Optimal size of the group: 25 students
We recommend using cooperative forms of work in groups or in pairs. As a source of information you can use textbooks, the Internet or other scientific literature.
List of activities
| Activity | Discipline | ||
|
1 |
Discussion over the importance of water |
Biology |
Engage |
|
2 |
My water intake |
Biology |
Explore |
|
3 |
Which water tastes better, bottled or tap water? |
Technology, biology, chemistry |
Explore, Extend |
|
4 |
Waterworks or production of drinking water |
Technology, biology, chemistry |
Explore, Extend, Explain |
|
5 |
Can we get drinking water? |
Biology, geography |
Engage, Explain |
|
6 |
Analysis of beverages |
Technology, biology, mathematics |
Engage, Explain |
|
7 |
How does the water travel through our body after drinking? |
Biology |
Engage, Explore, Explain, Extend, Evaluate |
|
8 |
How is finite urine formed? |
Biology, chemistry |
Engage, Explore, Explain, Evaluate |
|
9 |
Importance of kidneys for life |
Biology |
Engage, Explore, Explain, Extend, Evaluate |
|
10 |
Is it possible to develop an artificial kidney? |
Biology, chemistry, physics, technology |
Engage, Explore, Explain, Extend, Evaluate |
|
11 |
A visit to a dialysis centre |
Biology, chemistry, physics, technology |
Engage, Explore, Extend, Evaluate |
|
12 |
World Kidney Day |
Biology |
Engage, Explore, Extend, Evaluate |
Activity 2 – From the discussion, the students would like to know their fluid intake, which should be encouraged by this activity. Here the questions are prepared for them; they should be interested in the answers. They themselves will determine for how long it would be good to monitor their fluid intake to get good results.Activity 1 – The teaching unit will start from the discussion. Students should be aware of the fact that every individual has his/her own water intake and that it can differ from the values referred to in the literature. Discuss how and how much fluid disappears from the body and whether we will really take so much fluid. Think about the impact of the lack of fluid on us, what is related to the availability of beverages and water at all. After this discussion we can move to the following activity.
Activity 3 – In this activity, students are motivated by the introductory text. This is followed by the questions that lead to reflection on how the topic of the introductory text is related to their life.
Activity 4 – This is an excursion to waterworks. Students should agree upon the date of the excursion and accordingly they should prepare themselves for this excursion.
Activity 5 – Students encounter the problem and have a few tools. They should establish a hypothesis and verify it subsequently.
Activity 6 – In this activity, students have beverage packaging (they may bring their own). The aim is to evaluate the appropriateness and inappropriateness of beverages for the human body. And think about whether to incorporate this beverage into the water intake.
Activity 7 – In this activity, students will use their knowledge or the working text or other literature to be able to solve tasks.
Activity 8 - In this activity, students will use their knowledge or scientific literature, or use the Internet to be able to solve tasks. Their findings will subsequently be verified in practice.
Activity 9 – In this activity, students establish a hypothesis, which is then, based on the submitted working text and their present experience, verified. Their findings are factually argued.
Activity 10 and 11 – Students should appreciate the benefits of technology development for human life. In case of excursions to the dialysis centre, students should agree upon the date of the visit and accordingly they should prepare themselves for this visit.
Activity 12 – Students search for the information needed to solve the task, and according to pre-agreed criteria they design promotional materials aimed at the prevention and diagnosis of nephrological diseases.