LTM 622 PBL

NAMES: Carynne Dati, Jessica De Santis, Julie Tutas, Sara Zavadsky

Unit Topic: Problem-Based Unit Involuntary Blood Donor
Grade level: 12
th
grade - AP Science and AP English
Number of students: 24
Length of Unit: 90 min blocks, 4 week unit

Stage 1 Desi red Results

Next Generation Science Standards:

HS. LS-I VT Inheritance and Variation of Traits
a) Ask questions and obtain information about the role of patterns of gene sequences
in DNA molecules and subsequent inheritance traits
b) Use a model to explain how mitotic cell division results in daughter cells with
identical patterns of genetic materials essential for growth and repair of
multicellular organisms.
d) Use a model to describe the role of cellular division and differentiation to produce
and maintain complex organisms composted of organ systems and tissue
subsystems that work together to meet the needs of the entire organism.
HS-E TS-ED Engineering Design
a) Ask questions and collect information to quantify the scope and impacts of a
major global problem on local communities and find evidence of possible causes
by breaking the problem down into parts and investigating the mechanisms that
may contribute to each part.

Science and Engineering Practices:
x Asking questions and defining problems
x Developing and using models
x Constructing explanations and designing solutions

Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms (a), (b), (d)
LS3.A: Inheritance of Traits (a)
LS3.B: Variation of Traits (a)
ETS1.C: Optimizing the Design Solution (a)

Crosscutting Concepts
Patterns
Cause and Effect
Systems and System Models
Structure and Function

English/ Language Arts Standards:

Reading Standards

12. 1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.

12.7. Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.

Writing Standards

12.1 - Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience`s knowledge level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.

12.6. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new arguments or
information.

12.7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.

12.9 - Draw evidence from literary or informational texts to support analysis, reflection,
and research.

Speaking and Listening

12.1 - Initiate and participate effectively in a range of collaborative discussions (one- on-
one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and
issues, building on others` ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision- making, set
clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation
or complete the task.

12.3 - Evaluate a speaker`s point oI view, reasoning, and use oI evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and
tone used.

12.4 - Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.

12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.

NCTE Standards:

1. Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.


7. Students conduct research on issues and interests by generating ideas and questions,
and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries
in ways that suit their purpose and audience.

11. Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).

Essential questions:
x What are 'ethics?
x In what ways are 'health &
'wealth related?
x What are 'law suits?
x How do law suits affect society?
x How are money & science
related?
x Why is money often at the
center of controversies in our
society?
x What motivations surround
money?
x Is it possible to be objective
when money is involved?
x What are 'human rights?
x What are 'medical rights?
x What is 'privacy?
x Who is responsible for
managing (your) medical
waste?
x What does 'possession is nine-
tenths oI the law mean and
should that apply to medical
situations?
x How do our roles in society
affect our viewpoints?
x Why is communication
important?

Topical questions:
x What connections can we make
between our patient and Henrietta
Lacks?
x What are some connections
between English/Language Arts and
Science?
x What are patient rights with regards
to blood donation?
x What rights do blood banks have?
x What rights do scientists have?
x How are money & healthcare
related?
x What is 'HIPPA?
x Does everyone have an equal right
to healthcare?
x How do I gather and evaluate
evidence to prove a certain point of
view?
x What is necessary to convey and/or
convince an audience regarding a
particular topic?
x How do I reach/persuade an
audience?
x What questions do I need to ask
when looking for information from
a person?

Student obj ectives (outcomes):
Students will be able to:
x Define an issue regarding health and privacy, and explain the consequences of
actions taken to resolve or dispute this issue
x Identify an ethical dispute and form an opinion about the dispute (valuing in
decision making)
x Interpret when an ethical dilemma has a solution or no solution
x Explain the complexity of an ethical dilemma
x Articulate what human, patient, and business/hospital rights are
x Ask questions about a problem to lead to an answer to that problem
x Ask questions about and explain patterns about genetic materials and DNA
molecules
x Use models of mitotic cell division within a debate or discussion, and explain
these models using common language
x Communicate information regarding the role of cellular division and
differentiation in complex organisms and tissues
x Identify potential causes and effects of contamination on a cellular level
x Ask questions and collect information to quantify the scope of impact a problem
has on local communities and find evidence to break the problem down and
investigate its components
x Assess a problem and determine the best possible course to finding a solution
x Use scientific language properly to support or dispute claims made in discussions
x Investigate, research, and find evidence within multiple media types and sources
to support or dispute claims made in discussions
x Research, gather and assess viable evidence to prove a point of view
x Use speech and oratory skills to either explain a situation or persuade an audience to see
their side
x Conduct a professional interview, engaging in relevant conversations with community
partners from various fields
x Design and construct a successful trial focused on evidence-based results

Stage 2 Assessment Evidence
Formative assessment
Students will set up the frame on the first
day, there will be a class discussion and
assessment of prior knowledge and
relationships to previous class work will be
made through questioning and probing
The instructors will regularly assess
individual student participation and redirect
where participation is lacking
Students will design questions to share
with the class on poster boards,
assessment will be made by taking into
account the relevancy of the questions
Summative assessment
Students will comprise the legal
team representing the parent/patient
who has come to our class for help.
Because PBL is primarily student-
directed, we have set this unit up
accordingly. Students will
determine which roles they will
play as they conduct a mock trial,
presenting evidence after
conducting interviews and
extensive research regarding the
to the solution. Teachers will redirect
student questions where necessary to guide
them in a relevant direction
Students will design a map and share an
important discovery in class, assessment
will be made to see if students can make
connections between Henrietta Lacks and
our patient`s problem scenario
Students will conduct research/experiments
to compile evidence and support
position(s)
Students will analyze the facts that they
know, hypothesize different theories,
determine solutions to the problem
Students will evaluate the effectiveness of
the experiments performed in the science
portion of their classes and determine
whether it will stand as viable evidence
during the 'trial. II they decide to use the
evidence, they will make visual aids to act
as exhibits
Depending on their role in the 'trial,
students will learn how to initiate in either
a persuasive speech (legal team`s opening
and closing speeches) or an explanatory
speech (witnesses` testimonies)
Students will have time with legal
professionals to help students understand
what it means to be part of a legal team,
proper courtroom etiquette, determining
what evidence is considered valuable in the
case, what questions to ask witnesses, how
to cross-examine, etc.
Students will work with their chosen
community partners to help them prepare
for the final assessment mock trial to
help inform themselves about the
situation/problem and potential solutions
Final discussion/assessment will link back
to Henrietta Lacks text
problem. Some examples of what
the students might engage in to
prepare for the trial include
compiling evidence, conducting
scientific experiments/research,
creating visual aids for experiments
to act as exhibits, and defending
their position(s) during cross-
examination. The English students
will be directed to prepare legal
briefs and written and spoken
arguments, working with the
science students to be sure that the
evidence is cohesive to fully
support their 'client. Overall,
regardless of their role, each of the
students is in charge of contributing to
solving the problem at the beginning of
the unit
RUBRIC FOR MOCK TRIAL
ATTACHED
Stage 3 Learning Plan

Problem Statement: A parent has come to our AP English and AP Science
classes for hel p with a problem. He is seeki ng hel p because a hospital that
took blood from hi m duri ng a procedure donated the blood without his
knowledge. Unfortunately, his blood then contami nated various labs. He is
now bei ng sued and has come to our class, aski ng i f we can act as his legal
team.


Learning Activities Open Ended Framewor k:

Day 1 Setting up the FRAME
Facts
Ideas/Issues
Questions
Action Plan

Class will begin with an introduction to the problem statement/scenario. This will be
done with the co-operation of the English and Science teachers. This class will function
as both English and Science. After the problem statement/scenario is addressed, the class
will be asked to lead a discussion about the issue. We will follow a classic frame (facts,
ideas, questions, actions) but will only have students identify facts and ideas about what
was presented to them. Once the class has led this discussion to a point that gives
students a good starting point for addressing the problem, the instructors will separate the
class into groups of three. For the remainder of the time, students will work in their
groups to identify and eliminate any information found in the class discussion. They will
work in their own directions with limited help from instructors. Instructors will walk
around for guidance and coaching, but will answer questions with questions to keep
students thinking about the problem. Students may begin to focus on the questions aspect
of the frame at this time.

Day 2 Computer Research Day
The instructors will be tag teaching this day of class in the computer lab. We will start
the class by talking about the situation of Henrietta Lacks and how this is similar and
different to our patient. Instructors will keep students thinking in the direction of privacy
and communication in science and healthcare. Why is patient privacy an important
concept? They will work at computers with internet access to do personal research.
Instructors will guide students in small group discussions to ensure they are heading in a
cohesive direction.

Day 3 Library/Reference Day
The library will be reserved for students to conduct research and identify references.
Day 4 Examining Class Questions/ Redi rect
Students will have identified questions on day 1, but day 4 will continue the process by
examining the class questions, receiving redirect from teachers to focus their search.
Working in groups, students will further develop questions. Each group will then present
the questions to the class and students will give possible suggestions to solutions for these
questions. The goal to this class will be getting started on generating questions and
coming to solutions.

Day 5 Teacher and Parent/Patient Interview Day
Students will have a day devoted to round-robin discussion where they can interview
both teachers and the parent/patient to find out more details about the problem and to
help them hone their search to the most pertinent topics.

Day 6 Student-Di rected Field T rip (Hospital/ Courthouse/ Lab etc.)
Students will get to physically tour community locations to conduct additional research
and gain foundational information for the mock trial they will conduct as their summative
assessment.

Day 7 Student-Di rected Open Day
Open day for students to decide what they need to work on to contribute towards the
problem/solution.

Day 8 - Computer/ Library Research Day
Computer lab and library reserved for student-directed research.

Day 9 &RPPXQLW\3DUWQHUV'D\ Information gathering
Round-robin discussions for students to familiarize themselves with community members
who might be involved in such a problem as our patient`s. Students use the inIormation
gained here to compile interview questions for following day.

Day 10 &RPPXQLW\3DUWQHUV,QWHUYLHZ'Dy
Students conduct structured interviews with community partners asking questions to
help inIorm their position to solve our patient`s problem.

Day 11 Computer/ Library Research Day
Computer lab and library reserved for student-directed research.

Day 12 Student Di rected Open Day
Open day for students to decide what they need to work on to contribute towards the
problem/solution.

Day 13 Speech and Writing Workshop

Day 14 15: Trial Preparation

Days 16 19: Trial to Conclusion
Students will conduct a mock trial, acting as the legal defense team for our patient.

Day 20: PBL Unit Reflection
hour to write reflections; remaining 60 mins - open discussion for class to discuss trial
outcomes and PBL unit. Make final connections to Henrietta Lack`s text.
See Unit Reflection Document/ Questions attached below.



Materials:
The Immortal Life of Henrietta Lacks by Rebecca Skoot
Student-directed:
Teachers as a resource
Legal representatives
Community Partners
Computers, Library access & Science and Medical Journals

Motivation/hook:
Problem Statement: A parent has come to our AP English and AP Science classes
for help with a problem. He is seeking help because a hospital that took blood
from him during a procedure donated the blood without his knowledge.
Unfortunately, his blood then contaminated various labs. He is now being sued
and has come to our class, asking if we can act as his legal team.
____________________________________________________________
Differentiation:
The nature of PBL and this student-directed unit allows for continual differentiation.
Convergent thinkers PBL activities should be meant to engage everyone, through the
ability to collaborate with peers
Bodily-Kinesthetic learners lots of opportunity for performing hands-on activities.
Also, field trip day allows for physical interaction to promote learning
At-risk and common sense learners - relate the material to reasons for learning with
discussion on the importance of the problem generated and potential solutions.
Visual/ Auditory learners - see some traditional discussions with use of visuals
Logical-mathematical sequence of events will play a big role as students work
towards a solution and develop a logical plan to proceed to trial
Linguistic heavy speech and writing components involved for presenting research
findings
Interpersonal team work, team work, team work.
Int rapersonal writing opportunities for students to form their own conclusions
Naturalistic study of human body, scientific evidence
Existential reflection on PBL process and big idea questions. Also, reflection on
perspectives, debate and are some ethical problems without solution.
PBL- Unit Reflection

How did you feel supported during this learning activity?

How did doing a unit like this help you to learn?

When was your learning challenged? Did you like this? Were you ever
frustrated?

What things did you like about this learning approach?

What were you most excited about during this process?

What things did you not like about learning like this?

What were you least excited about during this process?

If you did this kind of learning again- what would you like to change about the
approach that you took or that your classmates took? What specific things would
you change?

If students next year are to do this "project again- How should your teachers
change what they do to better help guide them?



RUBRIC for MOCK TRIAL BELOW:


CATEGORY 4 3 2 1
Information All information
presented in the debate
was clear, accurate and
thorough.
Most information
presented in the debate
was clear, accurate
and thorough.
Most information
presented in the debate
was clear and accurate,
but was not usually
thorough.
Information had
several inaccuracies
OR was usually not
clear.
Use of
Facts/Statistics
Every major point was
well supported with
several relevant facts,
statistics and/or
examples.
Every major point was
adequately supported
with relevant facts,
statistics and/or
examples.
Every major point was
supported with facts,
statistics and/or
examples, but the
relevance of some was
questionable.
Every point was not
supported.
Presentation Style Team consistently used
gestures, eye contact,
tone of voice and a
level of enthusiasm in a
way that kept the
attention of the
audience.
Team usually used
gestures, eye contact,
tone of voice and a
level of enthusiasm in
a way that kept the
attention of the
audience.
Team sometimes used
gestures, eye contact,
tone of voice and a
level of enthusiasm in a
way that kept the
attention of the
audience.
One or more
members of the team
had a presentation
style that did not keep
the attention of the
audience.
Organization All arguments were
clearly tied to an idea
(premise) and organized
in a tight, logical
fashion.
Most arguments were
clearly tied to an idea
(premise) and
organized in a tight,
logical fashion.
All arguments were
clearly tied to an idea
(premise) but the
organization was
sometimes not clear or
logical.
Arguments were not
clearly tied to an idea
(premise).
Understanding of
Topic
The team clearly
understood the topic in-
depth and presented
their information
forcefully and
convincingly.
The team clearly
undestood the topic in-
depth and presented
their information with
ease.
The team seemed to
understand the main
points of the topic and
presented those with
ease.
The team did not
show an adequate
understanding of the
topic.
Rebuttal All counter-arguments
were accurate, relevant
and strong.
Most counter-
arguments were
accurate, relevant, and
strong.
Most counter-
arguments were
accurate and relevant,
but several were weak.
Counter-arguments
were not accurate
and/or relevant