Download 8. L.1 - LCSEssentiallyScience

Grade Level/Subject 8th Grade
Unit: Life 8.L.1
Understanding by Design: Micro/Viruses
Stage 1 - Desired Outcome
Established Goals
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District Transfer Goals:
1. Can demonstrate effective and creative written and oral communication in various formats appropriate for
purpose and audience.
2. Can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and
disciplines, and then construct arguments and convey intricate or multifaceted information. Likewise, students
are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.
3. Can solve real-world problems by applying various strategies.
4. Are self-directed learners who can self-evaluate using different perspectives.
5. Are responsible/respectful leaders/citizens who can empathize in various situations.
CCSS and Essential Standards:
8. L.1. Understand the structure and hazards caused by agents of disease that effect living organisms
Understandings:
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Essential Questions:
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 Patterns
 How do patterns allow for prediction?
o Patterns allow for prediction
 How does repetition allow for the prediction of
o Patterns have segments that are repeated
patterns/orders?
o Patterns have an internal order
 How do variables effect how systems interact with one
 Systems
another?
o Systems interact
 What happens to a system when there is a
o A system may be influenced by other systems
disturbance?
o Parts of a systems are interdependent upon
 What types of movement generate change?
one another and form symbolic relationships
 How can change be positive, negative, both, or
 Change
neutral?
o Change is inevitable
 Is change inevitable, why or why not?
o Change can be either positive or negative
 How is the interaction of a system important for
o Change can generate additional change
maintaining order with a system?
 Relationships
 How do relationships result in change?
o Everything is related
 How do interactions allow for survival?
o All relationships are purposeful
o Relationships change over time
Misconceptions:
o Microbes are not living things
o Microbes are bad (including bacteria, viruses, fungi)
o Bacteria are viruses
o All bacteria are bad for you
o I need antibiotics for my cold
o Intestinal parasites such as hookworms and
roundworms can only infect dogs, not people
o All parasites are lethal to their host.
o If I am vaccinated, I cannot catch the disease.
Students will able to…
S
 Summarize the basic characteristics of viruses,
bacteria, fungi and parasites relating to the spread,
treatment and prevention of disease
 Explain the difference between epidemic and
Students will know. .
 Define and identify change
 Predict how movement generates change
 Distinguish between positive, negative, both , or
neutral
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pandemic as it relates to the spread, treatment and
prevention of disease.
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Understand why change is inevitable
Understand how systems influence other systems
Stage 2 – Assessment Evidence
Performance Tasks:
 Describe how microbes are classified.
RAFT - My Life as a Protists
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R- You are a Protist. Choose one of the three:
Amoeba, Paramecium, or the Euglena.
A-The World
F-Write a short biography or autobiography of
a protist.
T- You need to describe your environment,
and other living things around you. You need
to talk about how you move and most
important how and what you like to eat. You
must use personification (meaning that you
are the protists).
Identify microbes in the body.
o Show Discovery's "Monster's Inside of Me" to
the class and expose them to examples of
diseases/disorders caused by microbes.
Identify microbes that are pathogens.
Compare and contrast viruses and bacteria.
o Create a power point or prezi using the diseases
that are listed on the guided notes for Bacteria
and Viruses. Choose two to research.
REMEMBER: Always cite your sources!!
1. Origin of disease
2. How it got its name
3. How one gets it? –Infectious or Non-infectious
4. Symptoms
5. Treatments or cures
6. Can it cause death?
7. Pictures
8. Are there any current epidemics in the nation at
this time?
9. Cited Sources
Describe how infectious disease spreads.
o Infectious Diseases activity in Discovery Ed.
Identify diseases caused by viruses, bacteria and
protists.
o The Good, the Bad, and the Ugly Webbquest:
http://mrscienceut.net/MicroWebQuest.html
Compare and contrast vaccines and antibiotics.
o Venn Diagram
Identify ways to reduce the risk of infection.
Investigate products used for anti-microbial purposes
Compare the major vectors.
Investigate the vectors that caused major epidemics
and pandemics.
o Pandemic Game-http://pandemic3.org/
Describe the difference between an epidemic and
pandemic.
Identify ways to reduce the risk of infection.
Other Evidence:
Warm Ups
Cornell Notes/Reflection
Quia
Edmodo
Discovery Education.com
Science Tech book
Lab Write UP/ journal
Class discussions
Presentations/Power Points
TASC Kit- Virus Tracker Activity
Write to Learn
Test
Benchmark
Quizzes
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Virus Tracker Lab- TASC Kit
 Students will simulate the spread of a
virus through a population of people.
Students will make several exchanges
of "saliva" (fake- it's only water) and
among the group will be two "infected
saliva". After completion of the lab,
students will try to figure out just
which two samples were originally
infected.
Stage 3 – Learning Plan
Learning Activities:
L
 Where is the unit headed?
o Understand the structure and hazards caused by agents of disease that effect living organisms
 Hook the learner with engaging work.
o Discovery Video- “Monster inside Me”-http://animal.discovery.com/tv-shows/monsters-inside-me
o Demonstrations
 Equip for understanding, experience and explore the big ideas:
o Labs; graphs; power points; webquests
 Rethink opinions, revise ideas and work:
o Students reflect through Cornell notes, and through the scientific process evaluate and revise ideas;
Think pair share activities; Revision of writings; self-grading worksheets
 Evaluate your work and adjust as needed:
o Using data from test; oral, written, and performance task, to determine student understanding and
reteach, retest and reevaluate; Teacher and student made Rubrics; Study Island Review; Journals;
Reflections
 Tailor the work to reflect individual needs, interests, and styles.
o Co operative learning groups, individual work, and involve AVID strategies. Follow students IEP, 504’s
and LEP’s; Jig Saw; Pair Reading; Word Banks
Additional Resources:
 Discovery Education Tech book Unit: Health and Disease
 Visual tour of different microbe types www.cellsalive.com
 TASC Kit- Virus Tracker
 “I am Legend” movie and questions
 “Contagion” movie and question
 www.pandemic3.org
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