Download ESM-HS-10 Biology-Thinking of Inking 2015

PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Step One: Identify the Title and Core Concept
Name of Project:
Thinking of Inking?
Subject/Course: Living Environment – BIOLOGY
Duration: 3-4 weeks
Teacher(s): Leslie Pcolinsky
Tatoo U: Immunity/Circulatory/Integumentary Integration
(Unit Topic)
:
Grade Level: 10
A Study in Balance
(core concept)
Step Two: Identifying Standards to Be Addressed
Significant Content
(CCSS and/or others)
Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to
pose questions, seek answers, and develop solutions.
Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative
process.
PI: Hone ideas through reasoning, library research, and discussion with others, including experts.
Major Understandings
1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.
1.2b Inquiry involves making judgments about the reliability of the source and relevance of information.
PI: Work toward reconciling competing explanations; clarify points of agreement and disagreement.
Major Understandings
1.3a Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate
predictions.
1.3b All scientific explanations are tentative and subject to change or improvement. Each new bit of evidence can create more questions than it
answers. This leads to increasingly better understanding of how things work in the living world.
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations
involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
PI: Major Understandings
2.2a Development of a research plan involves researching background information and understanding the major concepts in the area being
investigated. Recommendations for methodologies, use of technologies, proper equipment, and safety precautions should also be included.
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods,
provide new insights into natural phenomena.
PI: Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully
interpret the organized data.
Major Understandings
3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural
phenomena.
PI: Based on the results of the test and through public discussion, revise the explanation and contemplate additional research.
Major Understandings
3.4a Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation.
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3.4b Claims should be questioned if the data are based on samples that are very small, biased, or inadequately controlled or if the conclusions are
based on the faulty, incomplete, or misleading use of numbers.
3.4c Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow
logically from the evidence given.
STANDARD 4: Living Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting
and living environment and recognize the historical development of ideas in science.
Key Idea 1: Living things are both similar to and different from each other and from nonliving things.
PI 1.2: Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells,
organelles).
1.2b Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement,
coordination, and immunity. The systems interact to perform the life functions.
1.2c The components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To
successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions.
1.2d If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis.
1.2e The organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are
grouped in ways that enhance how they function together.
1.2g Each cell is covered by a membrane that performs a number of important functions for the cell. These include: separation from its outside
environment, controlling which molecules enter and leave the cell, and recognition of chemical signals. The processes of diffusion and active
transport are important in the movement of materials in and out of cells.
1.2h Many organic and inorganic substances dissolved in cells allow necessary chemical reactions to take place in order to maintain life. Large
organic food molecules such as proteins and starches must initially be broken down (digested to amino acids and simple sugars respectively), in
order to enter cells. Once nutrients enter a cell, the cell will use them as building blocks in the synthesis of compounds necessary for life.
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
PI: Explain disease as a failure of homeostasis.
Major Understandings
5.2a Homeostasis in an organism is constantly threatened. Failure to respond effectively can result in disease or death.
5.2b Viruses, bacteria, fungi, and other parasites may infect plants and animals and interfere with normal life functions.
5.2c The immune system protects against antigens associated with pathogenic organisms or foreign substances and some cancer cells.
5.2d Some white blood cells engulf invaders. Others produce antibodies that attack them or mark them for killing. Some specialized white blood
cells will remain, able to fight off subsequent invaders of the same kind.
5.2f Some viral diseases, such as AIDS, damage the immune system, leaving the body unable to deal with multiple infectious agents and
cancerous cells.
5.2g Some allergic reactions are caused by the body’s immune responses to usually harmless environmental substances. Sometimes the immune
system may attack some of the body’s own cells or transplanted organs.
5.2h Disease may also be caused by inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Some effects
show up right away; others may not show up for many years.
PI: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multi-celled organisms.
5.3b Feedback mechanisms have evolved that maintain homeostasis. Examples include the changes in heart rate or respiratory rate in response to
increased activity in muscle cells, the maintenance of blood sugar levels by insulin from the pancreas, and the
changes in openings in the leaves of plants by guard cells to regulate water loss and gas exchange.
COMMON CORE Literacy for Science and Technology Standards
RI9-10:
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1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending
to special cases or exceptions defined in the text.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question
the author seeks to address.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or
technical problem.
9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings
support or contradict previous explanations or accounts.
W9-10:
1. Write arguments focused on discipline-specific content.
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.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
SL9-10: (Assessed using the 21st Century Communication/Presentation Rubric)
4.Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and task.
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.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
21st Century
Competencies
(to be taught and
assessed)
Project Summary
(include student role,
issue, problem, or
challenge, action taken,
and purpose/beneficiary)
Driving Question


Philosophical or
Debatable
Product-Oriented
Collaboration
Creativity and Innovation
Communication: (Group) CLICK HERE for
RUBRIC
X
Critical Thinking: CLICK HERE for Rubric
X
Other:
Students will present their recommendations (via technology of choice) on teen tattooing. Students will prepare a
multimedia presentation that will describe the effects of tattooing on the human body. Using a variety of methods, they
will research and organize information in order to describe the tattooing process, its effects on the layers of the
integument involved, and the potential health risks associated with the process. Topics include – methods, history,
pros/cons, health concerns, immunity.
How can we as dermatologists advise teens as to whether or not getting a tattoo is a safe
choice?
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
Role-Oriented
Guiding Questions:
Key Academic
Vocabulary:


How does the immune system maintain homeostasis?
How does tattooing affect the layers of the integument and the immune systems?
Homeostasis, immunity, cell organelles, excretion, antibodies, epidermis, dermis, adipose tissue, dermal tissue,
keratinization, melanocytes, sensory receptors, white blood cell, antigen, lymph, feedback mechanism,
PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Entry Event
(The Foyer)
Product(s) and/or
Performance(s)
(The Kitchen)



Entry Document: Invitation to Dermatologist to the Syracuse Tattoo Expo
KWL
Video:
Individual:
Specific content and competencies to be assessed:
Medical Journal Editorial
 NYS LS Standards: 1: Scientific Inquiry & 4: Living Science
 LST-RI 9- 10 Standards: 1, 2, 6, 8, 9
 LST-W9-10 Standards: 1, 7, 8, 9
21st Century Skill: Critical Thinking RUBRIC
Team:
Specific content and competencies to be assessed:
Dermatologist Tattoo Expo Exhibit
 NYS LS Standards: 1: Scientific Inquiry & 4: Living Science
 LST-RI 9-10 Standards: 1, 2, 6, 8, 9
 LST-W 9-10 Standards: 1, 7, 8, 9
 SL: 4, 5, 6 (Rubric below)
st
21 Century Skill: Communication/Presentation RUBRIC
Step Three: Develop Your Learning Window
Knowledge Goals
Behavioral Goals/Habits of Mind
(Facts, sequences, and vocabulary terms-list terms under “Key Academic
Vocabulary)
(Habits of mind/attitudes that will foster success in the unit)
Behavioral Goals:

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Habits of Mind (p.36 Classroom Curr. Design):

Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Understanding Goals
(Big ideas, generalizations, principles)
Reading & Study Skills:

Reasoning & Analysis Skills:

Production & Communication Skills:

Reflection & Relating Skills:

PROJECT OVERVIEW / THOUGHTFUL CLASSROOM
Public Audience
(Experts, audiences, or
product users students will
engage with during/at end of
project)
(The Kitchen)
Resources Needed
On-site people, facilities:
Equipment:
Materials:
 “Thinking of Inking?” Post Standard Jan. 8, 2015
Community Resources:
Websites/WEB 2.0 Tools:
 Atlantic Article and Video: CLICK LINK
 TEDed video: Are tattoos permanent? CLICK HERE for LINK
 TEDed Video: Battling Bad Science CLICK HERE for VIDEO Link
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
Reflective Methods
(Individual, Team,
and/or Whole Class)
(The Porch)
Washington Post: “Thinking of Inking” CLICK for LINK
Journal/Learning Log
Focus Group
Whole-Class Discussion
Fishbowl Discussion
Survey
Other:
Notes:
PRO JECT
DESI GN:
ST UD ENT
LEARNI NG
G UI DE
Project: Thinking of Inking?
Driving Question:
How can we as dermatologists advise teens as to whether or not getting a tattoo is a safe choice?
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Presentations,
Performances,
Products and/or
Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
INDIVIDUAL
Product:
Instructional Strategies for All
Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
SCI Standard 1: Inquiry
Medical Journal
Editorial
SCI Standard 4: Living Science
NYS LS Standards:
1: Scientific Inquiry &
4: Living Science
RI:
LST-RI 9- 10
1. I can cite strong and thorough textual evidence
Standards: 1, 2, 6, 8, that supports my inferences and analysis of the
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text.
2. I can give an objective summary of a text.
LST-W9-10
2. I can determine a central idea in a text% and
Standards: 1, 7, 8, 9 analyze how its development and how it emerges
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21st Century Skill:
Critical Thinking
RUBRIC
and is shaped through details.
6. I can analyze how an author uses rhetoric to
advance his point of view or purpose.
8. I can delineate and evaluate the argument and
speci&c claims of a text.
9. I can compare and contrast finding from a text.
W:
1. I can write arguments to support claims with
scientific evidence to support my claim
7. I can conduct short or sustained research
projects that answer a specific question or solve a
problem.
8. I can gather information from multiple sources
(print and digital) and assess credibility and
accuracy of those sources.
8. I can integrate information into a text while
maintaining flow of ideas and avoiding
plagiarism.
8. I can follow a standard format for citation in
my work.
9. I can use evidence from informational text to
support analysis, reflection, and research in my
writing.
SL/Critical Thinking:
-I can evaluate arguments for possible answers to
the Driving Question by assessing whether
reasoning is valid and evidence is relevant and
sufficient
-I can shows understanding of central aspects of
the Driving Question by identifying in detail
what needs to be known to answer it and
considering various possible points of view on it.
-I can can clearly explain new
understanding gained in the project and
how it might transfer to other situations
or contexts.
PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project: Thinking of Inking?
Driving Question: How can we as dermatologists advise teens as to whether or not getting a tattoo is a safe choice?
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Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
(The Kitchen)
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements)
to check for learning and ensure
students are on track
(The Workshop & Porch)
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
(The Library & Workshop)
TEAM PRODUCT: SCI Standard 1:
Dermatologist
Tattoo Expo
Exhibit
SCI Standard 4:
NYS LS Standards: 1:
Scientific Inquiry & 4:
Living Science
RI:
LST-RI 9-10
1. I can cite strong and thorough textual evidence
Standards: 1, 2, 6, 8, 9
that supports my inferences and analysis of the
text.
LST-W 9-10
2. I can give an objective summary of a text.
Standards: 1, 7, 8, 9
2. I can determine a central idea in a text% and
analyze how its development and how it emerges
SL: 4, 5, 6 (Rubric
and is shaped through details.
below)
6. I can analyze how an author uses rhetoric to
21st Century Skill:
advance his point of view or purpose.
Communication/Presen
8. I can delineate and evaluate the argument and
tation RUBRIC
speci&c claims of a text.
9. I can compare and contrast finding from a text.
W:
1. I can write arguments to support claims with
scientific evidence to support my claim
7. I can conduct short or sustained research
projects that answer a specific question or solve a
problem.
8. I can gather information from multiple sources
(print and digital) and assess credibility and
accuracy of those sources.
8. I can integrate information into a text while
maintaining flow of ideas and avoiding
plagiarism.
8. I can follow a standard format for citation in
my work.
9. I can use evidence from informational text to
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support analysis, reflection, and research in my
writing.
SL/Communication/Presentation
4. I can clearly and concisely present important
findings and supporting evidence so listeners can
follow my line of reasoning.
4. I can present information where the
organization, development , substance, and style
are appropriate to my purpose.
5. I can strategically use digital media and visual
aids to enhance understandings and add interest.
6. I can adapt my speech to a variety of tasks and
contexts and public audience.
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK ONE
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK TWO
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK THREE
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FOUR
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK FIVE
© 2013 Buck Institute for Education
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P R O J E C T
Project:
M O N D A Y
C A L E N D A R
Time Frame:
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
PROJECT WEEK SIX
© 2013 Buck Institute for Education
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