UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)

Unit Planning Template
Unit or Theme title/ unit or theme overview TITLE ______The Human Body and Cell Biology______________

Rationale: (context and why unit matters)

In the previous unit, students have learned about elements, atoms and molecules. These particles are the building blocks for everything on out Earth including all
forms of life. We will begin this unit by looking at the human body and body systems and then will look at life in its smallest forms as we get into cells.

Culminating tasks or events to celebrate or bring together the learning

Project: Research a topic in cell biology that is of interest to you, create a 5 minute presentation and build a physical model

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: ( big picture reminders )

Communication Thinking Personal & Social

X Connect and engage with others (to share and Creative Positive Personal & Social Identity  Well-being
develop ideas) Social Responsibility
 Novelty and value  Relationships and cultural contexts
X Acquire, interpret, and present information
X Generating ideas X Personal values and choices  Contributing to community and caring for
(includes inquiries)
 Developing ideas  Personal strengths and abilities the environment
 Collaborate to plan, carry out, and review
Critical Personal Awareness & Responsibility  Solving problems in peaceful ways
constructions and activities
 Analyze and critique  Valuing diversity
 Explain/recount and reflect on experiences and  Self-determination
  Building relationships
accomplishments Question and investigate  Self-regulation

X Develop and design

 Big Ideas(curriculum) Important/essential questions (create)

What are the 11 body systems and the function they each perform?
What are the main muscles and bones in the body?
Cells are derived from cells. What are the parts of the cells and the functions they perform?
UNDERSTAND

What is the structure and function of DNA?

How does the cell cycle work?
What are the stages of mitosis and meiosis?
What are mutagens, carcinogens, cancer and hereditary diseases?
What are stem cells and why are they important?
How does asexual reproduction happen and what are its various types?
How does sexual reproduction in animals occur and what are the two types?
What are GMOs and the pros/cons?
What is cloning and its ethical implication?
What is gene therapy and its ethical implications?

Curricular Competencies: (skills)

Assess risks and address ethical, cultural and/or environmental issues associated with their proposed methods and those of others

Formulate physical or mental theoretical models to describe a phenomenon

Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Analyze cause-and-effect relationships

Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled

Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources

Consider the changes in knowledge over time as tools and technologies have developed
DO

Generate and introduce new or refined ideas when problem solving

 Content (learning standards):

asexual reproduction:

 Mitosis: the process through which pre-existing cells make two identical copies of themselves
KNOW

 different forms of asexual reproduction: fission, budding, cloning, spores, grafting

sexual reproduction:

 Meiosis: the process through which sex cells (eggs and sperm) are formed by the dividing of a parent cell twice, resulting in four daughter cells

 human sexual reproduction: the result of humans having two parents is that offspring are not genetically identical to either parent

STAGE 2: Assessment Plan

Formative Assessment (for learning):

Discussions, body systems breakout game, lab reports, jeopardy, group quizzes, observations

Summative Assessment (of learning):

Quizzes (self assessed), test, unit project, mini project slides, cancer/disease mini poster, stem cell research, cloning/gene therapy assignment

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson
descriptions that connect to assessment for and of learning

Instructional Activities
Assessment
Learning Intentions/Curriculum Connections (scope and sequence, titles with brief lesson
( method /instrument and criteria/ standards)
description )
Learning Intentions Instructional Activities Assessment
Lesson 1: Intro to body Intro – Ms. Brise – my background, students – do get to know you survey
systems on google classroom

What are the 11 body Cup stacking activity to connect to previous chemistry unit (stack cups from
systems and the smallest to biggest – atom, molecule, organelle, cell, tissue, organ, Formative: Go through answers/class
function they each organism, population, community, ecosystem) discussion – what did you get right/wrong?
perform?
In groups, trace body and put on parts you know from different body
systems

Intro to body systems: video

https://www.youtube.com/watch?time_continue=2&v=gEUu-A2wfSE

– fill in worksheet

Lesson 2 Students pick a body system and make slide or two of that system Summative: Will be given a mark on the slide
(function, organs, cool fact, disease in this system) – use biodigital human based on if it meets the rubric criteria (body
What are the 11 body system named, function, 5 organs, common
systems and the Present Slides or possibly just share cool fact disease, fun fact)
function they each
perform? Extra time? Scenario of patient: present symptoms, students figure out
conditions and affected body system

Lesson 3: Body systems Body System breakout (use online tool or adapt to be on paper if unable to Formative: Quiz game provides students
create online game): mini quizzes (body system questions) to unlock clues. feedback on where they are at with their
*Shorter Class – 60 min* Clues will be symptoms that a person with a health issue has. Students knowledge. Can they complete the quizzes
What are the 11 body have to collect the symptoms to try and diagnose the patient. and figure out the condition?
systems and the With a partner, make a list of all the bones and muscles that you can think
function they each of
perform?
Make big list on board, have kids come up and draw ones they know – see
if we can get a whole body together

Lesson 4: Body Systems quiz Summative: Quiz -Self-Assessment: See 6 point

What are the main Bone diagram: use video to label the bones scale below
muscles and bones in
the body? Muscle video: https://www.youtube.com/watch?v=VVL-8zr2hk4

Muscles: in partners pick a muscle, make a slide with a picture of that

muscle. Include the bones that muscle attaches to. Come up with an
exercise that we can do in this classroom, without any equipment.

Fill in muscle diagram using biodigital human

Lesson 5: Present muscle slides. Whole class will do exercises. Summative: Rubric - Slide includes photo,
bones that it attaches to. Exercise is doable in
What are the main Types of muscles: Powerpoint – add to notes the classroom and works that muscle.
muscles and bones in
Build a hand that can pick up a ball of paper (cardboard = bones, elastics = Students participate in exercises.
the body?
ligaments, string through straws = muscles)

Lesson 6 Muscle and bones quiz Summative: Quiz – Self- Assessment: See 6 pt
scale below
Define the parts Watch video about cells:
(organelles) of cells https://www.youtube.com/watch?v=URUJD5NEXC8&feature=player_emb
and the function they edded
perform
-answer questions on worksheet

In pairs, will be assigned organelle. Have to make cut out of that organelle
(with coloured paper, markers) and find out what it does. Cell outline on
board, students will take turns adding their organelle and explaining what
it does. Fill in organelle worksheet

Lesson 7 Cell organelle review – give students slips of papers with function, match to Formative Assessment: can they match
organelle function to part?
Explain the structure &
Function of DNA Video:
https://www.youtube.com/watch?time_continue=1&v=aeAL6xThfL8

Slides/Notes
 Team DNA game – teams of 3: first person translation – translate code Formative: Discussion on how this represents
using base pairs, 2nd person transcription use code to make sentence, 3rd protein synthesis
person: protein folding (make plane or ball with paper based on
instructions) – competitive speed game, each person gets one turn as each
role

Extra time? Simulator

Lesson 8 Microscope Intro activity – learn parts, how to use

Explain the structure &

Function of DNA
Extracting Strawberry DNA lab Formative: Hand in lab sheets – did they
understand the concepts?

Lesson 9 DNA Quiz Summative: Quiz – Self- Assessment: See 6 pt

scale below
What are mutagens, Video: https://www.youtube.com/watch?v=OcigJn8UJNQ
carcinogens, cancer and
hereditary diseases? Slides/Notes – mutations, cancer, hereditary diseases

Pick a type of cancer or hereditary disease– research assignment, make a

mini poster Summative: Submit poster – rubric – does it
include type, causes, effects on life, frequency,
treatment etc.

Lesson 10 Watch these videos:

How do stem cells work

https://www.youtube.com/watch?v=K7D6iA7bZG0
What are stem cells and
why are they important? What is stem cell therapy?
https://www.youtube.com/watch?v=0CEmeCYtQXc

How can we grow organs from stem cells

https://www.youtube.com/watch?v=19VGWaBey1g

Chromebook research to answer questions Summative: Submit research – mark based on

 answers to questions

Lesson 11 Video/Slides/Notes

How does the cell cycle Decorate cupcakes for stages of mitosis – jigsaw teaching – each learn a
work? phase and decorate cupcake then bring back to group, teach them your
phase, as a group try to put them in the right order
What are the stages of
Formative: Check for understanding with quiz
mitosis and meiosis? Knowledge check quiz in groups, need to get 5 pts to eat your cupcakes
– can they answer the questions?

Lesson 12 Video/Slides/Notes

What are the stages of Meiosis poker lab Formative: Hand in lab but mark not recorded
mitosis and meiosis? – did they understand the concepts?
Compare and contrast mitosis and meiosis

Mitosis and meiosis kahoot

Lesson 13 Mitosis/Meiosis quiz Summative: Self – Assess quiz

How does asexual Asexual Reproduction Slides and Notes

reproduction happen
and what are its various Plant sex slide and notes
types? Lab – flower dissection

Lesson 14 Sexual Reproduction in Animals Slides/Notes Formative: Check for understanding questions
at end of slides
How does sexual BBC Life Story Mating Episode
reproduction in animals
occur and what are the
two types?

Lesson 15 Reproduction Quiz Summative: Self Assess Quiz

Life Cycle, Fertilization and Mating – Animal mini project

 -fill in worksheet and hand it in

-pick an animal, answer the research questions, make a short powerpoint

Lesson 16 What do you know about GMOs? Do you know enough to form an opinion
about them? If so write it down on worksheet

Movie against GMOs: https://www.youtube.com/watch?v=8z_CqyB1dQo

What did you learn? What do you think now?

Formative: Class discussions to check
Movie supporting GMOs: https://www.youtube.com/watch?v=wZ2TF8- understanding – are they able to provide
PGQ4 reasons for their opinions?

What did you learn? What do you think now?

-do further research and form an opinion, write a paragraph explaining

your opinion

Lesson 17 Gene therapy video: https://www.youtube.com/watch?v=bLI1Gfb0ynw

Cloning Video: https://www.youtube.com/watch?v=ZMc-_LHZcvY

Watch both as a class, discuss, choose either topic to do assignment posted

on google classroom (questions for each topics involve pros/cons, find
examples…). When you finish you can start the other one, need to submit Summative: Submitted assignment – mark
one. based on answers to questions

Lesson 18 Unit Review – Class Jeopardy Formative: See how class does on jeopardy,
can they answer the questions?
Unit Review sheets – what you should know

Introduce projects – will be researching and presenting on topic of your

choice within cell biology. Need to make: visual product for presentation
(powerpoint, poster, short movie) and physical model.

Lesson 19 Unit Test Summative: Test will be marked

 Start project *Bring materials to build your model*

Lesson 20 Work on projects Formative: Each student needs to check in

with Ms Brise to explain idea/plan

Lesson 21 Work on projects Formative: Circulate to check on progress

Lesson 22 Presentations - practice and present Summative: Evaluation of projects (rubric)

6 Point Self – Assessment Scale

1 I have not shown enough understanding to pass this learning goal

2 I have shown 50% understanding

3 I am starting to understand things, but are missing major concepts

4 Good understanding, some consistent errors

5 Great understanding, only one very very small error

6 I can teach this for Mr. D/Ms. Brise next year ☺