Table 2.
Topics addressed in the biology and health curricula.
| Lesson | Biology Curriculum1 | Health Curriculum2 |
|---|---|---|
| 1 |
Asking questions about diabetes Students explore a CDC slide presentation that shows the rapid increase in diagnosed cases of T2D in the past 20 years to ask questions about how diabetes diagnoses are impacted by age, educational level, geography and other factors. |
Genes and the environment Silent Chalk Talk starts a conversation about beliefs about diabetes, followed by exploring the CDC slides to examine trends in diabetes and obesity. |
| 2 |
Homeostasis—glucose in balance Students are introduced to glucose homeostasis through a model that shows how organs and systems interact through feedback mechanisms to maintain balance. As an extension, students use yeast as an indicator for cellular respiration. |
Our environment: Access and choice Students learn how T2D is influenced by our environments and assess their own environmental risk factors for T2D. Students learn how the change in environment for one population has impacted their health over time. |
| 3 |
Modeling type 2 diabetes Students collect evidence for the causes of T2D by using the homeostasis model board to figure out how blood glucose homeostasis is affected by diet, exercise, insulin resistance, and pancreatic function. |
Sugar: From fuel to toxin Students learn how T2D is influenced by our environments and assess their own environmental risk factors for T2D. Students learn how the change in environment for one population has impacted their health over time. |
| 4 |
Genes and environmental risk factors Students learn about environmental, genetic and social factors that influence T2D by simulating how high risk and low risk gene variants may be distributed through a population and looking for patterns in their own environments and eating habits. |
What are we eating? Students examine food and drink labels to figure out how different types of food impact blood glucose levels. They calculate the percentage of proteins, fats, and carbohydrates contained in different foods and drinks, and visually illustrate liquid sugars in a beverage. |
| 5 |
Evaluating solutions Students use evidence gathered throughout the unit to generate an argument in support the best treatments and preventative measures that address this complex condition. |
An ounce of prevention Students learn ways in which exercise can aid in treating and preventing T2D and determine physical activity requirements for balancing calories consumed and burned. |