Course/Grade level: 8th Grade Science Unit Length: Approximately 2weeks (on a 90 min/day block schedule)

Unit Title: Pandemic??? Epidemic??? How Does it ALL Spread?

Unit Theme: Global SystemsConceptual Lens: Structure & Function

Curriculum Topic Study Guide: Life Science- NC Ecosystems

Strand Map: Cells: Cell Functions

Cross-cutting Concepts: Patterns; Cause and effect: Mechanism and explanation; Structure and function; Stability and change

Science and Engineering Practices: Asking questions and defining problems; Planning and carrying out investigations; Analyzing and interpreting data; Using mathematics and computational thinking; Constructing explanations and designing solutions; Engaging in argument from evidence; Obtaining, evaluating and communicating information

Enduring Understandings:

1)All living things are made of cells.

2)Structure and hazards caused by agents of disease have an affect on living organisms.

3)Technology has influenced the ways in which people interact with one another and with their surrounding natural environment.

4)In artificial selection, humans have the capacity to influence certain characteristics of organisms by manipulating the transfer of genetic information from generation to generation.

Essential Questions:

1)How do the structures of organisms enable life’s functions?

2)How do organisms grow and develop?

3)How are science, engineering, technology, and society interconnected?

4)How do science, engineering, and the technologies that result from them affect the ways in which people live?

5)How do science, engineering, and the technologies that result from them affect the natural world?

Subject Area/Grade: 8th Grade Science Unit Length: Approximately 2 weeks (on a 90 min/day block schedule)

Unit Title: Pandemic??? Epidemic??? How Does it ALL Spread?

Unit Theme(Step 1): Global Systems Conceptual Lens (Step 2): Structure & Function

Unit Map of Standards: 8th Grade- Cells: Cell Functions

Macro-Concepts

1

8.L.1.1

  • Bacteria
  • Fungi
  • Microbes
  • Parasites
  • Viruses

8.L.1.2

  • Antibiotics
  • Density-dependent factors
  • Epidemic
  • Infectious disease
  • Pandemic

8.L.2.1

  • Biotechnology
  • Deoxyribonucleic Acid (DNA)
  • Gene
  • Genetically Modified Organisms (GMOs)
  • Ribonucleic Acid (RNA)

Subject Area/Grade:Unit Title:

Unit Length:

Sample1.

  1. The Learning Question:What is important for students to learn in the limited school and classroom time available?

STEP 1Unit Theme / STEP 2 Conceptual Lens
STEP 3 Identify the Big Ideas:
(Write the Essential Standard, which emphasizes the context (big idea) for each clarifying objective. Align unpacking to clarifying objectives.)
Essential Standard:
STEP 4 Enduring Understanding
(Generalizations)
1) / STEP 5 Essential Questions
(Guiding Questions)
(Identify misconceptions)
  1. The Learning Question:What is important for students to learn in the limited school and classroom time available?

STEP 3 Identify the Big Ideas for the unit
Essential Standard: (Write the Essential Standard, which emphasizes the context (big idea) for each clarifying objective. Align unpacking to clarifying objectives.)
***Unpacking(Include unpacking from each clarifying objective included in the unit.) ***The Unpacking is at the end of the template.
8.L.1- Understand the structure and hazards caused by agents of disease that effect living organisms.
8.L.2- Understand how biotechnology is used to affect living organisms.
STEP 4
Essential Standard &Clarifying Objective with (RBT tag) / STEP 5 Essential Questions(EQ)(Guiding Questions)
Enduring Understanding(Generalizations)
8.L.1.1- Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
RBT# B2 / EQ: How do the structures of organisms enable life’s functions?
EQ: How do organisms grow and develop?
Enduring Understanding:
  • All living things are made of cells. (LS 1, p.143)
  • The way in which an object or living this is shaped and its substructure determine many of its properties and functions. (A Framework for K-12 Science Education, Crosscutting Concept, p.84)

8.L.1.2- Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease. RBT# B2 / EQ: How do agents of disease affect living organisms?
Enduring Understanding:
  • Structure and hazards caused by agents of disease have an affect on living organisms.
  • For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study. (A Framework for K-12 Science Education, Crosscutting Concept, p.84)
  • Events have causes sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. (A Framework for K-12 Science Education, Crosscutting Concept, p.84)

8.L.2.1- Summarize aspects of biotechnology including:
  • Specific genetic information available
  • Careers
  • Economic benefits to North Carolina
  • Ethical issues
  • Implications for agriculture
RBT# B2 / EQ: How are science, engineering, technology, and society interconnected?
EQ: How do science, engineering, and the technologies that result from them affect the ways in which people live?
EQ: How do science, engineering, and the technologies that result from them affect the natural world?
Enduring Understanding:
Technology has influenced the ways in which people interact with one another and with their surrounding natural environment. (ETS2.B, p.212)
In artificial selection, humans have the capacity to influence certain characteristics of organisms by manipulating the transfer of genetic information from generation to generation. (LS.1.3, p.57)
(Identify misconceptions)
1. Many people appear to confuse antibiotics with antibodies (Making Sense of Secondary Science, p.56).
2. Many do not realize that antibiotics act only on bacteria and not on viruses (Making Sense of Secondary Science, p.56).
3. Students may have the notion that organisms “contain” cells as opposed to being “made up of” cells (Driver et al. 1994). In other words, students may believe a living organism is like a “sack” filled with cells rather than being composed of cells. (Uncovering Student Ideas in Science Vol. 1 by Page Keeley).
4. Students have various ideas about what constitutes “living”. Some may believe objects that are “active” are alive; for example, fire, clouds, or the Sun. People of all ages use movement and, in particular, movement in response to a stimulus, as a defining characteristic of life (Driver et al. 1994). (Uncovering Student Ideas in Life Science Vol. 1 by Page Keeley).
5. Elementary and middle school students use observable processes such as movement, breathing, reproducing, and dying when deciding if things are alive or not. (Uncovering Student Ideas in Life Science Vol. 1 by Page Keeley).
6. Studies have found that antibiotics are a mysterious concept to the general public, including students (Lucas 1987 and Prout 1985). In almost all sample groups questioned, most respondents did not know that antibiotics act only on bacteria and not on viruses. (Uncovering Student Ideas in Life Science Vol. 1 by Page Keeley).
7. Some people think that you can “catch” a cold; therefore, the condition is not regarded as a disease, and the word cold reinforces the connection with environmental causes (Driver et al. 1994, p.56). (Uncovering Student Ideas in Science Vol. 4 by Page Keeley).
8. In a study by Brumby, Garrard, and Auman (1985), some students saw health and illness as two different concepts rather than as a continuum. Another sample of students saw illness as the negative end of a health continuum of “lifestyle diseases” with no mention of infectious diseases (Driver et al. 1994). (Uncovering Student Ideas in Science Vol. 4 by Page Keeley).
9. Students have been known to hold conflicting ideas concurrently- at the same time, for example believing that “all diseases are caused by germs” and that you can “catch a cold by getting cold and wet” (Driver et al. 1994). (Uncovering Student Ideas in Science Vol. 4 by Page Keeley).
10. Research suggests that children often think of disease and decay as properties of the objects affected. They do not appear to hold a concept of microbes as agents of change (Driver et al. 1994, p. 55). (Uncovering Student Ideas in Science Vol. 4 by Page Keeley).
11. Students may think that bacteria could be useful when dead, for making medicines or vaccines, but there is little evidence of notions about the technological potential of living microbes. (Making Sense of Secondary Science, p. 57).
STEP 6: Deconstruct Standards to write instructional targets.
Essential Standard:
8.L.1- Understand the structure and hazards caused by agents of disease that effect living organisms.
Clarifying Objective:
8.L.1.1- Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create
(B) Conceptual Knowledge Targets / (C) Procedural Knowledge Targets / (D) Metacognitive Knowledge Targets
i. Recognize the definition of the following: pathogen, vector, antibiotic resistance, antibodies, antigens, and parasite. (A1)
ii. Recognize various diseases caused by viruses, bacteria, fungi and parasites. (A2) /
  1. Summarizethe treatment of illnesses caused by bacteria and viruses and fungi and parasites. (B2)
  2. Compare basic characteristics of disease-causing agents (emphasis on form and function):
  • Transmission
  • Impact
  • Treatment
  • Prevention (B2)
  1. Explain why potable water is important to the prevention of disease. (B2)
/ Intentionally left blank… / i. Determine whether the data can be used as evidence to support a claim.(D5)
STEP 6: Deconstruct Standards to write instructional targets.
Essential Standard:
8.L.1- Understand the structure and hazards caused by agents of disease that effect living organisms.
Clarifying Objective:
8.L.1.2- Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease.
(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create
(A) Factual Knowledge Targets / (B) Conceptual Knowledge Targets / (C) Procedural Knowledge Targets / (D) Metacognitive Knowledge Targets
i. Recognize the definition of the following: epidemic, outbreak, pandemic, and transmission. (A1) /
  1. i. Compare the spread of epidemics and pandemics.(B2)
  2. ii.Summarize the major historical outbreaks (Smallpox, Bubonic Plague, Ebola, Influenza, Yellow Fever, Cholera, Polio, Botulism, Whooping Cough and AIDS).(B2)
  3. iii.Summarize how public health agencies (CDC, USDA, FDA & WHO) contribute to the prevention and treatment of disease.(B2)
/ Intentionally left blank… /
  1. Critique available health choices in context of the individual, the community, and the population as a whole. (D5)

STEP 6: Deconstruct Standards to write instructional targets.
Essential Standard:
8.L.2- Understand how biotechnology is used to affect living organisms
Clarifying objective:
8.L.2.1- Summarize aspects of biotechnology including: Specific genetic information available, Careers, Economic benefits to North Carolina, Ethical issues, Implications for agriculture
(1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create
(A) Factual Knowledge Targets / (B) Conceptual Knowledge Targets / (C) Procedural Knowledge Targets / (D) Metacognitive Knowledge Targets
  1. Recognize the definition of the following terms: Genetically Modified Organisms (GMOs), gel electrophoresis, DNA, RNA, gene, plasmid, recombinant DNA, restriction enzyme, vector, and cloning(A1)
/
  1. Summarize GMOs (benefits, risks, and processes) in agriculture. (B2)
  2. Explain how biotechnology can be used to benefit society. (B2)
  3. Infer ethical considerations relating to biotechnology.(B2)
  4. Exemplify economic benefits to NC due to the biotechnology industry. (B2)
  5. Summarize various biotechnology careers. (B2)
  6. Critique written materials for inconsistencies. (B5)
/ i. Implement the process of gel electrophoresis. (C3) / i. Determine whether the data can be used as evidence to support a claim. (D5)

Complete this form afterSTEP7 to embed strategies that promote

“Assessment for Learning”

Essential Standard:
8.L.1- Understand the structure and hazards caused by agents of disease that effect living organisms.
Clarifying Objective:
8.L.1.2- Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease.
Learning Target / Criteria for Success / Collecting Evidence / Documenting Evidence
Ai. Recognize the definition of the following: epidemic, outbreak, pandemic, and transmission. (A1)
Student-friendly language Learning Target:
I can draw a representation of the following terms: epidemic, outbreak, pandemic, and transmission.
Bi. Compare the spread of epidemics and pandemics. (B2)
Student-friendly language Learning Targets:
  1. I can explain how epidemics and pandemics are similar.
  2. I can explain how epidemics and pandemics are different.
  3. I can explain how an epidemic can become a pandemic.
  4. I can explain the major ways to prevent the spread of infectious disease.
  5. I can explain various methods of transmission of infectious diseases.
  6. I can identify ways to reduce the chances of becoming infected with a disease.
  1. Bii.Summarize the major historical outbreaks (Smallpox, Bubonic Plague, Ebola, Influenza, Yellow Fever, Cholera, Polio, Botulism, Whooping Cough and AIDS). (B2)
Student-friendly language Learning Target:
I can explain the major points (symptoms, treatment, # of deaths, origin, and transmission) of the major historical outbreaks.
Biii. Summarize how public health agencies (CDC, USDA, FDA & WHO) contribute to the prevention and treatment of disease. (B2)
Student-friendly language Learning Targets:
1.I can explain the role of the CDC.
2.I can explain the role of the USDA.
3.I can explain the role of the FDA.
4.I can explain the role of the WHO.
5.I can apply investigative methods used by epidemiologists to trace the source of contagious diseases.
Di. Critique available health choices in context of the individual, the community, and the population as a whole. (D5)
Student-friendly language Learning Target:
1.I can determine which health plan would work best for me.
2.I can determine which choices would be best for the prevention and spread of diseases.
3.I can create a public service announcement for health issues in my community. / I will watch a video and make flash cards of the terms that include the term, the definition, and a pictorial representation.
  • I will construct a graphic organizer comparing the characteristics of epidemics and pandemics.
  • I will simulate an outbreak of a disease.
  • I will research the major points regarding the historical outbreaks and construct a table of my findings.
  • I will complete an online simulation from Crystal Island.
  • I will research the role of public health agencies.
  • I will determine the origin of a contagious disease.
  • I evaluate and choose a health plan that is the best for me.
  • I will read excerpts from What You Need To Know About Infectious Disease to determine the best methods for the prevention and spread of infectious diseases.
  • I will design a campaign for a health issue/problem that my community has encountered.
Bi. I / Using index cards and coloring pencils, students will design flash cards.
  • Students will view a video and construct a graphic organizer of their choice depicting similarities and difference of epidemics and pandemics.
  • Students will complete the lab, “Middle School Outbreak? Simulated disease transmission”.
  • Students will complete a learning guide on the methods of transmission of infectious diseases.
  • Students will research the major historical outbreaks and construct a table of their findings.
  • Students will complete certain activities from the Crystal Island online simulation.
  • Students will research the roles of the agencies.
  • Students will complete the lab entitled, “Poison Pump”.
  • Students will complete certain activities from the Crystal Island online simulation.
  • Students will evaluate various health plans and determine which one is best for him/her.
  • Students will research the best methods to prevent the spread of infectious diseases.
  • Students will design a campaign for any health problem/issue that their community has encountered.
/
  • Collection of flash cards
  • Journal writing
  • Graphic organizer
  • Completion of lab questions
  • Discussion
  • Completion of Learning Guide
  • Table of findings
  • Completion of Crystal Island
  • Class observations & discussion
  • Completion of Learning Guide
  • Completed activities in lab notebooks
  • Chosen health plan with reasoning
  • Completed list of the best prevention methods
  • Student presentation of public service announcement (Must develop a rubric for grading)

  1. Do the criteria for success focus on what students will do during the learning process?
  2. Do the criteria for success provide an understanding of what quality work should look like?
  3. Will the learning targets be met after achieving the criteria for success?
  4. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feed will you provide)?
(NC Professional Teaching Standard IV: Teachers Facilitate Learning for Their Students)
(NC Professional Teaching Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students)

3. The Assessment Question:How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning?

Plan Exemplar “Assessments of Learning”

Strand
Clarifying Objective / Learning Target / Assessment Prototype
8.L.1.1- Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease. / Ai. Recognize the definition of the following: pathogen, vector, antibiotic resistance, antibodies, antigens, and parasite. (A1)
Aii. Recognize various diseases caused by viruses, bacteria, fungi and parasites.(A2)
Bi. Summarize the treatment of illnesses caused by bacteria and viruses and fungi and parasites. (B2)
Bii. Compare basic characteristics of disease-causing agents (emphasis on form and function):
  • Transmission
  • Impact
  • Treatment
  • Prevention (B2)
Biii. Explain why potable water is important to the prevention of disease.
Di. Determine whether the data can be used as evidence to support a claim. / Aligned to CO
8.L.1.1 How are viruses, bacteria and parasites alike?
  1. They are unicellular and can cause disease.
  2. They are multi-cellular and can cause disease.
  3. They are non-living and can cause disease.
  4. They can infect a host and cause disease.
2009 8th Grade Science Curriculum- Assessment Examples, NCDPI