Unit 2 Project - Micronutrient Investigation
You and your partner are tasked with teaching
the class more about an important micronutrient (either a mineral or a
vitamin). You will research and take notes about your micronutrient in order to
create an informative presentation to teach the rest of the class about…
- - basic, important information about
the micronutrient
- - its role(s) in the body
- - good sources for the
micronutrient
- - effects of a deficiency of the
micronutrient
- - effects of excess consumption of
the micronutrient
You will also draft a handout that will be
used to assist students learning about your micronutrient during your
presentation. A printed copy of your informative handout is due by the end of
the day on Friday, April 12 and
presentations will take place on Monday,
April 15 and Tuesday, April 16.
The choices for topics are as follows:
Thiamin
Riboflavin
Niacin
Biotin
Vitamin B6
Folate
Vitamin B12
Vitamin D
Vitamin E
Vitamin K
Phosphorous
Calcium
Copper
Magnesium
Potassium
Zinc
Fluoride
You also need to submit a properly formatted bibliography
(use APA or MLA formatting).
Micronutrient Investigation Rubric
Mastery –
4
|
Proficient
– 3
|
Satisfactory
– 2
|
Needs
Revision – 1
|
|
Quality of information in visual aid (Content)
|
- All written/presented work contains correct, clear, and
detailed information
- Work is written/presented in student friendly language and
does not contain information directly lifted from sources
- It is apparent that students conducted a great deal of
independent research
- Vocabulary terms from class and research are used very
consistently and correctly
|
- Written/presented work contains consistently correct and
detailed information
- Work is written/presented in student friendly language and
does not contain information directly lifted from sources
- Vocabulary from class and research is used often and correctly
|
- Written/presented work is generally correct and detailed
- Work is written/presented in student friendly language usually
but contains some information directly lifted from sources
- Vocabulary is used incorrectly or basic, common language is
used unnecessarily
|
- Written work/presented shows a lack of command of the material
- Written/presented work contains glaring errors
- Written/presented work contains blatant examples of other
writer’s ideas
- Few efforts are made to discuss vocabulary from class
|
Quality of presentation
(Work Habits)
|
- Written/presented work is easy to read, yet sophisticated, and
consistently free of errors
- Oral presentation is competent, professional, engaging and
hooks the audience’s attention
- Presenters appear very knowledgeable and comfortable
discussing their object
- All group members speak, make, and maintain eye contact during
oral presentation
|
- Written/presented work is easy to read and consistently free
of errors
- Oral presentation is competent, professional, and interesting
- Presenters appear knowledgeable about their object
- All group members speak and make eye contact (and try to
maintain it) during oral presentation
|
- Written/presented work is unclear and/or contains several
errors
- Oral presentation is lacking in content or unprofessional
- Presenters do not appear consistently knowledgeable about
their object
- All group members speak and make eye contact during oral
presentation
|
- Errors and/or the lack of clarity make comprehension difficult
- Oral presentation is unfocused and unprofessional
- Presenters are not adequately prepared to discuss their object
- Audience members are unprofessional towards speakers
- Group members neglect to plan and include the entire group
|
Useful Sources
Vitamins:
Teen Health
Nutrition and Food Web Archive
Linus Pauling Institute @ OSU
Minerals:
Teen Health
Nutrition and Food Web Archive
Linus Pauling Institute @ OSU
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