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Evaluating Promotional Materials

Evaluating Promotional Materials

TEKS Objective

The student is expected to draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys, food, and sunscreen.

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Essential Understanding

The student uses critical thinking and scientific problem solving to make informed decisions.

Science Background

All About Sunscreens: Nanosense (PDF) - This high school-level unit on sunscreens provides useful background information the science of sunscreens and ideas for classroom instruction.

All About Sunscreens
Nanosense, www.nanosense.org

Signature Lesson

Investigating Sunscreens: Science Learning Hub (website) - Students use UV beads to investigate the effectiveness of various sunscreen lotions, draw inferences from the outcomes, and evaluate the accuracy of claims made by the manufacturers of the sun block products being tested.

Investigating Sunscreens
Learning Hub, www.sciencelearn.org.nz

Supporting Lessons

Evaluating Science Behind the Advertisements: Northwest Association for Biomedical Research (doc) - Students discuss and evaluate claims made by advertisements and develop strategies to test them.

Evaluating Science Behind the Advertisments
Northwest Association for Biomedical Research, www.nwabr.org

Elaboration Lessons and Extensions

How Much Fat is Hidden in Your Favorite Foods? BioEd Online (PDF) - See page 6 of this informational student booklet for a simple hands-on activity in which students investigate the relative amounts of fat in different products. Compare similar products, such as white and wheat bread, sugar free and regular cookies, etc. Relate results to the information on the food labels. The booklet contains other fun, useful information and activities related to food labels and nutrition.

How Much Fat is Hidden in Your Favorite Foods?
BioEd Online, www.bioedonline.org

Assessment Ideas

Healthy Snacks: BioEd Online (website) - Students use information on food labels to rank sample foods, from most to least healthful. Students then write short essays to explain their rankings. Student pages presented in English and Spanish.

Healthy Snacks
BioEd Online, www.bioedonline.org

Literature Connections

Looking at Labels. Burstein, John (ISBN-13: 978-0778739357)

Food Labels. McCarthy, Rose (ISBN-13: 978-1404216334)

The Mysterious Marching Vegetables. Tharp B., Dresden J., Denk J., Moreno N. (ISBN-13: 978-1888997370)

The Mysterious Marching Vegetables
BioEd Online, www.bioedonline.org

Martha Speaks: Pool Party. Meddaugh, S. (ISBN-13: ISBN-13: 978-0547438825)

Related Science TEKS

(4.2A) Plan and Implement Descriptive Investigation 
The student is expected to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.

(4.2B) Collect Data
The student is expected to collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.

(4.2C) Graphs, Tables, Charts   
The student is expected to construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.

(4.2D) Analyze Evidence and Explain  
The student is expected to analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.

(4.2E) Value of Repeated Experiments    
The student is expected to perform repeated investigations to increase the reliability of results.

(4.2F) Communicate Conclusions
The student is expected to communicate valid, oral, and written results supported by data.

(4.3A) Analyze, Evaluate and Critique Explanations
The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

(4.3C) Develop a Model
The student is expected to represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size

(4.4) Science Tools      
The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry.

(4.4A) Tools for Collecting and Analyzing Information  
The student is expected to collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums.

(4.4B) Safety Equipment
The student is expected to use safety equipment as appropriate, including safety goggles and gloves.

Related Math TEKS

4.11A  The student is expected to estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary.

4.11B   The student is expected to perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system.

4.11C   The student is expected to use concrete models of standard cubic units to measure volume.

4.11D  The student is expected to estimate volume in cubic units.

4.11E   The student is expected to explain the difference between weight and mass.

4.12A  The student is expected to use a thermometer to measure temperature and changes in temperature.

4.12B   The student is expected to use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.

4.13A  The student is expected to use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.

4.13B   The student is expected to interpret bar graphs.

4.14A  The student is expected to identify the mathematics in everyday situations.

4.14B   The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

4.14C   The student is expected to select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

Additional Resources

Using Nutrition Labels: US Department of Agriculture (website) - Links to many resources, including handouts, pamphlets and online tools, that can help you create effective lessons about food labels.

Using Nutrition Labels
US Department of Agriculture (website), www.snap.nal.usda.gov

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