Download Unit 4 Table of Contents

Unit 4 Table of Contents
Diseases
Section
Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language
Unit Assessments Checklist
Unit Assessment Rubric
Sample Unit Calendar
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Page Number
Dates of Unit:
Grade 9-10
Content Unit 4
Unit Title: Diseases
Stage 1
Identify Desired Results
Standards In this unit students will explore diseases and how to prevent the spread of
diseases. Students will be able to use a variety of techniques to sequence
:
(Alphanumeric
listing of
standards
incorporated
in the unit)
events.
HE.12.PS07.CC Identify common symptoms of and treatments for STDs and
HIV, including increased risk with multiple partners.
9-10.W.2a Introduce a topic; organize complex ideas, concepts, and information
to make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
9-10.RI.4 Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
9-10.L.3
Essential
Questions
: (These
How are
communicable and
non-communicable
diseases different?
How are they the
same?
How are bacterial and
viral infections
different? How are
they the same?
How is disease
prevention different
between
communicable and
non-communicable
diseases? How is it
the same?
Identify 5 different
agents that can cause
infectious diseases.
Annual Plan
List 4 ways that
infectious diseases
spread.
Describe 2 different
treatments for
infectious
diseases.
goals should
be aligned to
Essential
Questions.)
Goals:
(These should
be aligned to
the Goals
above)
Learning
Targets
(aligned to
goals)
Describe how the
body fights infectious
diseases.
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Summarize 5 things a
person can do to stay
well.
Name 2 ways you can
help prevent the
development of
antibiotic resistant
bacteria.
Describe how
immunity to a disease State three things you
develops.
should do when you
List 3 things you can
do to prevent the
spread of infectious
diseases.
Identify 2 bacterial,
viral, fungal, protistan
& parasitic infections
and describe their
symptoms.
Compare and contrast
the pros and cons of
methods used for
pregnancy and disease
prevention, including
abstinence and use of
contraception.
Describe routine
medical screening and
examinations for
maintaining
reproductive
health, and medical
tests for pregnancy,
HIV,and other STIs:
Explain how
who should be tested,
stereotypes, norms,
the procedures used,
peer influence, alcohol and the importance of
and other drug use,
early detection and
media, and personal
care.
responsibility can
impact sexual
Evaluate the physical,
decision making and
social, emotional,
the consequences of
legal, and economic
such decisions.
impacts of teen
pregnancy, teen
Demonstrate the
parenting, HIV
ability to establish
infection, or
positive relationships, other STIs on
communicate caring
personal lifestyle,
and love without
goal achievement,
sexual intercourse, and friends, and family
communicate personal, members.
sexual limits and
values to a girlfriend
Describe how lifestyle
or boyfriend.
can lead to diseases
Describe why sexually List steps you can
transmitted diseases
take to prevent the
are said to be a ‘silent spread of STDs.
epidemic’.
List 4 ways to protect
State the
yourself against
responsibilities of
STDs, HIV, & AIDS
people who think
they may be infected
Distinguish between
with an STD.
an HIV infection and
AIDS.
Identify 3 ways HIV is
and is not spread.
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Name two
organizations in your
community
that help treat and
prevent the spread of
infectious diseases.
are sick.
Identify resources that
provide information,
counseling, and
testing related to
relationships, sexual
violence, pregnancy,
and contraception,
including options for
teens who are unable
to care for a baby.
Apply strategies,
including refusal and
Annual Plan
assertiveness skills to
avoid, manage, and
escape situations that
are high risk for
pregnancy, HIV, and
other STIs.
Summarize and
explain laws related to
the sexual behavior of
young people.
Apply decision making
Develop personal
skills to avoid
goals and a specific
situations that are high
plan for using the best risk for pregnancy,
contraceptive or
HIV, and other STIs.
disease-prevention
method, including
List 4 controllable and
abstinence, for
4 uncontrollable risk
individual
factors for lifestyle
circumstances.
diseases.
State 2 actions you
can take now to lower
your risk for
developing a lifestyle
disease
letter in life.
Describe how STDs
can be spread from
one person to another.
Describe how HIV
infects the body’s
immune system.
Summarize why teens
are one of the fastest
growing groups
infected with HIV.
Identify why teenagers
are particularly at risk
for being infected with
STDs.
List example of ways
in which STDs can
damage a person’s
health.
Identify the symptoms
and treatments of
comment bacterial,
viral & parasites.
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Stage 2
Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Academic Language Stems:
Easy for Beginners
Academic Vocabulary:
•
Medium for Intermediate
Difficult for Advanced and Fluent
Assessment
Tools:
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•
•
Goals Rubric
Assessment Checklist
Unit of Study Assessment Checklist
Student Name
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Lear
ning
Targ
et
Notes
B = Beginning
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D = Developing
P = Proficient
M=Mastery
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Language Learning Target
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Mastery
Proficient
Developing
Beginning
Stage 3
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Monday
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Tuesday
Wednesday
Thursday
Friday
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