Precision Health
QNV 2030: Human Development 
Resource Plan
SDG 3: Good Health and Well-Being
12 - 13 years
Language(s), Maths, Science
Overarching Goal(s)
- To equip learners with the knowledge, skills, motivation and understanding to demonstrate the importance of Glocalization as a sustainable model for learning.
- To inspire students to act sustainably from both local and global perspectives.
Learning Outcomes
- Learners describe, explain, and interpret the characteristics, structures and interactions of a theme, group, project, or organization related to glocalization.
- Learners discuss, plan, and evaluate learner-initiated-action in a sustainable way.
- Learners develop lifelong skills which support their sustainable actions.
- Learners reflect on the impact of their actions and demonstrate their understanding of the action as related to sustainability.
Possible Duration (Hours)
6-7 hours
Qatar National Vision 2030 Connection
Qatar National Vision 2030: The teacher will ask students to investigate how the Qatar National Vision 2030 pillar can provide us with good health and well-being. Which Qatar National Vision 2030 pillar would be considered to sustain good health and well-being and why?
English: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Arabic: https://www.gco.gov.qa/ar/about-qatar/national-vision2030/
Source: Government Communications Office (2023). Qatar National Vision 2030. [online] Government Communications Office. Available at: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Sustainable Development Goals (SDGs) Connection
SDG 3: Good Health and Wellbeing: The lesson will have aspects of promoting and raising awareness to sustain good health and well-being.
The teacher will ask students to investigate how the SDG 3 can provide us with good health and well-being?
The 17 Sustainable Development Goals, United Nations
English: https://sdgs.un.org/goals
Arabic: https://sdgs.un.org/ar/goals
Source: United Nations (2024). The 17 Sustainable Development Goals. [online] United Nations. Available at: https://sdgs.un.org/goals
Action Learning Outcomes
- Learners discuss, evaluate, and plan student-initiated activities.
- Learners become more aware of their own strengths and areas for growth.
- Learners undertake challenges that develop new skills.
- Learners persevere in action.
- Learners consider the ethical implications of their actions.
Content
The content of the lesson tool revolves around identifying and understanding that vitamin-D is a nutrient that is essential for good health and well-being.
Resource Utilization and Identification: Ministry of Public Health (MoPH)
Subject Matter: Making connections with global health, benefits of safe exposure to sunlight, dietary requirements, and experimentation through science. In addition, raising awareness to peers, and family. Science data interpretation and mathematics data handling.
Glocalization Connections: Connect the need for sufficient Vitamin D is a global health issue.
Differentiation: mixed ability groups and dictionaries
Critical Thinking: Encourage students to critically analyze and interpret deficiency/insufficiency of vitamin-d, consequences, and solutions. Students develop scientific analysis and evaluation, making interpretations and observations based on data using appropriate methods, making inferences to draw conclusions.
Biology/sciences of health and diseases to explain lifestyle factors, including sustaining a nutritious diet locally, nationally, and globally.
Real-world Application: Discuss and explain how understanding the effects of deficiency/insufficiency in Vitamin-D impacts on one’s health and well-being.
Strategies
The strategies employed in this lesson tool are designed to foster analyzing, critical thinking, inquiry, collaboration, and innovative engagement. They include visible thinking routines, responsive pedagogy, and problem-solving approaches to adapt to students’ needs and encourage active participation. Students apply meaningful learning experiences that connect to sustainable measures in making the right dietary and health choices.
Responsive and Adaptive Pedagogy: Adjust the pace and level of guidance based on student responses and engagement, considering the impact of deficiency/insufficiency in Vitamin D.
Visible Thinking Routines: Implement the “Connect-Extend-Challenge” visible routine to stimulate critical thinking and discussion. Encourage students to utilize what they already know, and what they want to find out more about; to extend their knowledge to learn new information.
Inquiry: Encourage students to inquire about the significance of food that contain Vitamin D in fostering a sense of curiosity and exploration through an action plan.
Collaboration: Facilitate a class discussion forum where students can share and compare their findings, promoting collaboration and the exchange of diverse perspectives.
Assessment for and as Learning: Use formative assessments during their science experiments and peer reflections.
Problem-Solving: Ask students to identify and propose solutions to challenges related to insufficiency/deficiency in Vitamin D.
Learning Experiences
Learning Engagement 1: Identifying why Vitamin D is essential for one’s health.
Learning Objective: To identify and recognize deficiency and insufficiency of Vitamin D.
Introduction and context setting
Students will use the ‘Connect-Extend-Challenge’ visible routine in their notebooks. This visible routine helps students to draw connections between new ideas and prior knowledge.
Connect – What do you already know about Vitamin D?
Extend – What do you think Vitamin D is essential for? Do you think it is essential to have a sufficient level of Vitamin D? What are your thoughts?
Challenge – What are you curious to know? What is puzzling you about Vitamin D and how it connects to our health?
Instructions for teachers
The teacher will explain that Vitamin D is an important nutrient that is involved in many of the body’s processes (Ministry of Public Health). It has two main forms: Vitamin D2. and Vitamin D3.
These forms are processed in your liver and converted to a substance called ‘calcidiol’.
Doctors can determine the concentration of calcidiol from a blood sample to determine whether your level of Vitamin D is sufficient.
Resource 1: Vitamin D, Deficiency and Insufficiency: https://rasekh.qa/wp-content/uploads/2024/04/Resource-1_-Vitamin-D-Deficiency-and-Insufficiency.pdf
Instructions for students
Students will read resource 1 in pairs on: Vitamin D Deficiency and Insufficiency and answer the following questions using their own words to check for understanding.
Student friendly questions:
What is meant by Vitamin D deficiency?
What is meant by Vitamin D insufficiency?
Are they the same? Explain your answer in full and if possible, using a real-life example.
We learned that there are two forms of Vitamin D, how are they similar or different?
What do you think are the causes of developing Vitamin D deficiency?
What do you think the symptoms of developing Vitamin D deficiency would be?
What are some solutions to preventing Vitamin D deficiency?
What if a person has too much Vitamin D? Would that be considered healthy? Explain your answer.
Why is Vitamin D sometimes known as the “sunshine vitamin”?
Is it safe to be exposed to the sun at 30 degrees Celsius? Explain your answer.
When do you think it is safe to sit in the sun and for how long?
Why do you need to avoid being in the sun during high temperatures in Qatar, and well before and after noon hours?
What are the sunlight exposure limits per week recommended by the Ministry of Health?
What is a heat stroke and how can you inform others to keep safe?
What protection must one follow during hot weather?
(The teacher will emphasize the following precautions: sunscreen protection, sunglasses (to avoid looking at the sun directly, drink plenty of water, and to be in the sun short intervals at the appropriate times as recommended by The Ministry of Health and not in hot temperatures. Food containing Vitamin D is essential in supporting adequate levels of Vitamin D when being in hot temperatures is not an option).
Resource 2: Additional information on Vitamin D https://rasekh.qa/wp-content/uploads/2024/04/Resource-2_-Additional-Information-on-Vitamin-D-.pdf
Peer reviews
The students will team up with another pair and review their responses using resource 2. They can add information to their responses using another colored pen. They will discuss what they found interesting and compare their responses and why they thought this? What was interesting to know?
Students should be encouraged to record interesting thoughts and ideas into their notebooks or reflection journals.
Learning Engagement 2: Interactive Vitamin D Quiz
Resource 3: Vitamin D Quiz PowerPoint: Vitamin D (rasekh.qa)
Arabic link: الفيتامين د (rasekh.qa)
Learning Objective:
Students will: Describe and identify the importance of Vitamin D.
Interpret a line on a graph to identify variables, read and analyze values from a graph.
Instructions for teachers:
Students will be provided with the quiz on their laptops. To support lower ability students they can choose to pair up with another student that can explain certain scientific terminology.
Instructions for students:
Students will work through the interactive PowerPoint using their knowledge learned from learning engagement 1.
Peer Reflection
After the quiz, students will discuss and share their responses with their peers.
Student friendly questions
How well did you do?
What is a skill that you felt was a strength?
What skill do you feel you need to practice more?
What was something interesting?
What actions can you take to sustain a healthy diet and adequate intake of Vitamin D for you and your family?
Action plan
Afterwards, the students will come up with an action plan by keeping a record for a week of what they eat and noting how much Vitamin D they take in a day from the food they eat? Check the ingredients on the food for Vitamin D. Is it sufficient? What else could you eat? Is it too much? You could share it with your parents and doctor to provide you with safe and healthy recommendations and come up with a plan together.
Checking for Understanding
Learning Engagement 1: Identifying why Vitamin D is essential for one’s health.
Check students; understanding from responses.
Learning Engagement 2: Interactive Vitamin D Quiz
Check students: understanding from responses and skills acquired.
Differentiation
Mixed ability groups, dictionary, and peer support.
Key Vocabulary
adolescents, adults, cause, diet, exposure, food, health, heat, interpret, nutrients, nutrition, protection, rickets, sunlight, sunscreen, sustain, symptoms, temperature, treatment, values, Vitamin D, water, well-being
Resources
Resource 1: Vitamin D, Deficiency and Insufficiency: https://rasekh.qa/wp-content/uploads/2024/04/Resource-1_-Vitamin-D-Deficiency-and-Insufficiency.pdf
Resource 2: Additional Information on Vitamin D: https://rasekh.qa/wp-content/uploads/2024/04/Resource-2_-Additional-Information-on-Vitamin-D-.pdf
Resource 3: Vitamin D, Interactive PowerPoint:
Resource 3: Vitamin D Quiz PowerPoint: Vitamin D (rasekh.qa)
Arabic link: الفيتامين د (rasekh.qa)
Qatar National Vision 2030:
English: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Arabic: https://www.gco.gov.qa/ar/about-qatar/national-vision2030/
Source: Government Communications Office (2023). Qatar National Vision 2030. [online] Government Communications Office. Available at: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
English: https://www.psa.gov.qa/en/qnv1/pages/default.aspx
Arabic: https://www.psa.gov.qa/ar/qnv1/Pages/default.aspx
Source: Planning Statistics Authority (2019). Qatar National Vision 2030. [online] Psa.gov.qa. Available at: https://www.psa.gov.qa/en/qnv1/Pages/default.aspx.
Summary of the four pillars of the QNV 2030: https://rasekh.qa/wp-content/uploads/2024/04/Qatar-National-Vision-2030-pillars.pdf
