Grade Level / 7th Grade / Unit Length / 2 weeks
Unit Overview / In Unit 4: Medicines and Vaccines, students will explore genetic engineering; genetic diseases; cell division; how a disease affects a population; famous scientists who have discovered cures for diseases; functions; slope; addition, subtraction, and multiplication of polynomials; the writing of an informative text to examine a genetic disorder; the writing of arguments to support a recommendation; and using words, phrases, and clausesthe clarification of the relationship between ideas.
Unit Essential Question(s) / What are the origins and impacts of diseases?
How do diseases affect populations?
Culminating Event / For the Problem-Based Learning Day “Teresa and Carl”, students will play the roles of genetic counselors in order to suggest a course of action to a young married couple searching for information about the possibility that they may both be carriers of an inherited disease. A professional genetics counselor will be available to students on this day for consultation.
The culminating event in this unit will be “Zombie Outbreak”. Dr. Steven Scholzman, a Harvard professor of psychiatry and author of “The Zombie Autopsies” who is also known as “The Zombie Doctor,” will introduce this project by interacting with students through FaceTime. Students will run a zombie simulation using an SIR (Susceptible, Infected, and Recovered) model, investigate the effects of disease and decay on the human body, and then, write a community preparedness plan for a possible zombie invasion.
Common Assessment / / STEM Project Rubric / Project Title: “Teresa and Carl”
Student Name: ______
Date: 11/14/2012
Advanced / Proficient / Needs Improvement
Math
Component
What type of data would you need to collect in order to get an accurate assessment? / Student both a) identifies the types of data needed to arrive at an accurate assessment and b) analyzes why these types of data would be beneficial. / Student identifies the types of data needed to arrive at an accurate assessment but does not analyze why these types of data would be beneficial. / Student does not identify the types of data needed in order to arrive at an accurate assessment.
How will you communicate the numerical data that you will gather? / Student presents a well-reasoned, mathematically sound plan for communicating the numerical data. / Student presents a plan for communicating the numerical data, but there are some flaws in the student’s reasoning. / The student’s plan for presenting the numerical data is not mathematically sound.
Differentiated Instruction for Algebra Students:
Draw a Punnett Square for the genes at work in this scenario and show the terms of the binomial x binomial product. / The Punnett Square is correctly labeled outside and inside. The products are correct. The student discusses the occurrence of the heterozygous offspring being double that of the others. / The Punnett Square is labeled and contains products with one error. The student does not discuss the heterozygous offspring in terms of it occurring twice as often as the homozygous cases. / The Punnett Square is not labeled and/or completed correctly (with two or more errors). The student does not discuss the offspring at all.
Science Component
Genetic Counselor’s Plan of Action / The “Plan of Action” includes what you will do during each session that you meet with this couple.
The Plan of Action includes, at least, detailed descriptions (agendas) for 3 separate sessions with this couple.
It will be important to indicate and explain how you will determine the patients’ family history, and what you will do with this information.
The Plan of Action includes a series of questions that you ask to determine family history and a detailed diagram (example) of what you would do with this information. Think about how you will relay the interdependence and connection between family history and heredity.
Your plan will have numerous hypotheses – If ______, then ______, because ______.
The plan of action includes at least 5 complete hypothesis that include both racial and ethic variables. / The “Plan of Action” includes what you will do during each session that you meet with this couple.
The Plan of Action includes, at least, detailed descriptions (agendas) for 2 separate sessions with this couple.
It will be important to indicate and explain how you will determine the patients’ family history, and what you will do with this information.
The Plan of Action includes a few questions (or questions that are not related to this couple and genetics) that you ask to determine family history and a diagram (example) of what you would do with this information. Think about how you will relay the interdependence and connection between family history and heredity.
Your plan will have numerous hypotheses – If ______, then ______, because ______.
The plan of action includes at least 3 complete hypothesis that include both racial and ethic variables. / The “Plan of Action” includes what you will do during each session that you meet with this couple.
The Plan of Action includes, at least, detailed descriptions (agendas) for 1 session with this couple.
It will be important to indicate and explain how you will determine the patients’ family history, and what you will do with this information.
The Plan of Action includes an inadequate amount of questions (or unrelated questions) that you ask to determine family history and a written (example) of what you would do with this information. Think about how you will relay the interdependence and connection between family history and heredity.
Your plan will have numerous hypotheses – If ______, then ______, because ______.
The plan of action includes at least 1 complete hypothesis that include both racial and ethic variables.
PBL Science Questions / Students correctly and accurately answer all questions, using complete sentences. / Students answer 50 percent of the questions accurately and correctly, using some complete sentences. / Students answer less than 50 percent of the questions accurately and correctly, using only a few complete sentences.
Social Studies
Component
What role does race play in genetic diseases? / Student can correctly identify diseases that certain races experience more than others AND states the theories or explanations behind these links. / Student can correctly identify diseases that certain races experience more than others OR states the theories or explanations behind these links, but not both. / Student can neither correctly identify diseases related to race NOR provide theories and explanations to support these findings.
ELA Component
How can I craft a tone that is appropriate to my purpose and audience? / Genetic counselor speaks directly to Teresa and Carl in an individual, compelling, engaging way using an appropriate tone. The tone is correctly labeled. / Genetic counselor seems sincere, but not fully involved with the concerns of Teresa and Carl using an appropriate tone. The tone is not labeled. / Genetic counselor seems indifferent, uninvolved, or distanced from the concerns of Teresa and Carl using an inappropriate tone. The tone is not labeled or is labeled incorrectly.
How trustworthy is the information I find in research? / Student documents reasons why his/her research sources should be trusted. Student uses at least 3 valid sources. / Student appears to consult reliable sources but does not justify why his/her sources should be considered trustworthy. Student uses at least 2 sources, but one source may not be valid. / Student does not consult reliable research sources. Student uses 1 or no sources and the source is not valid.
/ STEM Project Rubric / Project Title: Zombie Outbreak
Student Name:
Date:
Advanced / Proficient / Needs Improvement
Interpreting Graphs – I can interpret slope and the y-intercept in the context of a situation. / Story describing graph is at least 3 complete sentences. Story contains mathematically correct language such as slope, increase, decrease, intersect, etc. / Story describing graph is at least 2 complete sentences. Story contains some mathematically correct language such as slope, increase, decrease, intersect, etc. / Story describing graph is at least 1 complete sentence. Story contains little mathematically correct language such as slope, increase, decrease, intersect, etc.
Slope – I can find the slope between two points on a graph. / Slope is correctly calculated. First and second points are recorded. All work is correct and shown. / Slope is correctly calculated. However, First and second points are not recorded. Most work is correct and shown. / Slope is not correctly calculated. First and second points are not recorded. Some work is shown with errors.
Intersection – I can identify the point of intersection between two funcitons. / The point of intersection is recorded as a coordinate pair. Student has written at least one sentence to identify this point in the context of the situation. / The point of intersection is recorded but not as a coordinate pair. Student has written an incomplete sentence to identify this point in the context of the situation. / The point of intersection is recorded but not as a coordinate pair. Student has not identified this point in the context of the situation.
Science Component
Zombie Virus Outbreak Chart / Students correctly recorded all 10 of the victim’s stories and accurately recorded all of their data in spreadsheet / Students correctly recorded between 9 and 7 of the victim’s stories and accurately recorded most of their data in spreadsheet / Students correctly recorded 6 or less of the victim’s stories and/or inaccurately recorded their data in spreadsheet
Science Component
Zombie Virus Transmission Hypothesis / Students correctly stated a hypothesis explaining the origin of the zombie outbreak using complete sentences. The students explained their hypothesis using information gathered from their investigation and related it to mitosis and the spread of disease. / Students correctly stated a hypothesis explaining the origin of the zombie outbreak using mostly complete sentences. The students tried to explain their hypothesis using some of the information gathered from their investigation, but incorrectly interpreted some of the data. Students tried to relate their hypothesis to mitosis and the spread of disease. / Students incorrectly stated a hypothesis explaining the origin of the zombie outbreak using complete or incomplete sentences. Students did not try to support their hypothesis with data gathered from their investigation, or students incorrectly interpreted most to all of the data from their investigation. Students did not relate their hypothesis to mitosis and the spread of disease.
Social Studies
Component :
I CAN learn from past disasters to prepare for future emergency situations. / You correctly classify the historic disaster you have been assigned to research as being natural, epidemic, biological, or terroristic. You have compiled four to five preparedness measures for each type of disaster. / You correctly classify the historic disaster you have been assigned to research as being natural, epidemic, biological, or terroristic. You have compiled two to three preparedness measures for each type of disaster. / You do not correctly classify the historic disaster you have been assigned to research as being natural, epidemic, biological, or terroristic. You have compiled one or fewer preparedness measures for each type of disaster.
ELA Component
Completeness of Community Preparedness Plan / You have all of the following sections in your plan: about, before, during, after, prevent, and more information. You have meaningful, thorough, and unique plans and ideas. / You have all of the following sections in your plan: about, before, during, after, prevent, and more information. / Your plan is missing one or more of the required sections. If all sections are present, they may not be sensible or may be incomplete.
Use of the English Language / You have 2 or less grammar errors. You write in complete sentences when necessary. / You have 3 or less grammar errors. You write in complete sentences. / You have more than 3 grammar errors. You do not write in complete sentences.
Use of Roots / You use 4 words that have a Greek or Latin origin and these words are underlined. / You use 3 words that have a Greek or Latin origin and these words are underlined. / Your words are not underlined or you use 2 or fewer words that have Greek or Latin origin.
Unit Objectives / I CAN identify the causes of major epidemics and their effects on population.
I CAN apply Mendelian genetics and the principals of inheritance to predict the probability of specific genetic traits.
Strands (main ideas taught in unit)
ELA / Reading Informational Texts
Reading Literature
Writing
Language
Math / Seeing Structure in Expressions
Creating Equations
Arithmetic with Polynomials
Rational Expressions
Science / Heredity
Cells
Social Studies / Geography
Vocabulary
ELA /
  1. Tone – the author’s attitude about the subject.
  2. Connotation – a idea or feeling that a word invokes in addition to its literal meaning
  3. Denotation – the dictionary definition of a word
  4. Informative writing – a type of writing used to inform the audience about a topic using specific facts and details
  5. Root words – the form of a word after all its affixes are removed

Math /
  1. Polynomial –an expression that can have constants, variables and exponents, but may not have division by a variable, negative exponents, or an infinite number of terms
  2. Factoring – breaking up a polynomial into simpler terms (the factors) such that when the terms are multiplied together they equal the original polynomial
  3. Quadratic –An equation where the highest exponent of the variable is a square (2nd power)
  4. Degree – largest exponent of the variable in a one-variable polynomial
  5. Zero of a Function – an input value that produces an output of zero

Science /
  1. Genotype—The entire set of genes in a cell or organism, including different allelic forms
  2. Phenotype—The observable character traits of an organism determined by its genotype
  3. Punnett-Squares—A chart that is used to predict the outcome of particular genetic crosses (both genotype and phenotype)
  4. Genes—Segments of DNA that encode for specific proteins, leading to characteristics and traits of an organism.
  5. Chromosomes—Thread-like structures of DNA located in the nucleus of a cell that carries all the genetic information for that cell.

Social Studies /
  1. Demography – The statistical study of human populations, especially with reference to size and density, distribution and vital statistics.
  2. Growth Rate – the increase in a country’s population during a period of timeexpressed as a percentage of the population at the start of that period. It reflects the number of births and deaths during the period and the number of people migrating to and from a country.
  3. Death Rate – the number of deaths in a year per 1,000 population.
  4. Birth Rate – the number of births in a year per 1,000 population.
  5. Infant Mortality – total number of deaths among infants less than one year of age, per 1,000 births.

Key Questions
ELA / Math / Science / Social Studies
  • What is tone?
  • How do I determine tone?
  • What is connotation?
  • What is denotation?
  • What are roots?
  • Why do Greek and Latin roots form the basis of scientific words?
  • What is an informative text?
/
  • How can I name a polynomial based on the number of terms it has?
  • How can I add and subtract polynomials?
  • How can I multiply polynomials?
  • How can I factor a polynomial?
  • How can I find the zeros of a function?
  • How can I use the zeros of a function to graph the function?
  • How can I create a quadratic equation with one variable to solve a problem?
/
  • How do Mendelian genetics and the principals of inheritance help us predict the probability of specific genetic traits?
  • What is heredity?
  • How do Mendelian genetics and the principals of inheritance help us predict the probability of specific genetic traits?
  • How can I use a Punnet-Square to predict the genotype and phenotype of new generations?
  • How is mitosis related to the spread of disease?
/
  • What are key demographic concepts necessary to understanding population?
  • How has the advancement of medicine, vaccines, and antibiotics impacted the global population over the past 500 years?
  • What are the consequences of population change on the earth’s physical and cultural environments?
  • What can a population pyramid (age-sex graph) communicate about a population?

Hook for Unit / Guest Lecturer: Dr. Steven Schlozman, psychiatrist and author of The Zombie Autopsies
Assistant Professor of Psychiatry, Harvard Medical School will speak to the students through FaceTime.
Literature and Informational Text Component / In language arts during this unit, students will begin by reading a piece of informational text about Dr. Steven Scholzman, the author of “The Zombie Autopsies.” This article is titled, “An Interview With Steven Scholzman, M.D., ‘The Zombie Doctor’,” by Matt Stags. Dr. Scholzman is an assistant professor of psychiatry at Harvard Medical School, the co-director of medical education in psychiatry for Harvard, and the associate director of training for child and adolescent psychiatry at Massachusetts General Hospital and McLean Hospital. This is an important piece to the English language arts classroom since the first project day of the unit is related to zombies and the introduction to this project is an opportunity for the 7th graders to FACETIME with Dr. Scholzman.
For the second part of this unit, students will read excerpts of “Flowers for Algernon,” by Daniel Keyes. This is the story of a man who begins with a limited intelligence, but becomes a genius due to a science experiment. With this story, students will analyze tone, mood, connotation, and denotation as they prepare for their second project day. This piece of literature is paired with an article about the Boston bombing titled, “Marathon Bombing Shakes Boston to Its Core.” By Jennifer Coogan. This article will allow students to apply the skills they have learned about tone, mood, connotation, and denotation to a real-life situation, as they will also do in their project day application.