UbD Unit Plan

Teacher Name: Chris Huelsman

Unit Name: Cell Biology and Disease
Unit Grade Level: 6
th
Grade
STAGE ONE - DESIRED RESULTS
Established Learning Goals local! state or national standards"
Content Statement: Cells are the funamental unit of life! Throu"h in#uir$ an %ra&ti&in" of
s&ientifi& s'ills( stuent )ill unerstan essential &on&e%ts about &ells!
#$ Through scienti%ic in&uiry and several activity 'riting (rom(ts! students 'ill (ractice the
scienti%ic s)ills o% designing investigations! organi*ing data! analy*ing data! understanding
conce(ts! recogni*ing relevant evidence! evidence and trade+o%%s! communication s)ills!
organi*ing scienti%ic ideas! and grou( interactions to understand that cells are the %undamental
unit o% li%e$
,$ -tudents 'ill use their scienti%ic s)ills and their understanding o% cell biology and disease to
research an assigned disease in grou(s o% t'o and (resent a .ublic -ervice /nnouncement at
the end o% the unit to the rest o% the class in the %orm o% a movie! .o'er.oint! or (oster$
-ource o% the Learning Goals 0 The 1hio /cademic Content -tandards %or -cience
Understandings:
#$ /ll living things are com(osed o% cells$
,$ /ll cells come %rom (ree2isting cells$
3$ Di%%erent body tissues and organs are made o% di%%erent )inds o% cells$
4$ /ll cells come %rom (ree2isting cells$
5$ 6any basic %unctions o% organisms occur in cells$
6$ Cells ta)e in nutrients and energy to (er%orm 'or)! li)e ma)ing various molecules re&uired by
that cell or an organism$
7$ Every cell is covered by a membrane that controls 'hat can enter and leave the cell$
8$ 9ithin the cell are s(eciali*ed (arts %or the trans(ort o% materials! energy ca(ture and release!
(rotein building! 'aste dis(osal! and in%ormation %eedbac)$
.redictable 6isunderstandings:
#$ :% something moves it alive$
,$ :% it ma)es light or noise it is alive$
3$ :t is not alive unless it is doing something$
4$ To be alive! something has to breath$
Entire UbD Unit .lan .age # o% ;
Essential <uestions! e2(lanation! and rationale
#$ 9hat does it mean to be alive= 9hat ty(e o% evidence do 'e need to classi%y something as
>alive?=
@ationale %or &uestion: This &uestion is to s(ar) in&uiry on the characteristics o% 'hat ma)es o%
li%e$ -tudents 'ill learn that one o% the %undamental ans'ers to this &uestion is that all li%e is
made o% cells$
,$ :% all cells come %rom (ree2isting cells! 'here did the %irst cell come %rom=
@ationale %or &uestion: This is one o% the biggest most controversial &uestions in li%e science$
Those 'ho believe in creationism use this &uestion to argue their case against those 'ho only
believe in evolution$ /s)ing this &uestion and having students tal) about it 'ill s(ar) interest
and curiosity into the unit$
3$ Ho' does /((le : (ad %actory relate to the order and %unction o% a cell=
@ational %or &uestion: This &uestion is meant to get students to use analogies o% cells to other
things they are more %amiliar 'ith to learn the (arts o% the cell and 'hat they are res(onsible %or
doing 'ithin the cell$
4$ 9hat 'ould the 'orld be li)e! i% there 'ere no disease= 9hat diseases can 'e cure! 'hich
ones 'e cannot= 9hy=
@ationale %or &uestion: This &uestion is to get students thin)ing about and in&uiring about
disease$ This &uestion is to s(ar) the curiosity o% 'hat is disease! 'hich ones can 'e cure or
(revent and 'hich ones 'e cannot$ This is im(ortant because students need to be able to
ans'er these &uestions in order to do the end o% unit (er%ormance assessment o% researching
and (resenting their assigned disease$
5$ 9hy is it im(ortant %or scientist to collect! organi*e! analy*e! inter(ret! and communicate
scienti%ic data=
@ationale %or &uestion: This &uestion is to get students to thin) about 'hy it is im(ortant %or
them to accurately collect! analy*e! and inter(ret data that they %ind in lab activities$ -tudents
'ill be (racticing these s)ills in lab activities and is im(ortant %or them to see that they are
doing 'hat real scientist do and 'hy it is im(ortant %or them to do right$
Ho' : develo(ed the essential &uestions$ : too) the goals listed belo' and tried to come u( 'ith
student %riendly &uestions that 'ill s(ar) conversations and relate to the >real 'orld? as much as
(ossible$
/t the end o% the %irst goal! the goal is to have students understand that cells are the
%undamental unit o% li%e$ There are several di%%erent (arts to that goal$ The %irst three essential
&uestions are aimed to'ard hel(ing students come to a dee(er and more com(lete
understanding o% 'hat a cell is and 'hat it does$
Essential &uestion number %our %ocuses on students learning and understanding the scienti%ic
s)ills that they are going to (ractice and 'hy it is im(ortant %or them to (ractice these s)ills and
ho' these s)ills relate to the >real 'orld? 'or) o% scientist$
Entire UbD Unit .lan .age , o% ;
Essential &uestion number %ive is meant to start the discussion o% 'hat is disease and ho'
disease a%%ects the lives o% all human beings$ The students 'ill be loo)ing at disease and
disease (revention throughout the unit and (resenting a researched (resentation about a
disease at the end o% the unit$
3$ Through scienti%ic in&uiry and several activity 'riting (rom(ts! students 'ill (ractice the
scienti%ic s)ills o% designing investigations! organi*ing data! analy*ing data! understanding
conce(ts! recogni*ing relevant evidence! evidence and trade+o%%s! communication s)ills!
organi*ing scienti%ic ideas! and grou( interactions to understand that cells are the %undamental
unit o% li%e$
-tudents 'ill use their scienti%ic s)ills and their understanding o% cell biology and disease to research
an assigned disease in grou(s o% t'o and (resent a .ublic -ervice /nnouncement at the end o% the
unit to the rest o% the class in the %orm o% a movie! .o'er.oint! or (oster$
*no)le"e
-tudents 'ill )no'A
-tudents 'ill )no'A
#$ Bey terms+ in%ectious disease! disease!
in%ectious! non+in%ectious! evidence! trade+
o%%s! carrier! e(idemiologist! vectors!
&uarantine! ethics! microsco(e! %ield o% vie'!
microbe! cell! cell theory! multicellular! germ
theory o% disease! cell membrane!
(ermeability! organelles! nucleus! nuclear
membrane! chloro(lasts! cyto(lasm!
mitochondria! (rotist! bacteria! viruses! red
blood cells! 'hite blood cells! agar! (etri
dish! immune system! antibiotics! vaccine$
-tudents 'ill be able toA
#$ Develo( and test hy(otheses about the
(ath o% disease transmission in a
%ictional situation$
,$ Discus societal res(onses to in%ectious
disease$
3$ Use a microsco(e to investigate li%e$
4$ Construct a cell model and e2(lain the
%unction o% cell organelles$
5$ :nvestigate the e%%ects o% various
antimicrobial solutions on the gro'th o%
common bacteria$
6$ Design an e2(eriment to reduce the
number o% microbes %ound on their
hands a%ter hand 'ashing$
7$ .er%orm a role+(lay on the use o%
vaccines and antibiotics in the treatment
and (revention o% in%ectious disease$
8$ 6odel the e%%ects o% antibiotics on the
(o(ulation o% the disease causing
bacteria during an in%ection$
@esearch a disease and (roduce a .ublic
-ervice /nnouncement on the disease$
STAGE T+O - ASSESS,ENTS
Performan&e Tas's
#$ -tudents 'ill 'or) in grou(s o% t'o to create a .ublic -ervice /nnouncement about a (articular
disease$ The .-/ 'ill be (resented orally and they 'ill also turn in a %ormal research re(ort$
They can (resent this .-/ in several 'ays$ They can create a (oster! animation! .o'er .oint!
or i6ovie$ They 'ill (resent their .-/ to the class and ans'er classmate &uestions about the
disease$
Entire UbD Unit .lan .age 3 o% ;
This (roCect is meant to be done over time and is assigned to students at the beginning o% the
unit$ :t 'ill be e2(lained to the students that they 'ill need the in%ormation they learning
throughout the unit to success%ully com(lete the (roCect$ -tudents 'ill also be instructed that
they 'ill need additional in%ormation that they 'ill have to %ind on their o'n using outside
resources$ -tudents 'ill be given a timeline o% suggested com(letion$
,$ Cell /nalogy$ -tudents 'ill be given the o((ortunity to 'or) in grou(s! or on their o'n to
(resent a Cell /nalogy to the class that demonstrates their understanding o% the di%%erent (arts
o% a cell and their %unction$ -tudents can create models or conduct a (er%ormance to
demonstrate their understanding$
Other E-ien&e
.ormati-e Assessments
#$ Throughout the unit! students 'ill com(lete analysis &uestions and com(lete lab (rocedures
that test their di%%erent scienti%ic s)ills organi*ing data! analy*ing data! designing investigations!
understanding conce(ts! recogni*ing relevant evidence! evidence and trade+o%%s!
communication s)ills! organi*ing scienti%ic ideas! and grou( interactions"$ :% graded! students
are given a rubric and e2em(lar e2am(les to hel( guide them$
,$ <uic) chec)s o% student understanding during classroom discussions! chec) in during lab
activities! and e2it sli(s at the end o% the lesson$
3$ Docabulary &ui**es
Summati-e Assessments
/t the end o% the unit! there is a summative assessment that is com(osed o% multi(le choice! short
ans'er! and e2tended res(onse &uestions$ The short ans'er and e2tended res(onse &uestions
are graded using the rubric o% >Understanding Conce(ts?$ This s)ill is (racticed throughout the unit
and students$
STAGE T/REE - LEARNING PLAN
Lesson 9HE@ET1
Begin unit lesson se&uence:
9hy is it im(ortant %or scientist to collect! organi*e!
analy*e! inter(ret! and communicate scienti%ic data=
These &uestions are (osed to students and told that
'e 'ill be ans'ering them as 'e 'or) through the
lab activities$
A&ti-it$ 01
-tudents model the s(read o% an in%ectious disease
by e2changing >saliva$? They use a >disease
indicator? to %ind out i% and 'hen" they 'ere
in%ected$ The class results are used to discuss the
(attern o% in%ectious+disease s(read and to lay a
A&ti-it$01
9+ -tudents are introduced to in%ectious
disease and com(lete an >/ntici(ation Guide?
on diseases$
H+ -tudents are as)ed to (lay the role o% an
e(idemiologist by %iguring out 'ho started out
'ith the disease and ho' it s(read$ This lesson
Entire UbD Unit .lan .age 4 o% ;
%oundation %or (reventive measures$
A&ti-it$02
9hat 'ould the 'orld be li)e! i% there 'ere no
disease= 9hat diseases can 'e cure! 'hich ones
'e cannot= 9hy= These essential &uestions are
discussed be%ore starting the activity$ -tudents are
introduced to a variety o% diseases 'ith a classroom
scavenger hunt$ The class com(ares the %amiliarity
'ith various diseases among di%%erent generations
studentsE vs$ (arentsE generation andFor
grand(arentsE generation"$ / long+term research
(roCect on disease is assigned$ -tudents eventually
com(lete the (roCect by develo(ing a (ublic service
announcement in the %orm o% a cartoon stri($
A&ti-it$03
-tudents build on their understanding o% disease
transmission as they investigate the outbrea) o% a
disease transmitted by direct human+to+human
contact$ They develo( hy(otheses %or the (ath'ay
o% disease transmission and then test their
hy(otheses by using simulated saliva sam(les$ The
conce(t o% an asym(tomatic carrier is introduced$
A&ti-it$04
-tudents 'atch a segment o% the video! A Science
Odyssey: >6atters o% Li%e and Death!? that %ocuses
on the bubonic (lague e(idemic in -an Grancisco in
the early #;HHs$ This story becomes the basis %or
investigating the relationshi( bet'een scienti%ic
)no'ledge and the (revention o% disease$
is designed to hoo) the students into the overall
unit o% cell biology and disease by %irst loo)ing
at something they are %amiliar 'ith! disease$
E+ -tudents become engaged by 'or)ing
through the activity and e2(lore ho' diseases
actually s(read$
@+ -tudents com(lete a data table and re%lect
and revise their inter(retation o% data$

A&ti-it$02
9+ This activity is designed to introduce
students to various diseases and 'hat a >.-/?
.ublic -ervice /nnouncement" is$
Due dates %or (arts o% the assignment are
handed out and e2(lained$
E+ This activity is designed to e&ui( the
students 'ith the basic outline o% the
(er%ormance tas) they 'ill com(lete at the end
o% the unit$
A&ti-it$03
H+ -tudents are hoo)ed by being (resented a
scenario in 'hich they once again (lay the role
o% an e(idemiologist and 'or) to %igure out the
(ath o% disease transmission$
E+ -tudents 'ill use 'hat they have learned so
%ar about diseases and evaluate 'hat they have
learned 'hile 'or)ing through the lab activity$
@+ -tudents 'ill com(lete a data chart and
com(lete analysis &uestions in 'hich they 'ill
be able to rethin) big ideas and revise their
'or)$
A&ti-it$04
H+ -tudents are introduced to an actually
historically event o% disease transmission and
attem(t to %igure out ho' the bubonic (lague
'as s(read so &uic)ly and easily among
humans$
E+-tudents are e&ui((ed 'ith the necessary
real li%e e2(eriences o% disease transmission to
increase their understanding o% disease and
Entire UbD Unit .lan .age 5 o% ;
A&ti-it$ 05
-tudents learn ho' to use a microsco(e$
A&ti-it$06
-tudents (re(are a 'et mount in order to %ind
evidence o% microsco(ic li%e$
A&ti-it$ 07
9hat does it mean to be alive= 9hat ty(e o%
evidence do 'e need to classi%y something as
>alive?= essential &uestion is (osed to students"$ /
history o% the scienti%ic discoveries leading to the
germ theory o% disease is e2amined as students
read! discuss! and role+(lay the contributions o%
di%%erent scientists$ -cienti%ic advancements based
on the germ theory! such as the use o% chemical
disin%ectants! are (resented$ -tudents construct a
timeline o% events %rom notes ta)en during the role
(lays o% other grou(
A&ti-it$ 08
-tudents observe stained Amoeba proteus cells!
green (lant cells! human chee) cells! and stained
and unstained onion cells under a microsco(e$
-tudents ma)e observations o% structures that are
shared and that di%%er among the cells$ The
im(ortance o% staining %or the visuali*ation o% cell
disease transmission$
@+ -tudents com(lete grou( analysis &uestions
in 'hich they rethin) big ideas! re%lect on their
(rogress o% understanding about disease and
disease transmission and revise their 'or) a%ter
classroom discussion$
A&ti-it$ 05
9+ -tudents are introduced to a microsco(e
and ho' to (ro(erly use it$ -tudents are
in%ormed that they 'ill be using the microsco(e
in u(coming labs and must learn ho' to use it
(ro(erly in order to success%ully com(lete the
lab activities$
H+ -tudents are hoo)ed in the activity by
getting to use a ne' (iece o% lab e&ui(ment to
loo) at various items underneath the
microsco(es$
E+ -tudents are e&ui((ed 'ith the basic
)no'ledge about microsco(es in order %or them
to be able to use them in u(coming lab
activities$
A&ti-it$ 06
H+ -tudents are using microsco(es and loo)ing
%or li%e underneath the microsco(es$
E+ -tudents are e&ui((ed 'ith the basic
)no'ledge o% all the di%%erent ty(es o% micro+li%e
and ho' to %ind this li%e underneath the
microsco(e$
A&ti-it$07
H+ -tudents are assigned grou(s and each
grou( is assigned a scientist in 'hich they
create a role (lay to (er%orm in %ront o% their
classmates$
E+ -tudents are e&ui((ed 'ith the )no'ledge
o% ho' the >Germ Theory o% Disease? has
advanced throughout history$ -tudents 'al)
a'ay 'ith a better understanding o% ho'
medicine has advanced throughout history$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and establish
ne' connections! re%lect on their (rogress so
%ar in the unit and ho' things relate$
A&ti-it$08
Entire UbD Unit .lan .age 6 o% ;
structures is highlighted$
A&ti-it$09
:n this activity! the idea that cells are alive and
(er%orm li%e %unctions such as res(iration" is
e2(lored$ -tudents are introduced to yeast as they
investigate the ability o% yeast cells to res(ire$
Com(arisons o% human and yeast cells rein%orce the
cellular nature o% all li%e$
A&ti-it$01:
The conce(t o% the cell as a )ey biological structure
is %urther investigated$ -tudents construct a sim(le
cell model to investigate the %unction o% the cell
membrane$ E2(erimental results demonstrate the
(ermeability o% the cell membrane 'hen smaller
(articles! such as those o% LugolEs solution! can
cross! 'hile larger (articles! such as those o% starch!
cannot$ The class discusses ho' cell (ermeability
relates to cell %unctioning$
A&ti-it$011
/ reading elaborates u(on the basic structures
common to all cells$ The roles o% the cell membrane!
cyto(lasm! and nucleus are em(hasi*ed$ The
relationshi( bet'een cell biology and disease is
(resented$ -tudents 'or) on cell analogy$
A&ti-it$012
-tudents begin to investigate ho' microbes are
grou(ed$ -tudents vie' (re(ared slides o% (rotists
9+-tudents understand that the unit is headed
to'ard the cell and 'hat ma)es u( the cell!
both (lant and animal$
H+ -tudents are loo)ing at (re(ared slides
underneath a microsco(e$
E+ -tudents are e&ui((ed 'ith the )no'ledge
o% ho' (lant and animals cells are the same
and di%%erent$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$
A&ti-it$09
9+ -tudents understand that they are starting
to learn the di%%erent %unctions o% a cell and ho'
a cell obtains and uses energy$
H+ -tudents are creating a lab that simulates
cellular res(iration$ -tudents come to
understand 'hy yeast is uses in ba)ing bread
and ca)es$
E+ -tudents are e&ui((ed 'ith the %undamental
understand that all li%e needs energy! even at
the cellular level$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$
A&ti-it$ 01:
9+ -tudents develo( a basic understanding
that cells are the basic unit o% all li%e$ -tudents
understand the unit is no' %ocusing on 'hat
organelles ma)e u( cells$
H+ -tudents are ma)ing cell models that
demonstrate ho' the cell 'all is (ermeable$
E+ -tudents are e&ui((ed 'ith the )no'ledge
o% ho' di%%erent cell organelles %unction
together in order %or the cell to survive$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$
A&ti-it$011
9+ -tudents understand ho' cells %orm tissues
and tissue %orm organs$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$ -tudents also
com(lete a B9L chart 'ith the reading to
Entire UbD Unit .lan .age 7 o% ;
and bacteria to investigate some o% the
characteristics o% these t'o grou(s! including si*e
and the (resence or absence o% a nucleus$
A&ti-it$013
-tudents %ind out more about microbes by reading
about the di%%erences among bacteria! (rotists! and
viruses$ Classi%ication o% organisms is introduced as
a conte2t %or the classi%ication o% microbes$
A&ti-it$ 014
/ reading about (rotists! bacteria! and viruses and
ho' they are classi%ied$
A&ti-it$015
-mall grou(s o% students (artici(ate in a role+(lay$
:n the %irst scene! they learn about ho' vaccinations
'or) to (rotect (eo(le against viral and bacterial
illnesses$ :n the second scene! they are introduced
to the use and misuse o% antibiotics$
A&ti-it$016
-tudents learn ho' 'as the %irst antibiotic
discovered$ -tudents e2(lore the (roblems
encountered in testing and (roducing this >miracle
drug?= -tudents vie' historic %ootage and
(hotogra(hs that hel( bring alive the climate o% the
time and the (ersonalities involved$
A&ti-it$017
-tudents model the e%%ects o% antibiotics on the
(o(ulation o% the disease+causing bacteria during an
in%ection$ -tudents toss number cubes to determine
'hether an >in%ected (atient? remembers to ta)e the
(rescribed daily dose o% antibiotics! 'hich in turn
re%lect on and evaluate their level o%
understanding$
A&ti-it$012
9+ -tudents begin to learn some o% the
di%%erences among the cells o% t'o grou(s o%
microbes those 'ith a nucleus and those
'ithout"
H+ -tudents are using microsco(es to conduct
the investigation$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$ -tudents create
a Denn Diagram com(aring .rotist! Bacteria!
and Human Cells$
A&ti-it$013
9+ -tudents begin to learn ho' microbes %it
into the classi%ication o% organisms$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$ -tudents create
a Denn Diagram o% .rotist! Bacteria! and
Diruses$
A&ti-it$014
E+ -tudents are e&ui((ed 'ith the basic
)no'ledge about (rotists! bacteria! and viruses
and ho' they are classi%ied$
A&ti-it$015
9+ -tudents develo( and understanding o% ho'
vaccines (revent disease$
H+ -tudents are (er%orming a role+(lay to learn
the content in the lesson$
A&ti-it$016
9+ -tudents learn ho' the %irst antibiotic 'as
discovered and ho' antibiotics are used to treat
bacterial in%ections$
@+ -tudents 'atch the video and re%lect on the
im(act o% (enicillin in society$
Entire UbD Unit .lan .age 8 o% ;
a%%ects the si*e o% the bacterial (o(ulation in the
(atient$ The results demonstrate that it is critical to
remember to ta)e each dose on time and to
com(lete the entire (rescribed course o% antibiotics$
A&ti-it$018
This e(idemiological scenario allo's students to
a((ly 'hat they have learned about disease and
disease transmission in a board game$ The game is
closely based on an actual emerging disease$
-tudents gather data by (laying the game and then
modi%y their hy(otheses in light o% ne' evidence$ By
)no'ing the method o% transmission! students
design (ublic health measures to save the 'orld
%rom >6aracondo Gever$?
Performan&e Pro;e&t E<am =Communi&ation
S'ills( Grou% Intera&tion( Unerstanin"
Con&e%ts( Or"ani>in" S&ientifi& Ieas an
Desi"nin" In-esti"ations: -tudents (resent .-/
(roCects
Summati-e E<am =Unerstanin" Con&e%ts an
Or"ani>in" S&ientifi& Ieas?: -tudents ta)e
multi(le choice! short ans'er! and e2tended
res(onse e2am$
A&ti-it$017
H+ -tudents are 'or)ing on a hands on activity
that models the e%%ects o% antibiotics on the
(o(ulation o% the disease+causing bacteria
during an in%ection$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$
A&ti-it$018
9+ -tudents see ho' everything ties together
throughout the unit! 'hile 'ra((ing u( the unit$
H+ -tudents are (laying a board game that
'ra(s u( the unit and a((ly all that they have
learned throughout the unit$
E+ -tudents are e&ui((ed and revie' all
conce(ts covered throughout the unit 'hile
(laying the board game$
@+ Through analysis &uestions at the end o% the
lesson! students rethin) big ideas and re%lect on
their (rogress through the unit$
Entire UbD Unit .lan .age ; o% ;