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UbD Unit Plan

Teacher Name: Chris Huelsman

Unit Name: Cell Biology and Disease

Unit Grade Level: 6th Grade

STAGE ONE - DESIRED RESULTS

Established Learning Goals (local, state or national standards)


Content Statement: Cells are the fundamental unit of life. Through inquiry and practicing of scientific skills,
student will understand essential concepts about cells.
1. Through scientific inquiry and several activity writing prompts, students will practice the scientific skills
of designing investigations, organizing data, analyzing data, understanding concepts, recognizing
relevant evidence, evidence and trade-offs, communication skills, organizing scientific ideas, and group
interactions to understand that cells are the fundamental unit of life.
2. Students will use their scientific skills and their understanding of cell biology and disease to research an
assigned disease in groups of two and present a Public Service Announcement at the end of the unit to
the rest of the class in the form of a movie, PowerPoint, or poster.

Source of the Learning Goals – The Ohio Academic Content Standards for Science

Understandings:
1. All living things are composed of cells.
2. All cells come from preexisting cells.
3. Different body tissues and organs are made of different kinds of cells.
4. All cells come from preexisting cells.
5. Many basic functions of organisms occur in cells.
6. Cells take in nutrients and energy to perform work, like making various molecules required by that cell
or an organism.
7. Every cell is covered by a membrane that controls what can enter and leave the cell.
8. Within the cell are specialized parts for the transport of materials, energy capture and release, protein
building, waste disposal, and information feedback.

Predictable Misunderstandings:
1. If something moves it alive.
2. If it makes light or noise it is alive.
3. It is not alive unless it is doing something.
4. To be alive, something has to breath.

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Essential Questions, explanation, and rationale

1. What does it mean to be alive? What type of evidence do we need to classify something as “alive”?

Rationale for question: This question is to spark inquiry on the characteristics of what makes of life.
Students will learn that one of the fundamental answers to this question is that all life is made of cells.

2. If all cells come from preexisting cells, where did the first cell come from?

Rationale for question: This is one of the biggest most controversial questions in life science. Those
who believe in creationism use this question to argue their case against those who only believe in
evolution. Asking this question and having students talk about it will spark interest and curiosity into
the unit.

3. How does Apple I pad factory relate to the order and function of a cell?

Rational for question: This question is meant to get students to use analogies of cells to other things
they are more familiar with to learn the parts of the cell and what they are responsible for doing within
the cell.

4. What would the world be like, if there were no disease? What diseases can we cure, which ones we
cannot? Why?

Rationale for question: This question is to get students thinking about and inquiring about disease. This
question is to spark the curiosity of what is disease, which ones can we cure or prevent and which ones
we cannot. This is important because students need to be able to answer these questions in order to
do the end of unit performance assessment of researching and presenting their assigned disease.

5. Why is it important for scientist to collect, organize, analyze, interpret, and communicate scientific
data?

Rationale for question: This question is to get students to think about why it is important for them to
accurately collect, analyze, and interpret data that they find in lab activities. Students will be practicing
these skills in lab activities and is important for them to see that they are doing what real scientist do
and why it is important for them to do right.

How I developed the essential questions. I took the goals listed below and tried to come up with student
friendly questions that will spark conversations and relate to the “real world” as much as possible.

At the end of the first goal, the goal is to have students understand that cells are the fundamental unit
of life. There are several different parts to that goal. The first three essential questions are aimed
toward helping students come to a deeper and more complete understanding of what a cell is and
what it does.

Essential question number four focuses on students learning and understanding the scientific skills that
they are going to practice and why it is important for them to practice these skills and how these skills
relate to the “real world” work of scientist.

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Essential question number five is meant to start the discussion of what is disease and how disease
affects the lives of all human beings. The students will be looking at disease and disease prevention
throughout the unit and presenting a researched presentation about a disease at the end of the unit.

3. Through scientific inquiry and several activity writing prompts, students will practice the scientific skills
of designing investigations, organizing data, analyzing data, understanding concepts, recognizing
relevant evidence, evidence and trade-offs, communication skills, organizing scientific ideas, and group
interactions to understand that cells are the fundamental unit of life.

Students will use their scientific skills and their understanding of cell biology and disease to research an
assigned disease in groups of two and present a Public Service Announcement at the end of the unit to the rest
of the class in the form of a movie, PowerPoint, or poster.

Knowledge
Students will know… Students will be able to…
Students will know… 1. Develop and test hypotheses about the
1. Key terms- infectious disease, disease, path of disease transmission in a fictional
infectious, non-infectious, evidence, trade-offs, situation.
carrier, epidemiologist, vectors, quarantine, 2. Discus societal responses to infectious
ethics, microscope, field of view, microbe, cell, disease.
cell theory, multicellular, germ theory of disease, 3. Use a microscope to investigate life.
cell membrane, permeability, organelles, 4. Construct a cell model and explain the
nucleus, nuclear membrane, chloroplasts, function of cell organelles.
cytoplasm, mitochondria, protist, bacteria, 5. Investigate the effects of various
viruses, red blood cells, white blood cells, agar, antimicrobial solutions on the growth of
petri dish, immune system, antibiotics, vaccine. common bacteria.
6. Design an experiment to reduce the
number of microbes found on their hands
after hand washing.
7. Perform a role-play on the use of vaccines
and antibiotics in the treatment and
prevention of infectious disease.
8. Model the effects of antibiotics on the
population of the disease- causing bacteria
during an infection.
Research a disease and produce a Public Service
Announcement on the disease.
STAGE TWO - ASSESSMENTS
Performance Tasks

1. Students will work in groups of two to create a Public Service Announcement about a particular
disease. The PSA will be presented orally and they will also turn in a formal research report. They can
present this PSA in several ways. They can create a poster, animation, Power Point, or iMovie. They will
present their PSA to the class and answer classmate questions about the disease.

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This project is meant to be done over time and is assigned to students at the beginning of the unit. It
will be explained to the students that they will need the information they learning throughout the unit
to successfully complete the project. Students will also be instructed that they will need additional
information that they will have to find on their own using outside resources. Students will be given a
timeline of suggested completion.

2. Cell Analogy. Students will be given the opportunity to work in groups, or on their own to present a Cell
Analogy to the class that demonstrates their understanding of the different parts of a cell and their
function. Students can create models or conduct a performance to demonstrate their understanding.

Other Evidence

Formative Assessments
1. Throughout the unit, students will complete analysis questions and complete lab procedures that test
their different scientific skills (organizing data, analyzing data, designing investigations, understanding
concepts, recognizing relevant evidence, evidence and trade-offs, communication skills, organizing
scientific ideas, and group interactions). If graded, students are given a rubric and exemplar examples
to help guide them.
2. Quick checks of student understanding during classroom discussions, check in during lab activities, and
exit slips at the end of the lesson.
3. Vocabulary quizzes

Summative Assessments

At the end of the unit, there is a summative assessment that is composed of multiple choice, short answer,
and extended response questions. The short answer and extended response questions are graded using
the rubric of “Understanding Concepts”. This skill is practiced throughout the unit and students.

STAGE THREE - LEARNING PLAN


Lesson WHERETO
Begin unit lesson sequence:

Why is it important for scientist to collect, organize,


analyze, interpret, and communicate scientific data?
These questions are posed to students and told that we
will be answering them as we work through the lab
activities.

Activity#1
Activity #1
W- Students are introduced to infectious disease
Students model the spread of an infectious disease by and complete an “Anticipation Guide” on diseases.
exchanging “saliva.” They use a “disease indicator” to H- Students are asked to play the role of an
find out if (and when) they were infected. The class epidemiologist by figuring out who started out with
results are used to discuss the pattern of infectious- the disease and how it spread. This lesson is
disease spread and to lay a foundation for preventive designed to hook the students into the overall unit

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measures. of cell biology and disease by first looking at
something they are familiar with, disease.
E- Students become engaged by working through
the activity and explore how diseases actually
spread.
R- Students complete a data table and reflect and
revise their interpretation of data.

Activity#2
Activity#2
W- This activity is designed to introduce students to
What would the world be like, if there were no disease? various diseases and what a “PSA” (Public Service
What diseases can we cure, which ones we cannot? Announcement) is.
Why? These essential questions are discussed before Due dates for parts of the assignment are handed
starting the activity. Students are introduced to a variety out and explained.
of diseases with a classroom scavenger hunt. The class E- This activity is designed to equip the students
compares the familiarity with various diseases among with the basic outline of the performance task they
different generations (students’ vs. parents’ generation will complete at the end of the unit.
and/or grandparents’ generation). A long-term research
project on disease is assigned. Students eventually
complete the project by developing a public service
announcement in the form of a cartoon strip.
Activity#3
Activity#3
H- Students are hooked by being presented a
Students build on their understanding of disease scenario in which they once again play the role of
transmission as they investigate the outbreak of a an epidemiologist and work to figure out the path
disease transmitted by direct human-to-human contact. of disease transmission.
They develop hypotheses for the pathway of disease E- Students will use what they have learned so far
transmission and then test their hypotheses by using about diseases and evaluate what they have
simulated saliva samples. The concept of an learned while working through the lab activity.
asymptomatic carrier is introduced. R- Students will complete a data chart and
complete analysis questions in which they will be
able to rethink big ideas and revise their work.

Activity#4
Activity#4
H- Students are introduced to an actually
Students watch a segment of the video, A Science
historically event of disease transmission and
Odyssey: “Matters of Life and Death,” that focuses on
attempt to figure out how the bubonic plague was
the bubonic plague epidemic in San Francisco in the
spread so quickly and easily among humans.
early 1900s. This story becomes the basis for
E-Students are equipped with the necessary real
investigating the relationship between scientific
life experiences of disease transmission to increase
knowledge and the prevention of disease.
their understanding of disease and disease
transmission.

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R- Students complete group analysis questions in
which they rethink big ideas, reflect on their
progress of understanding about disease and
disease transmission and revise their work after
classroom discussion.

Activity #5
Activity #5
W- Students are introduced to a microscope and
Students learn how to use a microscope. how to properly use it. Students are informed that
they will be using the microscope in upcoming labs
and must learn how to use it properly in order to
successfully complete the lab activities.
H- Students are hooked in the activity by getting to
use a new piece of lab equipment to look at various
items underneath the microscopes.
E- Students are equipped with the basic knowledge
about microscopes in order for them to be able to
use them in upcoming lab activities.

Activity #6
Activity#6
H- Students are using microscopes and looking for
Students prepare a wet mount in order to find evidence life underneath the microscopes.
of microscopic life. E- Students are equipped with the basic knowledge
of all the different types of micro-life and how to
find this life underneath the microscope.

Activity#7
Activity #7
H- Students are assigned groups and each group is
What does it mean to be alive? What type of evidence assigned a scientist in which they create a role play
do we need to classify something as “alive”? (essential to perform in front of their classmates.
question is posed to students). A history of the scientific E- Students are equipped with the knowledge of
discoveries leading to the germ theory of disease is how the “Germ Theory of Disease” has advanced
examined as students read, discuss, and role-play the throughout history. Students walk away with a
contributions of different scientists. Scientific better understanding of how medicine has
advancements based on the germ theory, such as the advanced throughout history.
use of chemical disinfectants, are presented. Students R- Through analysis questions at the end of the
construct a timeline of events from notes taken during lesson, students rethink big ideas and establish new
the role plays of other group connections, reflect on their progress so far in the
unit and how things relate.

Activity#8
Activity #8
W-Students understand that the unit is headed
Students observe stained Amoeba proteus cells, green toward the cell and what makes up the cell, both
plant cells, human cheek cells, and stained and plant and animal.

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unstained onion cells under a microscope. Students H- Students are looking at prepared slides
make observations of structures that are shared and that underneath a microscope.
differ among the cells. The importance of staining for the E- Students are equipped with the knowledge of
visualization of cell structures is highlighted. how plant and animals cells are the same and
different.
R- Through analysis questions at the end of the
lesson, students rethink big ideas and reflect on
their progress through the unit.

Activity#9 Activity#9

In this activity, the idea that cells are alive and perform W- Students understand that they are starting to
life functions (such as respiration) is explored. Students learn the different functions of a cell and how a cell
are introduced to yeast as they investigate the ability of obtains and uses energy.
yeast cells to respire. Comparisons of human and yeast H- Students are creating a lab that simulates
cells reinforce the cellular nature of all life. cellular respiration. Students come to understand
why yeast is uses in baking bread and cakes.
E- Students are equipped with the fundamental
understand that all life needs energy, even at the
cellular level.
R- Through analysis questions at the end of the
lesson, students rethink big ideas and reflect on
their progress through the unit.

Activity#10 Activity #10

The concept of the cell as a key biological structure is W- Students develop a basic understanding that
further investigated. Students construct a simple cell cells are the basic unit of all life. Students
model to investigate the function of the cell membrane. understand the unit is now focusing on what
Experimental results demonstrate the permeability of organelles make up cells.
the cell membrane when smaller particles, such as those H- Students are making cell models that
of Lugol’s solution, can cross, while larger particles, such demonstrate how the cell wall is permeable.
as those of starch, cannot. The class discusses how cell E- Students are equipped with the knowledge of
permeability relates to cell functioning. how different cell organelles function together in
order for the cell to survive.
R- Through analysis questions at the end of the
lesson, students rethink big ideas and reflect on
their progress through the unit.

Activity#11
Activity#11
W- Students understand how cells form tissues and
A reading elaborates upon the basic structures common tissue form organs.
to all cells. The roles of the cell membrane, cytoplasm, R- Through analysis questions at the end of the
and nucleus are emphasized. The relationship between lesson, students rethink big ideas and reflect on
cell biology and disease is presented. Students work on their progress through the unit. Students also
cell analogy. complete a KWL chart with the reading to reflect on
and evaluate their level of understanding.

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Activity#12 Activity#12

Students begin to investigate how microbes are W- Students begin to learn some of the differences
grouped. Students view prepared slides of protists and among the cells of two groups of microbes (those
bacteria to investigate some of the characteristics of with a nucleus and those without)
these two groups, including size and the presence or H- Students are using microscopes to conduct the
absence of a nucleus. investigation.
R- Through analysis questions at the end of the
lesson, students rethink big ideas and reflect on
their progress through the unit. Students create a
Venn Diagram comparing Protist, Bacteria, and
Human Cells.

Activity#13 Activity#13

Students find out more about microbes by reading about W- Students begin to learn how microbes fit into
the differences among bacteria, protists, and viruses. the classification of organisms.
Classification of organisms is introduced as a context for R- Through analysis questions at the end of the
the classification of microbes. lesson, students rethink big ideas and reflect on
their progress through the unit. Students create a
Venn Diagram of Protist, Bacteria, and Viruses.

Activity #14 Activity#14

A reading about protists, bacteria, and viruses and how E- Students are equipped with the basic knowledge
they are classified. about protists, bacteria, and viruses and how they
are classified.

Activity#15 Activity#15

Small groups of students participate in a role-play. In the W- Students develop and understanding of how
first scene, they learn about how vaccinations work to vaccines prevent disease.
protect people against viral and bacterial illnesses. In the H- Students are performing a role-play to learn the
second scene, they are introduced to the use and misuse content in the lesson.
of antibiotics.

Activity#16
Activity#16
Students learn how was the first antibiotic discovered.
W- Students learn how the first antibiotic was
Students explore the problems encountered in testing
discovered and how antibiotics are used to treat
and producing this “miracle drug”? Students view
bacterial infections.
historic footage and photographs that help bring alive
R- Students watch the video and reflect on the
the climate of the time and the personalities involved.
impact of penicillin in society.

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Activity#17 Activity#17

Students model the effects of antibiotics on the H- Students are working on a hands on activity that
population of the disease-causing bacteria during an models the effects of antibiotics on the population
infection. Students toss number cubes to determine of the disease-causing bacteria during an infection.
whether an “infected patient” remembers to take the R- Through analysis questions at the end of the
prescribed daily dose of antibiotics, which in turn affects lesson, students rethink big ideas and reflect on
the size of the bacterial population in the patient. The their progress through the unit.
results demonstrate that it is critical to remember to
take each dose on time and to complete the entire
prescribed course of antibiotics.
Activity#18
Activity#18
W- Students see how everything ties together
This epidemiological scenario allows students to apply throughout the unit, while wrapping up the unit.
what they have learned about disease and disease H- Students are playing a board game that wraps up
transmission in a board game. The game is closely based the unit and apply all that they have learned
on an actual emerging disease. Students gather data by throughout the unit.
playing the game and then modify their hypotheses in E- Students are equipped and review all concepts
light of new evidence. By knowing the method of covered throughout the unit while playing the
transmission, students design public health measures to board game.
save the world from “Maracondo Fever.” R- Through analysis questions at the end of the
lesson, students rethink big ideas and reflect on
their progress through the unit.

Performance Project Exam (Communication Skills,


Group Interaction, Understanding Concepts, Organizing
Scientific Ideas and Designing Investigations: Students
present PSA projects

Summative Exam (Understanding Concepts and


Organizing Scientific Ideas): Students take multiple
choice, short answer, and extended response exam.

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