ENERGY DRINKS
... The High Price of High Energy
Unit D- Human Systems
Biology 20 Outcomes
Purpose
This webquest was designed to allow students to examine the effects of caffiene on their bodies, using the context of energy drinks. This is directly linked to the Program of studies (please see specific outcomes below).
By completing this activity, students will engage in researching and reaching conclusions about a health issue that is directly related to their lives.
Before completing the webquest, students shoulld be aware of the effects of caffiene on the heart, and should have already studied the circulatory system.
General Outcome:
Students will explain the role of the circulatory and defence systems in maintaining an internal
equilibrium
Specific Outcomes for Skills (Nature of Science Emphasis)
Students will:
20–D2.1s formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues
• design procedures to investigate factors affecting heart rate and blood pressure; e.g.,
physical activity, emotion, gender and chemicals such as caffeine (IP–NS1, IP–NS2,
IP–NS3, IP–NS4
Procedure
This webquest is designed to be completed in 3 classes. Here is a breakddown of the tasks for each day:
- Day 1: Create groups and introduce activity. The topic can be introduced using the video. Then, allow groups to meet and discuss the position they will be taking with respect to energy drinks. Depending on class available, students can also start to research and collect information.
- Day 2: the class should get time on a computer in order to research and prepare their argument further. By the end of this class, students should be wrapping up their research, and should have a well developed argument for the upcoming debate.
NOTE: encourage students to get into character by dressing their part! This not only makes the activity more fun for students, but also helps engage them fully in their role, and therefore their arguments.
- Day 3: Debate day! The debate will require a mediator. There are two options for this: the teacher can act as mediator, or a student can be chosen from the class. As a teacher, you should consider the set-up of your classroom, and arange it in an appropriate manner for a debate. Also, set ground rules for your students to follow during the debate, i.e. keep it clean and repectful at all times.
It is encouraged that the teacher sets time after the debate in order to discuss the activity with the students. This exercise allows both the teacher and the students to reflect on the task, and to share their feelings. Here are some questions that the teacher can ask:
- What did you think of this activity?
- Did your opinion change as a result of this debate?
- Do you feel more informed about the issue of the health effects of energy drinks on teenagers? Will you still drink energy drinks?
Notes
Here are some additional resources for teachers:
http://www.hc-sc.gc.ca/fn-an/legislation/pol/energy-drinks-boissons-energisantes-eng.php
http://www.hc-sc.gc.ca/fn-an/prodnatur/caf-drink-boissons-eng.php
This webquest is an inquiry based assignment, therefore students do not need to have alot of background knowledge, as one of the goals is that they be able to formulate their own opinion based on their findings.
Goals
One of the goals of this webquest is to get students to research a social issue that is relevant to their everyday lives. There are many secondary goals, however. Students will engage in organized groupwork, critical thinking, developing of arguments, and considering arguments made by others during the debate. They will also learn to consider biases in the arguments made by others. After completing this task, students will be more informed about the health risks associated with energy drinks, which will hopefully inform their decision when consuming them.