How Does the Immune System Maintain Homeostasis?

Project Overview/Thoughtful Classroom
Step One: Identify the Title and Core Concept
Name of Project: / Thinking of Inking? / Duration: 3-4 weeks
Subject/Course: Living Environment – BIOLOGY / Teacher(s): Leslie Pcolinsky / Grade Level: 10
Tatoo U: Immunity/Circulatory/Integumentary Integration : A Study in Balance
(Unit Topic) (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 andcreative 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 andcontemplate 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.
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 simplesugars 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:
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) / Collaboration / Creativity and Innovation
Communication: (Group) CLICK HERE for RUBRIC / X / Other:
Critical Thinking: CLICK HERE for Rubric / X
Project Summary
(include student role, issue, problem, or challenge, action taken, and purpose/beneficiary) / 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.
Driving Question

Philosophical or Debatable
Product-Oriented
Role-Oriented

/ How can we as dermatologists advise teens as to whether or not getting a tattoo is a safe choice?
Guiding Questions: /

How does the immune system maintain homeostasis?
How does tattooing affect the layers of the integument and the immune systems?

Key Academic Vocabulary: / 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) /

Entry Document: Invitation to Dermatologist to the Syracuse Tattoo Expo
KWL
Video:

Product(s) and/or Performance(s)
(The Kitchen) / Individual:
Medical Journal Editorial / Specific content and competencies to be assessed:

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:
Dermatologist Tattoo Expo Exhibit / Specific content and competencies to be assessed:

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)

21st Century Skill: Communication/Presentation RUBRIC
Step Three: Develop Your Learning Window
Knowledge Goals
(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary) / Behavioral Goals/Habits of Mind
(Habits of mind/attitudes that will foster success in the unit)
Behavioral Goals:
Habits of Mind (p.36 Classroom Curr. Design):
Understanding Goals
(Big ideas, generalizations, principles) / Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
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
Washington Post: “Thinking of Inking” CLICK for LINK

Reflective Methods
(Individual, Team, and/or Whole Class)
(The Porch) / Journal/Learning Log / Focus Group
Whole-Class Discussion / Fishbowl Discussion
Survey / Other:
Notes:
Project Design: student 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?
Final Product(s)
Presentations, Performances, Products and/or Services
(The Kitchen) / Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements) / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track
(The Workshop & Porch) / 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)
INDIVIDUAL Product:
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 / SCI Standard 1: Inquiry
SCI Standard 4: Living Science
RI:
1.I can cite strong and thorough textual evidence that supports my inferences and analysis of the text.
2. I can give an objective summary of a text.
2. I can determine a central idea in a text% and analyze how its development and how itemerges 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 andaccuracy 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 whatneeds to be known to answer it and consideringvarious possible points of view on it.
-I can can clearly explain new understanding gained in the project and how it might transfer toother situations or contexts.
Project Design: student 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?
Final Product(s)
Presentations, Performances, Products and/or Services
(The Kitchen) / Learning Outcomes/Targets
content & 21st century competencies
needed by students to successfully
complete products
(CCSS: I Can Statements) / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track
(The Workshop & Porch) / 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)
TEAM PRODUCT:
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)
21st Century Skill: Communication/Presentation RUBRIC / SCI Standard 1:
SCI Standard 4:
RI:
1. I can cite strong and thorough textual evidence that supports my inferences and analysis of the text.
2. I can give an objective summary of a text.
2. I can determine a central idea in a text% and analyze how its development and how it emerges 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/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 areappropriate 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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