Hoboken Public Schools. PLTW Principles of Biomedical Science Curriculum

Transcription

1 Hoboken Public Schools PLTW Principles of Biomedical Science Curriculum

2 Principles of Biomedical Science Course Description The Principles of Biomedical Science (PBS) course provides an introduction to biomedical science through exciting hands-on projects and problems. Students investigate concepts of biology and medicine as they explore health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They will determine the factors that led to the death of a fictional woman as they sequentially piece together evidence found in her medical history and her autopsy report. Students will investigate lifestyle choices and medical treatments that might have prolonged the woman s life and demonstrate how the development of disease is related to changes in human body systems. The activities and projects in PBS introduce students to human physiology, basic biology, medicine, and research processes and allow students to design experiments to solve problems. Key biological concepts, including maintenance of homeostasis in the body, metabolism, inheritance of traits, and defense against disease are embedded in the curriculum. This course is designed to provide an overview of all the courses in the biomedical science program and lay the scientific foundation for subsequent courses. Students practice problem solving with structured activities and progress to open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Course Resources 1:1 computers with CAD software Engineering Notebook Pacing Guide Unit Titles Time Frame Unit One: The Mystery 6 Weeks Unit Two: Diabetes 5-6 Weeks Unit Three: Sickle Cell Disease 5-6 Weeks Unit Four: Heart Disease 5-6 Weeks Unit Five: Infectious Disease 5-6 Weeks Unit Six: Post Mortem 5-6 Weeks Unit 1 The Mystery 6 Weeks Unit 1 The goal of Unit 1 is to provide the foundation and develop the theme for the course. Students are engaged by reading about a woman, Anna Garcia, who is found dead in her home. Students investigate the scene, gather evidence, and then move to the lab to analyze their findings. Through their examination of key evidence, students learn notebook organization, observation and documentation skills, and the

3 fundamentals of experimental design. Students are introduced to the structure of DNA and investigate how basic molecular biology techniques can be used to connect suspects with a crime scene. Students also discuss the bioethics of scientific research and explore the bounds of HIPAA legislation. In each unit of the course, students obtain additional medical history information for Anna as well as details from her autopsy report as they explore the various illnesses she encountered throughout her life. Students will maintain a medical file for Anna Garcia, compile their ideas and findings over the duration of the course, and ultimately determine her cause of death in the final unit.. Essential Questions Ø How can we be reasonably sure that we have created the BEST solution possible? What is the evidence? Ø How can alternate solutions ensure a good final solution? Ø How have engineering accomplishments impacted our society? Ø How does accuracy and precision play a vital role in a design process? Essential Learning Outcomes Ø Students will maintain a medical file for Anna Garcia, compile their ideas and findings over the duration of the course, and ultimately determine her cause of death in the final unit. Ø Students will investigate the scene, gather evidence, and then move to the lab to analyze their findings. Technology Infusion Ø A.1: Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resource Standards Addressed Ø AS.R.1 - Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ø AS.R.7 - Reading Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Ø AS.R.10 - Reading Read and comprehend complex literary and informational texts independently and proficiently. Ø AS.W.1 - Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Ø AS.W.2 - Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Ø AS.W.9 - Writing Draw evidence from literary or informational texts to support analysis, reflection, and research. Ø AS.W.10 - Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

4 Ø AS.SL.1 - Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Ø AS.SL.2 - Speaking and Listening Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Ø AS.SL.4 - Speaking and Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Ø AS.SL.5 - Speaking and Listening Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Ø AS.L.1 - Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ø AS.L.2 - Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ø AS.L.4 - Language Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Ø AS.L.5 - Language Demonstrate understanding of word relationships and nuances in word meanings. AS.L.6 - Language Ø AS.W.4 - Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø AS.W.5 - Writing Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Ø AS.W.6 - Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Differentiation Ø Time: Extra time for assigned tasks, adjust length of assignment, timeline with due dates for reports and projects, communication system between home and school and provide lecture notes/outline. Ø Processing: Extra Response time, verbalize steps, repeat, clarify or reword directions, Minibreaks between tasks, Provide a warning for transitions, and partnering. Ø Recall: Teacher-made checklist, Use visual graphic organizers, reference resources to promote independence and visual/verbal reminders Ø Tests/Quizzes/Grading: Extended time, Study guides, shortened tests, and read directions aloud. Ø Behavior/Attention: Consistent daily structured routine, simple and clear classroom rules, and frequent feedback. Ø Organization: Individual daily planner, display a written agenda, note-taking assistance, and Color code materials Assessments Ø Engineering notebook Ø Portfolio of design project

5 Ø Design Challenge results Ø Test/quizzes/vocabulary 21 st Century Learning Connection Ø 9.3.ST.1: Apply engineering skills in a project that requires project management, process control and quality assurance. Ø 9.3.ST-ET.1: Use STEM concepts and processes to solve problems involving design and/or production. Ø 9.3.ST-ET.4: Apply the elements of the design process Unit 2 Diabetes Five -Six Weeks Unit 2 Overview The goal of Unit 2 is for students to walk through Anna Garcia s diagnosis of diabetes by completing simulated laboratory tests. Given results of the tests, students can deduce the basic biology of both Type 1 and Type 2diabetes. Students investigate the connection between insulin and glucose and discuss how feedback systems in the body regulate the function of key hormones. Students investigate the biochemical makeup of food and complete experiments to demonstrate the relationship between energy and food. As students explore diabetes, they are introduced to basic chemistry, the structure and function of macromolecules, and the relationship of these molecules to metabolic function. The causes, symptoms, treatments, and side effects of diabetes are studied as well as the lifestyle implications associated with this disease. Students examine complications related to diabetes and finally brainstorm and develop an innovation to help with the management or treatment of the disease. Essential Questions Ø How is glucose tolerance testing used to diagnose diabetes? Ø How does the development of Type I and Type II diabetes relate to how much the body produces and uses insulin? Ø How does insulin assist with the movement of glucose into body cells? Ø How does the body regulate the level of blood glucose? Ø How can carbohydrates, lipids, and proteins be detected in foods? Ø How can food labels be used to evaluate dietary choices? Ø How do dehydration synthesis and hydrolysis relate to harnessing energy from food? Ø How do Type I and Type II diabetes differ? Essential Learning Outcomes Ø Students will further investigate the relationship between insulin and glucose and learn how to find credible sources. Ø Students will use the design process to create a 3-D working model demonstrating how insulin works to move glucose into cells. Ø Students will use the model to explain this process to a target audience of newly diagnosed diabetics. Ø Students will then investigate feedback and feedback loops. Using knowledge of the insulin/glucose connection, students will diagram the specific steps in the body that function to keep blood sugar in balance.

6 Technology Infusion Ø 8.2.8C.4: Identify steps in the design process that would be used to solve a designated problem. Standards Addressed Ø AS.R.1 - Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ø AS.R.4 - Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Ø AS.R.7 - Reading Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Ø AS.R.10 - Reading Read and comprehend complex literary and informational texts independently and proficiently. Ø AS.W.1 - Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Ø AS.W.2 - Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Ø AS.W.4 - Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø AS.W.6 - Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Ø AS.W.7 - Writing Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation Ø 9-10.RST.4 - Reading Science/Technical Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics Ø AS.W.8 - Writing Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Ø AS.W.9 - Writing Draw evidence from literary or informational texts to support analysis, reflection, and research. Ø AS.W.10 - Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Ø AS.SL.1 - Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Ø AS.SL.2 - Speaking and Listening Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

7 Ø AS.SL.4 - Speaking and Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Ø AS.L.1 - Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ø AS.L.2 - Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ø AS.L.4 - Language Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Ø AS.L.6 - Language Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering Differentiation Ø Time: Extra time for assigned tasks, adjust length of assignment, timeline with due dates for reports and projects, communication system between home and school and provide lecture notes/outline. Ø Processing: Extra Response time, verbalize steps, repeat, clarify or reword directions, Minibreaks between tasks, Provide a warning for transitions, and partnering. Ø Recall: Teacher-made checklist, Use visual graphic organizers, reference resources to promote independence and visual/verbal reminders Ø Tests/Quizzes/Grading: Extended time, Study guides, shortened tests, and read directions aloud. Ø Behavior/Attention: Consistent daily structured routine, simple and clear classroom rules, and frequent feedback. Ø Organization: Individual daily planner, display a written agenda, note-taking assistance, and Color code materials Assessments Ø Worksheets of isometric, orthographic and multiview drawings Ø Engineering notebook entries Ø Test/quizzes/vocabulary 21 st Century Learning Connection Ø 9.3.ST.1: Apply engineering skills in a project that requires project management, process control and quality assurance. Ø 9.3.ST-ET.1: Use STEM concepts and processes to solve problems involving design and/or production. Ø 9.3.ST-ET.4: Apply the elements of the design process Unit 3 Sickle Cell Disease Five-Six Weeks Unit 3 Overview

8 The goal of Unit 3 is for students to learn basic concepts of genetics and inheritance as they explore Anna Garcia s struggle with sickle cell disease. Students examine sickled red blood cells under a microscope and learn what life is like with the disease by reading and writing patient diary entries. They simulate the process of protein synthesis, examine the assembly of the protein hemoglobin, and demonstrate how sickle cell disease results from a mutation that alters a protein product. Students examine the structure of chromosomes and show how traits are passed through generations on the chromosomes in our cells. Essential Questions Ø How can statistics be interpreted to justify conflicting viewpoints? Can this affect how we use statistics to inform, justify and validate a problem solution? Ø How is error unavoidable when making a measurement? Ø How is anemia diagnosed? Ø How are proteins produced in a cell? Ø How does the sequence of nucleotides in DNA determine the sequence of amino acids in a protein? Ø How are traits passed through the generations? Ø How can doctors and genetic counselors calculate the probability of a child inheriting a disease? Essential Learning Outcomes Ø Students will learn about the components and function of blood in order to better understand how sickle cell disease affects the body Ø Students will explore how the body uses DNA to produce proteins. Ø Students will investigate the role that chromosomes play in transferring genetic material from cell to cell as well as from generation to generation Technology Infusion Ø C.5: Create scaled engineering drawings of products both manually and digitally with materials and measurements labeled. Standards Addressed Ø AS.R.1 - Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ø AS.R.4 - Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Ø AS.R.7 - Reading Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Ø AS.R.10 - Reading Read and comprehend complex literary and informational texts independently and proficiently. Ø AS.W.1 - Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Ø AS.W.2 - Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

9 Ø AS.W.4 - Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø AS.W.6 - Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Ø AS.W.7 - Writing Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation Ø 9-10.RST.4 - Reading Science/Technical Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics Ø AS.W.8 - Writing Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Ø AS.W.9 - Writing Draw evidence from literary or informational texts to support analysis, reflection, and research. Ø AS.W.10 - Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Ø AS.SL.1 - Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Ø AS.SL.2 - Speaking and Listening Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Ø AS.SL.4 - Speaking and Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Ø AS.L.1 - Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ø AS.L.2 - Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ø AS.L.4 - Language Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Ø AS.L.6 - Language Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering Differentiation Ø Time: Extra time for assigned tasks, adjust length of assignment, timeline with due dates for reports and projects, communication system between home and school and provide lecture notes/outline. Ø Processing: Extra Response time, verbalize steps, repeat, clarify or reword directions, Minibreaks between tasks, Provide a warning for transitions, and partnering. Ø Recall: Teacher-made checklist, Use visual graphic organizers, reference resources to promote independence and visual/verbal reminders

10 Ø Tests/Quizzes/Grading: Extended time, Study guides, shortened tests, and read directions aloud. Ø Behavior/Attention: Consistent daily structured routine, simple and clear classroom rules, and frequent feedback. Ø Organization: Individual daily planner, display a written agenda, note-taking assistance, and Color code materials Assessments Ø Statistic excel file with calculations Ø Measurement worksheets Ø Dial caliper stations assessment 21 st Century Learning Connection Ø 9.3.ST.6: Demonstrate technical skills needed in a chosen STEM field. Ø 9.3.ST-SM.1: Apply science and mathematics to provide results, answers and algorithms for engineering and technological activities. Unit 4 Heart Disease Five-Six Weeks Unit 3 Overview The goal of Unit 4 is for students to examine the normal function of the human heart and investigate malfunctions in the cardiovascular system that can lead to heart disease. Students complete a dissection to tour heart anatomy and study heart function using probes and data acquisition software. They collect and analyze heart data, including heart rate, blood pressure, and EKG readings and analyze cardiac test results of Anna Garcia. Students explore the role cholesterol plays in the body. Student s further their knowledge of molecular biology as they run gel electrophoresis and complete RFLP analysis to diagnose familial hypercholesterolemia. Students design models to simulate the function of a pump and design visuals to show interventions for blocked coronary vessels. Essential Questions Ø How should one decide what information and/or artifacts to include in a portfolio? Should a portfolio always include documentation on the complete design process? Ø How reliable is a mathematical model? Ø How do the heart and lungs work together to pick up and deliver oxygen to the cells? Ø How does the structure of arteries and veins relate to their functions? Ø How do systolic and diastolic blood pressure values relate to the movement of blood in arteries? Ø How can an EKG be used in the diagnosis and treatment of heart disease? Essential Learning Outcomes Ø Students will investigate the basic structure of the heart and identify the major blood vessels that bring blood in and out of the heart s main chambers. Ø Students will learn about the tests used to monitor heart function and use data acquisition software and probes to study heart rate, blood pressure, and electrical activity of the heart. Ø Students will investigate the function of cholesterol in the body and research how this lipid can impact health. Ø Students will return to both Anna s medical history documents as well as her autopsy report and brainstorm how issues of the heart may have played a role in Anna s final demise.

11 Technology Infusion Ø D.1: Design and create a prototype to solve a real world problem using a design process, identify constraints addressed during the creation of the prototype, identify trade-offs made, and present the solution for review. Standards Addressed Ø AS.R.1 - Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ø AS.R.4 - Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Ø AS.R.7 - Reading Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Ø AS.R.10 - Reading Read and comprehend complex literary and informational texts independently and proficiently. Ø AS.W.1 - Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Ø AS.W.2 - Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Ø AS.W.4 - Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø AS.W.6 - Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Ø AS.W.7 - Writing Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation Ø 9-10.RST.4 - Reading Science/Technical Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics Ø AS.W.8 - Writing Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Ø AS.W.9 - Writing Draw evidence from literary or informational texts to support analysis, reflection, and research. Ø AS.W.10 - Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Ø AS.SL.1 - Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Ø AS.SL.2 - Speaking and Listening Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

12 Ø AS.SL.4 - Speaking and Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Ø AS.L.1 - Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ø AS.L.2 - Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ø AS.L.4 - Language Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Ø AS.L.6 - Language Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering Differentiation Ø Time: Extra time for assigned tasks, adjust length of assignment, timeline with due dates for reports and projects, communication system between home and school and provide lecture notes/outline. Ø Processing: Extra Response time, verbalize steps, repeat, clarify or reword directions, Minibreaks between tasks, Provide a warning for transitions, and partnering. Ø Recall: Teacher-made checklist, Use visual graphic organizers, reference resources to promote independence and visual/verbal reminders Ø Tests/Quizzes/Grading: Extended time, Study guides, shortened tests, and read directions aloud. Ø Behavior/Attention: Consistent daily structured routine, simple and clear classroom rules, and frequent feedback. Ø Organization: Individual daily planner, display a written agenda, note-taking assistance, and Color code materials Assessments Ø Puzzle piece combination isometric drawings Ø Puzzle cube design isometric drawings Ø Puzzle cube physical prototype Ø Puzzle piece drawings in CAD including isometric and multiview drawings and assemblies. Ø Engineering notebook 21 st Century Learning Connection Ø 9.3.ST.6: Demonstrate technical skills needed in a chosen STEM field Ø 9.3.ST-ET.1: Use STEM concepts and processes to solve problems involving design and/or production. Ø 9.3.ST-ET.4: Apply the elements of the design process Unit 5 Infectious Disease Four-Five Weeks

13 Unit 5 Overview The goal of Unit 5 is to introduce students to microbiology and infection. Students follow the spread of a simulated epidemic in order to conduct thorough examination of the agents of disease. Students use clues from their investigation of Anna Garcia s medical history to deduce that she was suffering from a bacterial infection. Through a series of laboratory investigations, students learn the fundamentals of aseptic technique, complete visual identification of bacterial morphology, use the Gram stain to examine bacterial cell structure, and analyze the results of metabolic tests to pinpoint the particular bacterium at the heart of the illness. Students explain the functioning of the human immune system in a visual project and explore how this system is designed to protect against invaders Essential Questions Ø How are infectious diseases spread through a population? Ø How can unknown sample of bacteria be identified? Ø How does the immune system function to protect the human body from foreign invaders? Essential Learning Outcomes Ø Students will demonstrate the transmission of an unknown infectious agent from person to person and use deductive reasoning to determine patient zero. Ø Students will us the aseptic technique to isolate bacterial colonies from four samples and then complete a gross examination of the colonies from Anna s sample. Ø Students will use biochemical test results and bacteria identification flowcharts to identify the unknown bacterial species infecting Anna. Ø Students will design a board game or a children s book that showcases how the immune system works to fight infection. Technology Infusion Ø A.1: Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resource Standards Addressed Ø AS.R.1 - Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ø AS.R.4 - Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Ø AS.R.7 - Reading Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Ø AS.R.10 - Reading Read and comprehend complex literary and informational texts independently and proficiently. Ø AS.W.1 - Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

14 Ø AS.W.2 - Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Ø AS.W.4 - Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø AS.W.6 - Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Ø AS.W.7 - Writing Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation Ø 9-10.RST.4 - Reading Science/Technical Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics Ø AS.W.8 - Writing Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Ø AS.W.9 - Writing Draw evidence from literary or informational texts to support analysis, reflection, and research. Ø AS.W.10 - Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Ø AS.SL.1 - Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Ø AS.SL.2 - Speaking and Listening Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Ø AS.SL.4 - Speaking and Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Ø AS.L.1 - Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ø AS.L.2 - Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ø AS.L.4 - Language Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Ø AS.L.6 - Language Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering Differentiation Ø Time: Extra time for assigned tasks, adjust length of assignment, timeline with due dates for reports and projects, communication system between home and school and provide lecture notes/outline.

15 Ø Processing: Extra Response time, verbalize steps, repeat, clarify or reword directions, Minibreaks between tasks, Provide a warning for transitions, and partnering. Ø Recall: Teacher-made checklist, Use visual graphic organizers, reference resources to promote independence and visual/verbal reminders Ø Tests/Quizzes/Grading: Extended time, Study guides, shortened tests, and read directions aloud. Ø Behavior/Attention: Consistent daily structured routine, simple and clear classroom rules, and frequent feedback. Ø Organization: Individual daily planner, display a written agenda, note-taking assistance, and Color code materials Assessments Ø Activity worksheets for calculating area, volume and physical properties of various geometric shapes Ø CAD models of geometric figures used in the real world Ø Finding the physical properties of various materials manually and via the CAD program Ø Design Challenge - design a holder for popcorn that meets the design requirements Ø Engineering notebook Ø eportfolio 21 st Century Learning Connection Ø 9.3.ST.1: Apply engineering skills in a project that requires project management, process control and quality assurance. Ø 9.3.ST-ET.1: Use STEM concepts and processes to solve problems involving design and/or production. Ø 9.3.ST-ET.4: Apply the elements of the design process Unit 6 Post Mortem Five-Six Weeks Unit 6 Overview The goal of Unit 6 is for students to put together all they have learned throughout the course to determine Anna Garcia s cause of death. Students will investigate the structure and function of key human body systems and relate the illnesses in the course to a breakdown in these systems. Students will begin to recognize the coordination and interconnections of the body systems required to maintain homeostasis, a precursor to the theme of the Human Body Systems (HBS) course. Essential Questions Ø How do the different body systems interact to maintain good health? Ø How do the systems of the human body work together? Ø How did Anna die? Essential Learning Outcomes Ø Students will put together all they have learned throughout the course to determine Anna Garcia s cause of death. Ø students will investigate the structure and function of key human body systems and relate all of the ways Anna s various illnesses affected each body system, potentially resulting in her premature death

16 Ø Students will receive one final autopsy report and put together all they know to determine Anna s cause of death. Technology Infusion Ø A.1: Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resource Ø C.6; Research an existing product, reverse engineer and redesign it to improve form and function. Standards Addressed Ø AS.R.1 - Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Ø AS.R.4 - Reading Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Ø AS.R.7 - Reading Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Ø AS.R.10 - Reading Read and comprehend complex literary and informational texts independently and proficiently. Ø AS.W.1 - Writing Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Ø AS.W.2 - Writing Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Ø AS.W.4 - Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ø AS.W.6 - Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Ø AS.W.7 - Writing Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation Ø 9-10.RST.4 - Reading Science/Technical Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics Ø AS.W.8 - Writing Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Ø AS.W.9 - Writing Draw evidence from literary or informational texts to support analysis, reflection, and research. Ø AS.W.10 - Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Ø AS.SL.1 - Speaking and Listening Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

17 Ø AS.SL.2 - Speaking and Listening Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Ø AS.SL.4 - Speaking and Listening Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Ø AS.L.1 - Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ø AS.L.2 - Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Ø AS.L.4 - Language Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Ø AS.L.6 - Language Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering Differentiation Ø Time: Extra time for assigned tasks, adjust length of assignment, timeline with due dates for reports and projects, communication system between home and school and provide lecture notes/outline. Ø Processing: Extra Response time, verbalize steps, repeat, clarify or reword directions, Minibreaks between tasks, Provide a warning for transitions, and partnering. Ø Recall: Teacher-made checklist, Use visual graphic organizers, reference resources to promote independence and visual/verbal reminders Ø Tests/Quizzes/Grading: Extended time, Study guides, shortened tests, and read directions aloud. Ø Behavior/Attention: Consistent daily structured routine, simple and clear classroom rules, and frequent feedback. Ø Organization: Individual daily planner, display a written agenda, note-taking assistance, and Color code materials Assessments Ø Product redesign project Ø eportfolio Ø Automoblox vehicle 21 st Century Learning Connection Ø 9.3.ST.1: Apply engineering skills in a project that requires project management, process control and quality assurance. Ø 9.3.ST-ET.1: Use STEM concepts and processes to solve problems involving design and/or production. Ø 9.3.ST-ET.4: Apply the elements of the design process