Engaging the Student (Entry Task) 

Checking for Understanding (exit ticket)

1 class period 

As a formative assessment, students should participate in the final installment of silent Chalk Talk after completing the unit.

At the beginning of the

unit (Lesson 1-1 B) students took part in this silent conversation technique by adding their comments, questions and reactions to a series of posters addressing themes found throughout the type 2 diabetes curriculum. Ideally, the posters should have been revisited once or twice during the unit, and then for the last time during the final

assessment time.

After adding to the “conversation” a final time (ideally in a new pen color for each

poster), the class can engage in a whole class discussion about what students observed and how their under-standing and beliefs about the causes, preventions and impacts of type 2 diabetes have changed, or not, over time. This provides the

teacher with a formative assessment of students understanding.

Group Handout: 

• Student Call to Action Planning

Some project ideas could include:

• Newsletter/PSA/Pamphlet
• Prezi/PPT Presentation
•  Facebook Page/Social Media call to action
• Poster/campaign to raise $ or awareness for diabetes 
• Experiments/data collection/questionnaires/polls 
• Survey and analyze foods typically given at food banks
• Develop a cookbook
• Enroll a team/create an educational table for a Tour de Cure or other event
• “Do This, Not That” (in parallel to book “Eat This, Not That”)
• Develop a script for a “living room focus group”
• Propose public policy at local or state level to improve health
• Develop a monthly healthy menu plan for a family of four given a budget
• Assess the nutritional quality of school lunch programs
• Educate peers and others on sugar content of common drinks

View the full lesson plan here:

• Lesson 6-2: Action Project

Sample Rubrics:

• Rubric 1
• Rubric 2 

Call to Action

As a summative assessment, students continue to work on their Call to Action products, in which they have been synthesizing and applying their learning throughout the unit by creating a product that demonstrates their understanding of type 2 diabetes, addresses a specific diabetes-related problem, and contributes to a solution. Successful Call to Action products implement direct, meaningful, and relevant actions in order to make a contribution towards combating diabetes within the students’ communities.

Learning Objectives

Students will be able to:

• Understand a problem associated with type 2 diabetes and implement a Call to Action product that contributes to a solution for the particular problem
•  Develop a presentation for a specific target audience that communicates the goals, methods, results, and conclusions of the product.

 Time

 Students should be working in groups throughout the unit to identify areas of interest, and then assimilate, integrate and apply new information as they learn it. In creating a product, students identify an audience, and showcase their understanding of type 2 diabetes through an activity that is meaningful for that audience. At the end of the unit, students should be given at least two class periods to finalize their products.

The Action Project design, requirements and presentation format are set forth by the teacher, however encourage students to have as much control over what they want media/forum they would like to use to present their call to action.

Some questions that students should ask themselves when thinking about their project design:

• How can we apply what we've learned about diabetes and the issues surrounding it to make a difference locally or globally?
• Where/how does change start?
• How can we as students create a call to action that will make change happen?
• What aspect of diabetes do we want to talk about? Risk factors? Prevention? Management? 

This lesson (in part) provided by:  Type 2 Diabetes: A complex disease of gene and environment interactions. Copyright 2014 by University of Washington. This curriculum was created by Genome Sciences Education Outreach (GSEO) and is supported by a Science Education Partnership Award (SEPA) from the Office of Research Infrastructure Programs (ORIP) of the National Institutes of Health through Grant Number R25OD010966. Permission is granted to download, reproduce through printing or photocopying, and distribute copies of Type 2 Diabetes: A complex disease of gene and environment interactions for non-commercial, educational purposes only, provided that credit for the source (GSEO and copyright (© 2014 University of Washington) is given. 

• Materials vary; try to help students gather what they need to complete a professional-looking product.