidolan
Excellent

I used this will an SEND year 10 group and it really had them interested and created a good discussion.
They also under took the data handling tasks well as they were already interested in the topic

v
viktoria
vitamin D activity

I have just tried this activity with the EAL Science group in y10. It worked very well, enjoyed what they learnt about UV index and amount of time they should spend outside.
However, worksheets could be in a separate document.

Thank you

x
xortega
Vitamin D

I think it is a very well worked activity that unites different skills to be used in a real issue. This is not usually done in the classroom, where we tend to concentrate in the topic we are trying to teach.
As a I said in previous assessments, there is one thing that can be improved. The presentation format makes the display lively and editable but has some problems. I use Libre Office and the majority of fonts are not in my computer, son I must reformat the presentation to display it an it takes a lot of time. A simple solution would be to use a limited set of fonts available in every computer platform.

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