Unit Plan Overview

Unit: Bacteria and Viruses Stage 1- Desired Results Connections to Context: Experience: all students have cleaned things. School goals: college-prep (meets standards), and our world belongs to God (GRCHS beliefs) Societal issues: drug-resistant bacteria and viruses, increasing allergies Established Goals Standards (GLCES): B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. B2.4h Describe the structures of viruses and bacteria. B2.4i Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells. CCSS.ELA-LITERACY.WHST.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Transfer Students will be able to independently use their learning to Set up a scientific experiment with a control. Make informed decisions about when to and when to not kill bacteria. Understand the role of bacteria and viruses in their lives. UNDERSTANDINGS Students will understand that Bacteria can be bad and cause disease, but most of them are not. There are differences between bacteria and viruses.

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Meaning ESSENTIAL QUESTIONS Students will keep considering Are we too clean? How can my knowledge of bacteria and viruses be used to benefit others and myself?

Evaluative Criteria

(What criteria will be used in each assessment to evaluate attainment of the desired results?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Students will be skilled at Students will exhibit. Where bacteria and viruses are Developing and carrying out a A critical understanding of the found. scientific experiment with a way we treat the concept of control. bacteria. The mechanisms by which bacteria and viruses reproduce. Predicting where bacteria will Awe at the Gods creation of tiny grow. organisms. Structures of bacteria and viruses. Following the life cycle of The conditions in which bacteria viruses. can survive. Using data to make and How to protect against harmful support conclusions. bacteria and viruses. Evaluating the validity of Beneficial uses of bacteria and experimental results. viruses. Properly support a claim, How the human immune system according to the guidelines of fights viruses. scientific argumentation. A rudimentary practice of epidemiology. Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Pre-assessment Research project on bacterial and viral diseases. Formal post-assessment (quiz on bacteria and viruses).
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

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(Regardless of the format of the assessment, what qualities are most important?)

OTHER EVIDENCE: Quality of input to class discussion Ability to work through experiments with limited support.

Stage 3- Learning Plan Pre-assessment-due April 22 True/False relating to negatives and positives of bacteria. Diagramsee if students can label structures of bacteria/viruses. Learning Events -Pre-assessment - Bacteria lab: to understand the construction of an experiment with a control, and to get a meaningful experience showing the prevalence of bacteria all around us. The sheer amount of bacteria will also hopefully get the students thinking about whether or not bacteria are all bad. - Group discussion/Concept development: discuss the lab, and bacteria, introducing concepts of good bacteria/bad bacteria (use reading excerpt from Good Germs, Bad Germs), where bacteria is found, what bacteria does, structures in bacteria, and reproduction of bacteria. - Textbook reading activity: reinforces ideas constructed in concept development. - Notes on concepts related to viruses: where they are found, structures of viruses, life cycle/how they reproduce, and how they cause disease and examples of diseases. - Transition from talking about transmission to the virus lab (connect the two). - Virus lab: explore transmission, virulence, and epidemiology. - Textbook reading activity: reinforces ideas constructed in concept development. - Venn Diagram: compare/contrast bacteria and viruses. - Application: Research project to answer the questionAre we too clean? Citing examples of good bacteria, bad bacteria, and viruses. - Review of ideas: Virus and Bacteria Bingo. Progress Monitoring - Moniter where the students are starting from - Question: Why is there a control? self and teacher evaluation - Question: Keeping your results in mind, do you think that all bacteria are bad? - Going further question (transfer): Ask how to design another experiment, see if the student uses a control. - Feedback: In discussion, as well as grading the lab activity

- Rough spot: transferring idea from mixing water to spreading viruses - Feedback: Diagram will be gone over in class - Self-monitoring: checklist of necessary components for the project - Feedback: students will be able to see what they are strong in and what they need to work on before the assessment. - Monitors understanding of concept.

- Post-assessment: quiz on unit.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

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Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum