Curriculum Framework

Principles of the Biomedical Sciences Unit 2 Lesson 1

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Develop a treatment and lifestyle plan for a patient with Type 1 or Type 2 diabetes.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Diabetes is a disorder characterized by high blood glucose
Q1 What is the relationship between insulin and blood sugar levels?
levels and caused by insufficient insulin or the inability of the
Q2 What are the differences between Type 1 and Type 2 diabetes?
insulin to function properly.
Q3 How does the human body use feedback mechanisms to
U2 - Diabetes can be diagnosed and further characterized as
maintain homeostasis?
Type 1 or Type 2 by measuring glucose and insulin levels in the
blood or urine.
U3 - The human body uses feedback mechanisms to maintain
homeostasis.
U4 - It is important to evaluate a source of information to ensure
the information is accurate and unbiased.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 Recognize that insulin is the protein that regulates the
S1 Graph laboratory blood glucose and insulin level data and
transfer of glucose into body cells. U1, U2
interpret results. U1, U2
K2 Recognize that blood glucose levels are regulated by the
S2 - Compare Type 1 and Type 2 diabetes. U1, U2
feedback action of the hormones insulin and glucagon. U1, U2,
S3 - Demonstrate the role of insulin in transferring glucose from blood
U3
into cells. U1, U2
S4 - Diagram the feedback relationship of blood glucose and the
hormones insulin and glucagon. U1, U2, U3
S5 - Evaluate web resources to determine their level of credibility. U4

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Curriculum Framework PBS Unit 2 Lesson 2.1 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

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Curriculum Framework PBS Unit 2 Lesson 2.1 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate

Assessments for
knowledge and skills by
Learning
Conducting a diabetes diagnosis 1. The teacher will
experiment. (A2.1.1)
review the
Students will

1. Research the pathology of

diabetes.
2. Diagnose diabetes by
conducting a glucose
tolerance test and a blood
insulin concentration test.
3. Reflect on how diabetes
may have contributed to
Anna Garcias death.

Developing a 3D model to
demonstrate the action of insulin
on cellular glucose uptake
(P2.1.2)
Students will

1. Use the design process to

build a 3D model depicting
the action of insulin on the
uptake of glucose.
2. Evaluate the credibility of
web resources.

Investigating the role of

feedback mechanisms on
homeostasis. (A2.1.3)
Students will

summary and
research results
and give feedback.

2. All the conclusion

questions will be
discussed.

Assessments of
Learning

1. Students will write

a summary of
diabetes.

Learning Plan (stage 3)

Activities (A), Projects (P),

and Problems (B)
A 2.1.1
P 2.1.2
A 2.1.3

Knowledge and Skills

K1, S1, S2
K1, S2, S3, S5
K1, K2, S2, S4

2. They will record

their research
results in their lab
journals.
3. They will answer
all the conclusion
questions.

1. Teacher will review

the models and
student response
sheet and provide
feedback.
2. The conclusion
questions will be
reviewed.

1. Teacher will review

the diagrams and
summaries and
give feedback.

1. Students will build

a 3D insulin
model.
2. They will
complete the
student response
sheet.
3. They will answer
all the conclusion
questions.
1. Students will
construct a
feedback loop
diagram detailing

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Curriculum Framework PBS Unit 2 Lesson 2.1 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

1. Develop diagrams of
feedback loops for
insulin and glucagon.

2. The answers for

the conclusion
questions will be
reviewed.

blood glucose
regulation.
2. They will answer
the conclusion
questions.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 2 Lesson 2.1 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD