Instructional Unit Outline KS 7th WY
Conceptual Lens/Big Idea
Biodiversity/Human Health




The term biodiversity includes variation at the cellular level within species, the variety of species in an
area, and the variety of habitat types.
The greater the variation the greater the likelihood some organisms will be able to adapt to different
conditions and/or survive changes in their environment.
Environments are constantly changing.
Diversity is found in similarities and differences. I am confused about "diversity in similarities"
Health is affected by organism’s interactions with each other and the environment.




How are living things affected by the environment?
In what ways are living things different?
These two could be combined into one: Are living things more
In what ways are living things the same?
alike or different?
How does biodiversity affect living things, including human health?
Essential Understandings

Focus Questions – directly related
to Conceptual Lens/Big Idea
Driving Question – open ended; kid
friendly, of interest to students'
lives, school, community, etc.
How do living things survive and thrive in changing environments?
Supporting Question 1
Learning Set 1: Are cells alive? (L.OL.M.2, L.OL.M.3) What does it mean to be alive? [students have
misconceptions about what is and isn't alive]
Lesson 1: What are cells? (L.OL.07.21) Are Cells alive?
Lesson 2: What is the purpose of cells? (L.OL.M.2, L.OL.M.3)
Lesson 3: What do cells do? (L.OL.07.22, L.OL.07.23, L.OL.07.24)
Lesson 4: How do cells grow/multiply? (L.OL.07.24, L.OL.07.31, L.OL.07.32)
Learning Set 2: How do cells survive and thrive (?)?
Lesson 1: What are cells made of? (L.OL.07.23)
Lesson 2: How are cells affected by the environment?
Lesson 3: Can cells die?
Supporting Question 3
Learning Set 3: How do variations in cells enable organisms to survive and thrive in various environments?
I would incorporate this in to
learning set 2 and then make
Learning Set 3 be the biodiversity
/disease piece
Lesson 1: What types of cells are common in all living things? (L.OL.07.24)
Lesson 2: How are cells specialized? (L.OL.07.22, L.OL.07.23, L.OL.07.24)
Lesson 3: How do humans maintain healthy cells? It's not about maintaining. It's really about variation
occurring at the genetic level.

Possible Student Misconceptions



Students might think that cells are within the organism but not understand that cells make up the
organism.
Students might feel that biodiversity of other species is not relevant to humans.
Students might not see the connections between the environment and an organism’s (cells?) health.
Students might not recognize the effect that organisms have on other--seemingly unrelated--organisms
as a result of the interactions of living things.
Standards and Benchmarks
L.OL.M.2 Cell Functions- All organisms are composed of cells, from one cell to many cells. In
multicellular organisms, specialized cells perform specialized functions. Organs and organ systems are
composed of cells, and function to serve the needs of cells for food, air, and waste removal. The way in
which cells function is similar in all living organisms.
L.OL.07.21 Recognize that all organisms are composed of cells (single cell organisms, multicellular organisms).
L.OL.07.22 Explain how cells make up different body tissues, organs, and organ systems.
L.OL.07.23 Describe how cells in all multicellular organisms are specialized to take in nutrients, which they use
to provide energy for the work that cells do and to make the materials that a cell or organism needs.
L.OL.07.24 Recognize that cells function in a similar way in all organisms.
L.OL.M.3- Growth and Development- Following fertilization, cell division produces a small cluster of
cells that then differentiate by appearance and function to form the basic tissue of multicellular
organisms.
L.OL.07.31 Describe growth and development in terms of increase of cell number and/or cell size.
L.OL.07.32 Examine how through cell division, cells can become specialized for specific functions.
Formative Assessments
Summative Assessment
 The term biodiversity includes
variation at the cellular level
within species, the variety of
species in an area, and the
variety of habitat types.
 The greater the variation the
greater the likelihood some
organisms will be able to adapt
to different conditions and/or
survive changes in their
environment.
 Environments are constantly
changing.
 Diversity is found in similarities
and differences.
 Health is affected by
organism’s interactions with
each other and the
environment.
 How are living things affected
by the environment?
 In what ways are living things
different?
 In what ways are living things
the same?
 How does biodiversity affect
living things, including human
health?
Materials
How do living things survive and thrive in changing environments?
Project: “How does biodiversity affect human health and why should biodiversity be preserved?”
Overview: People take different measures when making the case for preserving biodiversity. For example,
biodiversity is important to ensure access to new medications or maintain healthy ecosystems.
Students will create a project (a video, display, report, etc.) to portray their understanding of the effects of
biodiversity on human health and to explain why it is important to preserve biodiversity.
Resources
Timeline