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 Systems
Conceptual Lens: Structure & Function
Curriculum Topic Study Guide: Life Science- NC Ecosystems
http://scnces.ncdpi.wikispaces.net/file/view/CTS%20Guide_NC%20Structures%20and%20Functions%20of%20Living%20Organisms
_Version2.pdf/345111554/CTS%20Guide_NC%20Structures%20and%20Functions%20of%20Living%20Organisms_Version2.pdf
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?
1
5) How do science, engineering, and the technologies that result from them affect the natural world?
2
3
4
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
http://scnces.ncdpi.wikispaces.net/Strand+Maps
Macro-Concepts
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)
5
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 1
Unit Theme
Conceptual Lens
STEP 2
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
Essential Questions
STEP 5
(Generalizations)
(Guiding Questions)
1)
(Identify misconceptions)
6
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)
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
STEP 5
Essential Questions (EQ) (Guiding Questions)
& Enduring Understanding (Generalizations)
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
EQ: How do agents of disease affect living organisms?
it relates to the spread, treatment and prevention of disease.
RBT# B2
7
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
8
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).
9
1. The Learning Question: What is important for students to learn in the limited school and classroom time available?
(Deconstruct the clarifying objective to write instructional targets.)
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
(B) Conceptual 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)
i.
ii.
iii.
(4) Analyze
(5) Evaluate
(6) Create
(C) Procedural Knowledge Targets
(D) Metacognitive Knowledge Targets
Summarize the treatment
of illnesses caused by
bacteria and viruses and
fungi and parasites. (B2)
Compare basic
characteristics of diseasecausing agents (emphasis
on form and function):
 Transmission
 Impact
 Treatment
 Prevention (B2)
Explain why potable water
is important to the
prevention of disease.
(B2)
Intentionally
left blank…
10
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
(A) Factual Knowledge Targets
(B) Conceptual Knowledge Targets
i. Recognize the definition of the
i.
following: epidemic, outbreak,
pandemic, and transmission. (A1)
ii.
iii.
(4) Analyze
(5) Evaluate
(6) Create
(C) Procedural Knowledge Targets
(D) Metacognitive Knowledge Targets
i. Compare the spread of
epidemics and pandemics. (B2)
ii. Summarize the major
historical outbreaks (Smallpox,
Bubonic Plague, Ebola,
Influenza, Yellow Fever,
Cholera, Polio, Botulism,
Whooping Cough and AIDS).
(B2)
iii. Summarize how public
health agencies (CDC, USDA,
FDA & WHO) contribute to
the prevention and treatment of
disease. (B2)
Intentionally
left blank…
11
i. 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
(A) Factual Knowledge Targets
(B) Conceptual Knowledge Targets
i.
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)
i.
ii.
iii.
iv.
v.
vi.
Summarize GMOs
(benefits, risks, and
processes) in agriculture.
(B2)
Explain how
biotechnology can be
used to benefit society.
(B2)
Infer ethical
considerations relating to
biotechnology. (B2)
Exemplify economic
benefits to NC due to the
biotechnology industry.
(B2)
Summarize various
biotechnology careers.
(B2)
Critique written materials
for inconsistencies. (B5)
(4) Analyze
( 5) Evaluate
(6) Create
(C) Procedural Knowledge Targets
(D) Metacognitive Knowledge Targets
i. Implement the process of gel
electrophoresis. (C3)
12
i. Determine whether the data can
be used as evidence to support a
claim. (D5)
Complete this form after STEP 7 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
Collecting Evidence
Criteria for Success
Ai. Recognize the definition I will watch a video and make flash
of the following: epidemic,
cards of the terms that include the
outbreak, pandemic, and
term, the definition, and a pictorial
transmission. (A1)
representation.
Using index cards and coloring
pencils, students will design
flash cards.
Documenting Evidence


Collection of flash
cards
Journal writing
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)

I will construct a graphic
organizer comparing the
characteristics of epidemics
and pandemics.
Student-friendly language
13

Students will view a
video and construct a
graphic organizer of
their choice depicting
similarities and




Graphic organizer
Completion of lab
questions
Discussion
Completion of
Learning Guide
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.
iv.
Bii. Summarize the major
historical outbreaks
(Smallpox, Bubonic Plague,
Ebola, Influenza, Yellow
Fever, Cholera, Polio,
Botulism, Whooping Cough
and AIDS). (B2)

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.
14


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


Table of findings
Completion of
Crystal Island
simulation.
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)


I will research the role of
public health agencies.
I will determine the origin of
a contagious disease.



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.
15
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.



Class observations &
discussion
Completion of
Learning Guide
Completed activities
in lab notebooks
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 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.
16



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.



Chosen health plan
with reasoning
Completed list of the
best prevention
methods
Student presentation
of public service
announcement (Must
develop a rubric for
grading)
Bi. I
1.
2.
3.
4.
Do the criteria for success focus on what students will do during the learning process?
Do the criteria for success provide an understanding of what quality work should look like?
Will the learning targets be met after achieving the criteria for success?
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)
17
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
8.L.1.1- Summarize the
basic characteristics of
viruses, bacteria, fungi
and parasites relating
to the spread, treatment
and prevention of
disease.
Assessment Prototype
Aligned to CO
8.L.1.1 How are viruses, bacteria and parasites alike?
a. They are unicellular and can cause disease.
b. They are multi-cellular and can cause disease.
c. They are non-living and can cause disease.
d. They can infect a host and cause disease.
2009 8th Grade Science Curriculum- Assessment Examples, NCDPI
Ai. Recognize the definition
of the following: pathogen,
vector, antibiotic resistance,
antibodies, antigens, and
parasite. (A1)
Aligned to LT
Ai.
1) A vaccine for the viral disease known as chicken pox would contain
a. a large amount of live virus
b. a dead or weakened form of the pathogen
c. several different antibiotics
d. a small number of white blood cells
NY Regents, Living Environment, January 2014
2) Deer ticks are responsible for spreading Lyme disease. This organism, which
feeds on the blood of warm-blooded organisms, like mice, deer, and humans
is best described as a
a. predator
b. scavenger
c. parasite
18
d. vector
3) The human immune system fights infections by releasing:
a. energy
b. antibiotics
c. antibodies
d. antigens
8th Grade Science EOG Released Form, Revised 7/15/15, NCDPI
Aii. Recognize various
diseases caused by viruses,
bacteria, fungi and parasites.
(A2)
Aii.
1) Malaria is a common disease in many countries. What is the cause of this
disease?
a. a virus
b. a bacterium
c. a fungus
d. a parasite
8th Grade Science EOG Released Form, Revised 7/15/15, NCDPI
Bi. Summarize the treatment
of illnesses caused by bacteria
and viruses and fungi and
parasites. (B2)
Bi.
1) Certain antibacterial soaps kill 99% of the bacteria present on hands.
Constant use of these soaps could be harmful over time because
a. more pathogens may be resistant to the soap
b. microbes prevent viral diseases
c. large populations of pathogens are beneficial to the hands
d. the soap stimulates skin cell division
NY Regents, Living Environment, August 2013
2) Why do doctors suggest that people get a flu vaccine each year?
a. Viruses replicate more rapidly over time.
b. Viruses can mutate from year to year.
c. Vaccines are absorbed by the body after a year.
d. Vaccines get stronger over time.
8th Grade Science EOG Released Form, Revised 7/15/15, NCDPI
19
Use the diagram below to answer Question 3.
The diagram below represents some changes that took place in a bacterial population
recently exposed to an antibiotic.
Antibiotic
treatment
3) Which statement would best explain the presence of bacteria on day 4?
a. A bacterial population cannot survive exposure to antibiotics.
b. This bacterial population cannot survive exposure to this antibiotic.
c. Bacteria can change whenever it is necessary to survive antibiotic
treatment.
d. Some of the bacterial population was resistant to this antibiotic.
NY Regents, Living Environment, August 2012
Base your answers to Questions 4-6 on the information below.
In order to enroll in most schools, students must be vaccinated against certain viral
diseases, such as the mumps. Even with these vaccinations, many students still
suffer from other diseases. Discuss how a vaccination works and why some students
still become infected with other diseases.
4) Identify what is present in a vaccine that stimulates an immune response.
(Possible answers: (1) Dead/weakened virus/germ (2) antigens (3) small pieces
20
of the virus/viral coat) *Do not allow credit for “a little of the disease” or “a small
amount of the virus.
5) Describe how a vaccine protects against disease. (Possible answers: (1) It
causes an immune response, so that your body can respond quicker next time
you are exposed to the same pathogen/organism. (2) It causes the body to
produce antibodies to fight the disease.)
6) State why a student vaccinated against mumps can still be infected by the
pathogens that cause other diseases, such as chicken pox. (Possible answers: (1)
Vaccines protect only against specific diseases. (2) Antibodies are specific.)
NY Regents, Living Environment, June 2012
7) It is recommended that people at risk for serious flu complications be
vaccinated so that their bodies will produce
a. antigens to fight the flu virus
b. antibodies against the flu virus
c. toxins to fight the infection caused by the flu virus
d. antibiotics to reduce symptoms caused by the flu virus
NY Regents, Living Environment, January 2011
Bii. Compare basic
characteristics of diseasecausing agents (emphasis on
form and function):
 Transmission
 Impact
 Treatment
 Prevention (B2)
Bii.
1) Ten people became sick with the flu after attending a school dance. What is the
scenario that could best explain how the people got sick?
a. contact with environmental sources
b. contact with an infected animal
c. contact with a contaminated object
d. contact with an infected person
8th Grade Science EOG Released Form, Revised 7/15/15, NCDPI
2) How can the rate of an infectious disease be drastically reduced?
21
a. by taking medication daily
b. by preventing transmission between people
c. by wearing clean clothing daily
d. by performing dental hygiene three times a day
8th Grade Science EOG Released Form, Revised 7/15/15, NCDPI
3) An individual recovers from the common cold, which is caused by rhinovirus
A. The person then becomes infected with the avian influenza virus, which
causes the bird flu. Which statement best describes what will most likely
happen to this person?
a. He will have the symptoms of the bird flu because he is not immune to
the avian influenza virus.
b. He will have the symptoms of the common cold because he is not immune to
the avian influenza virus.
c. He will not the have the symptoms of the bird flu because he is immune to
rhinovirus A.
d. He will not have the symptoms of the common cold because the avian
influenza virus causes it.
NY Regents, Living Environment, August 2013
4) Vancomycin is an antibiotic used to treat some strains of bacteria. In the past
35 years, the percentage of vancomycin-resistant bacteria has steadily
increased. What might scientists do to successfully combat bacteria resistant
to vancomycin? (Possible answers could include: (1) Find a chemical to
fight the bacteria. (2) Develop a new antibiotic that treats that
particular strain of bacteria. (3) Genetically engineer new antibiotics.
(4) Use a different antibiotic.
NY Regents, Living Environment, June 2013
Biii. Explain why potable
water is important to the
prevention of disease.
Biii.
1) Why do municipalities treat and chlorinate the water supply?
a. to increase the risk of obtaining waterborne illnesses
b. to decrease the risk of obtaining waterborne illnesses
22
c. to increase the presence of microorganisms in the water supply
d. to decrease the amount of available potable water
Di.
Di. Determine whether the
data can be used as evidence to
Base your answer to Question 1 on the data table below.
support a claim.
Vaccines Received by Children
Patient
Measles Vaccine
child A

child B

child C
Polio Vaccine


1) What is the expected result of administering these vaccines?
a. Child A should be immune to both measles and polio.
b. Child B will form antibodies against measles and polio.
c. Child C will not get measles
d. All the children will not get measles or polio.
(Possible answers: (1) Child B should be immune to both measles and polio. (2)
Child B will form antibodies against both diseases. (3) Child B will not get measles
or polio.)
Adapted from the NY Regents, Living Environment, January 2013
8.L.1.2- Explain the
difference between
epidemic and pandemic
Aligned to CO
8.L.1.2
Several people contract the same flu-like symptoms in a particular city. Other cases
23
with the same symptoms show up across the state but the concentration
remains localized in a few original cities. Some cases turn up elsewhere in the
nation but doesn’t catch on everywhere. In the cities where the flu-like
symptoms rate remains more than you would expect to normally see would
be an example of an epidemic. How could this scenario turn into a pandemic?
as it relates to the
spread, treatment and
prevention of disease.
2009 8th Grade Science Curriculum- Assessment Examples, NCDPI
8.L.1.2 Which is a major difference between an epidemic and a pandemic?
a. An epidemic is caused by toxins but a pandemic is caused by viruses.
b. An epidemic results in more deaths than a pandemic.
c. An epidemic affects fewer people than a pandemic.
d. An epidemic spreads father around the world than a pandemic.
2009 8th Grade Science Curriculum- Assessment Examples, NCDPI
Ai. Recognize the definition of
the following: antigenic shift,
epidemic, outbreak, pandemic,
and transmission. (A1)
Aligned to LT
Ai.
1) What is the term used to describe a disease that has a global affect?
a. epidemic
b. pandemic
c. transmission
d. viral
Bi.
Bi. Compare the spread of
epidemics and pandemics. (B2) 1) Which is the best way to prevent the flu from becoming a pandemic?
a. getting a vaccination
b. taking antibiotics
c. eating fruits and vegetables
d. taking daily vitamins
Adapted from 8th Grade Science EOG Released Form, Revised 7/15/15, NCDPI
2) How is an epidemic different from a pandemic?
a. An epidemic is denoted in certain diseases while a pandemic is denoted in any
type of disease.
b. An epidemic is denoted in any type of disease while a pandemic is denoted in
24
certain diseases.
c. An epidemic is widespread worldwide while a pandemic occurs in a small
geographic region.
d. An epidemic occurs in a small geographic region while a pandemic is
widespread worldwide.
Bii. Summarize the major
historical outbreaks
(Smallpox, Bubonic Plague,
Ebola, Influenza, Yellow
Fever, Cholera, Polio,
Botulism, Whooping Cough,
SARS and AIDS). (B2)
Bii.
Biii. Summarize how public
health agencies (CDC, USDA,
FDA & WHO) contribute to
the prevention and treatment
of disease. (B2)
Biii.
1) Of the following, which disease is responsible for more human deaths and
known as the greatest pandemic killer?
a. AIDS
b. Bubonic Plague
c. Influenza
d. Smallpox
1) Which of the following disease would the World Health Organization
(WHO) most likely try to determine its origin?
a.
b.
c.
d.
Di. Critique available health
choices in context of the
individual, the community,
and the population as a whole.
(D5)
Ebola
Hemophilia
Multiple Sclerosis
Sickle Cell Anemia
Di.
1) Project-based learning: Provide students with several different health plans.
Instruct students to review each plan and decide which plan works best for
him/her. Ask students to state 2 reasons why he/she chose the plan and 2
reasons why the other plans are not best for them.
2) Which of the following is the best choice for someone living in the Northern
25
Hemisphere in November? Explain your answer.
a. Buy a winter coat.
b. Get a flu shot.
c. Have a wart removed.
d. Get your teeth cleaned.
3) Which of the following is the best health choice for a school? Justify your
answer.
a. Not accepting children with an out-of-date vaccination record
b. Not putting soap in the bathroom
c. Not having hot water in the restroom
d. Not having trash cans for waste
4) Project-based learning: Write a campaign for inoculation, clean water or any
health problem/issue that your community has encountered. *Check with your
teacher for approval of topic.
8.L.2.1- Summarize
aspects of biotechnology
including:
 Specific genetic
information
available
 Careers
 Economic
benefits to
North Carolina
 Ethical issues
 Implications for Ai. Recognize the definition of
the following terms:
agriculture
biotechnology, Genetically
Modified Organisms (GMOs),
gel electrophoresis, DNA,
Aligned to CO
8.L.2.1
1) Strawberries have been genetically modified to resist frost. How is this a benefit
for growers in North Carolina?
a. a longer growing season
b. a pest resistant berry
c. a larger berry
d. easier harvesting
2009 8th Grade Science Curriculum- Assessment Examples, NCDPI
Aligned to LT
Ai.
1) The method used to alter the male mosquitoes is an example of an application
of
a. a feedback mechanism
b. cloning
26
RNA, gene, plasmid,
recombinant DNA, restriction
enzyme, vector, and cloning
(A1)
c. biotechnology
d. gel electrophoresis
NY Regents, Living Environment, January 2014
Base your answer to Question 2 on the information below.
For many years, scientists hypothesized the existence of a single tomato gene that
increases the sweetness and production of tomatoes. After years of research, a team
of scientists identified the gene and observed greater sweetness and tomato
production in plants that contain this gene.
2) What process could be used to insert this gene into other plant species to
increase tomato production?
a. cloning
b. gel electrophoresis
c. genetic engineering
d. vaccination
3)
a.
b.
c.
d.
What is involved in creating genetically modified bacteria?
allowing them to reproduce freely
changing their food source
using biotechnology techniques
growing them on selected plants
NC Test of Science, Grade 8 Form E, Released Form, Fall 2009
4) A scientist claimed that he had cloned a guinea pig to produce two offspring,
a male and a female. Why is the claim not valid?
a. Guinea pigs can reproduce both sexually and asexually.
b. The two offspring are not identical copies of the original guinea pig.
c. Each of the offspring had half the genetic information of the original
guinea pig.
d. None of the genetic information came from the original guinea pig.
NY Regents, Living Environment, June 2012
27
Bi. Summarize GMOs
(benefits, risks, and processes)
in agriculture. (B2)
Bi.
1) Which of these has been improved by genetic engineering?
a. Visibility of insects to predators
b. Growth of insects in cornfields
c. Reduced number of pollinating insects
d. Resistance of corn plants to insects
Virginia Department of Education, 8th Grade Released Form, Spring 2015
Bii. Explain how biotechnology
Bii.
can be used to benefit society.
1) Which statement would most likely be used to describe the procedure
(B2)
represented in the diagram below?
a. Enzymes are used to assemble an insulin gene, which is then attached to bacterial
DNA.
b. Bacterial DNA is cut from a human DNA strand and inserted into a human cell to
form an insulin gene.
c. The insulin gene is cut out of a human DNA strand using a restriction enzyme
and inserted into bacterial DNA, resulting in a combination of different DNA
segments.
d. A gene is deleted from bacterial DNA to produce an insulin gene, which is then
inserted into human DNA.
28
NY Regents, Living Environment, January 2011
2) Which set of terms correctly identifies the procedure shown in the diagram
below and a substance produced by this production?
a.
b.
c.
d.
selective breeding- growth hormone
cloning- antibiotics
replicating- glucose
genetic engineering- insulin
NY Regents, Living Environment, August 2010
Biii. Infer ethical
considerations relating to
biotechnology. (B2)
Biii.
1) Scientists have successfully cloned animals, including large mammals such
as sheep. Which state provides the most likely reason that a human has not
yet been cloned?
a. Humans have DNA that is structurally very different from other
mammals.
b. Cloning can only be performed on animals that normally reproduce
asexually.
c. Human genes are made of too many different types of simple sugars.
d. Some people consider human genetic experiments unethical.
NY Regents, Living Environment, January 2014
29
Biv. Exemplify economic
benefits to NC due to the
biotechnology industry. (B2)
Biv.
1) Where is the best indication of biotechnology as it benefits the economy of
North Carolina?
a. Winston-Salem
b. The Triad
c. Research Triangle
d. Greensboro
NCDPI, 2004 Curriculum 8th Grade Unit 9
Bv. Summarize various
biotechnology careers. (B2)
Bv.
1) Which project is most likely to interest a scientist working at a biotechnology
company?
a. study and reconstruction of fossilized bones
b. conservation of key species within ecosystems
c. development of genetically modified corn plants
d. prevention of sewage leaking into water supplies
NC Test of Science, Grade 8 Form E, Released Form, Fall 2009
2) Which of these careers would a student studying biotechnology most likely
pursue?
a. electrical engineering
b. astronomy
c. agricultural research
d. geology
Bvi. Critique written materials
for inconsistencies. (B5)
Ci. Implement the process of
gel electrophoresis. (C3)
Bvi.
Project-based learning: Provide multiple opportunities for students to examine
newspaper and magazine articles, campaign materials, and propaganda.
Ci.
1) A scientist wants to insert a gene from one organism into the DNA of
30
another. What type of molecule is used to cut the gene from the DNA of the
organism?
a. gene
b. plasmid
c. restriction enzyme
d. vector
NC Test of Science, Grade 8 Form E, Released Form, Fall 2009
Di.
Di. Determine whether the
data can be used as evidence to Project-based learning: Provide multiple opportunities for students to examine data
in the form of charts, tables, and/or graphs. Instruct students to determine whether
support a claim. (D5)
the presented data supports a particular claim regarding topics such as: the
effectiveness of vaccinations, the use of a particular medicine that helps to prevent
certain diseases, improved sanitation linked to decrease of diseases, etc.
31
2. The Instruction Question:
How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?
(Design Instructional Learning Experiences based on learning targets and target types.)
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.
STEP 7:
(Targets from Step 6)
(1) Remember
TARGET TYPE: A- Factual
Learning Target/
Target Type (A1, B2, etc.)
(2) Understand
(3) Apply
B– Conceptual
C– Procedural
Guiding Questions
(Align to learning target/ target type.)
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.
(B2)
Di. Determine whether the data can be
used as evidence to support a claim. (D5)
32
(4) Analyze
(5) Evaluate
(6) Create
D – Metacognitive
Learning Experiences
(Refer to Critical Content & Develop Success Criteria)
2. The Instruction Question:
How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?
(Design Instructional Learning Experiences based on learning targets and target types.)
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.
STEP 7:
(Targets from Step 6)
(1) Remember
TARGET TYPE: A- Factual
Learning Target/
Target Type (A1, B2, etc.)
Ai. Recognize the definition of
the following: epidemic, outbreak,
pandemic, and transmission. (A1)
v.
vi.
vii.
viii.
Bi. Compare the spread of
epidemics and pandemics. (B2)
(2) Understand
(3) Apply
B– Conceptual
C– Procedural
Guiding Questions
(Align to learning target/ target type.)
Ai. What is the definition of the
following terms: epidemic, outbreak,
pandemic, and transmission?
Bi.
How are epidemics and pandemics
similar? Different?
How can an epidemic turn into a
pandemic?
33
(4) Analyze
(5) Evaluate
(6) Create
D – Metacognitive
Learning Experiences
(Refer to Critical Content & Develop Success Criteria)
Ai.
Activity 1: Formative Assessment
Activity 2: Video- “Epidemics, Outbreaks, and Pandemics”
Activity 4: PowerPoint Learning Guide
Activity 5: Flash Cards
Bi.
Activity 2: Video- “Epidemics, Outbreaks, and Pandemics”
Activity 3: Ted-ED Video, “How Pandemics Spread”
Activity 7: Crystal Island Activity
Activity 8: Middle School Outbreak: Simulated Disease
Transmission
Activity 9: Poison Pump-A Project WET Activity
Bii. Summarize the major
Bii.
historical outbreaks (Smallpox,
How have the major historical outbreaks
Bubonic Plague, Ebola, Influenza, affected the human population?
Yellow Fever, Cholera, Polio,
Botulism, Whooping Cough and
AIDS). (B2)
Bii.
Activity 6: YouTube Video, “ 15 Deadliest Epidemics in
History”
Biii. Summarize how public health
agencies (CDC, USDA, FDA &
WHO) contribute to the prevention
and treatment of disease. (B2)
Biii.
How do public health agencies trace the
origin of a disease?
How do public health policies aid in the
prevention and treatment of disease?
Biii.
Activity 7: Crystal Island Activity
Activity 8: Middle School Outbreak: Simulated Disease
Transmission
Activity 9: Poison Pump-A Project WET Activity
Activity 10: Public Health Agencies- What is their role in
society?
Di. Critique available health
choices in context of the
individual, the community, and the
population as a whole. (D5)
Di.
How do I make wise choices for my
overall health? For the health of my
community?
Di.
Activity 11: Community Health Campaign
34
2. The Instruction Question:
How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?
(Design Instructional Learning Experiences based on learning targets and target types.)
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
STEP 7:
(Targets from Step 6)
(1) Remember
TARGET TYPE: A- Factual
Learning Target/
Target Type (A1, B2, etc.)
(2) Understand
(3) Apply
B– Conceptual
C– Procedural
Guiding Questions
(Align to learning target/ target type.)
Ai. 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)
Bi. Summarize GMOs (benefits, risks,
and processes) in agriculture. (B2)
Bii. Explain how biotechnology can be
used to benefit society. (B2)
Biii. Infer ethical considerations relating
to biotechnology. (B2)
Biv. Exemplify economic benefits to NC
due to the biotechnology industry. (B2)
Bv. Summarize various biotechnology
careers. (B2)
Bvi. Critique written materials for
inconsistencies. (B5)
Ci. Implement the process of gel
electrophoresis. (C3)
Di. Determine whether the data can be
used as evidence to support a claim. (D5)
35
(4) Analyze
(5) Evaluate
(6) Create
D – Metacognitive
Learning Experiences
(Refer to Critical Content & Develop Success Criteria)
Planning Instruction
STEP 7a
Directions: Based on the clarifying objectives for which you wrote the assessment tasks, outline a miniunit for teaching the standards to your students so they will be able to perform well on the assessment
tasks that you designed. The plan should take several days to implement. Write your plan in a procedural
knowledge format. Whenever possible, use the “good things to do” that are appropriate for the standards
you are teaching.
Step
Number
1
~90 min.
Brief Description of Instructional Activities (8.L.1.2)
Activity 1: Formative Assessment: Administer the formative
assessment probe entitled, “Catching A Cold” (Uncovering Student
Ideas in Science, Vol. 4 by Page Keeley & Joyce Tugel. Ensure that
students explain their thinking. Collect responses to determine what
students believe about infectious diseases, particularly colds.
*NOTE: This assessment will be administered again at the end of the
unit.
Activity 2: Opening Motivation: Show the YouTube video clip,
“Epidemics, Outbreaks, and Pandemics
(https://www.youtube.com/watch?v=CUl87kYHT3I).
Ask students to write in their journals about the experiences they
watched. How do you define epidemic, outbreak, and pandemic? From
the video, how are epidemics, pandemics, and outbreaks similar?
Different? Have you ever suffered from an infectious disease? If so,
what were your symptoms? What was your treatment?
Activity 3: Ted-ED Video, “How Pandemics Spread”
a) Show the Ted-Ed Video, “How Pandemics Spread”.
(http://ed.ted.com/lessons/how-pandemics-spread).
b) Instruct students to answer the questions on the website.
c) As a wrap-up, the teacher should review how infectious diseases
spread.
d) Instruct students to construct a graphic organizer comparing
epidemics and pandemics.
e) Review each student’s work, noting any wrong answers or
misconceptions.
Activity 4: PowerPoint Learning Guide: A learning guide for notes is
provided for this unit. Instruct students to complete each section as you
deem necessary. (Some of the sections will already have been complete
with CO 8.L.1.1).
Activity 5: Flash Cards
a) Distribute index cards to each student.
b) Instruct students to fold each card in ½.
36
c) Inform students to make flash cards of the following terms:
epidemic, outbreak, pandemic, and transmission.
d) Instruct students to write the term on one side. Define the term on
the inside and draw a pictorial representation of the term on the
back.
*NOTE: These cards can be used as a study tool and as a way to “quiz”
each other during class.
2
~90 min.
3
~90 min. (as
many class
periods
necessary to
complete the
selected
parts)
Activity 6: YouTube Video, “ 15 Deadliest Epidemics in History”
a) Distribute the learning guide to all students.
b) Ask students to complete the guide while watching the video.
c) After completing the learning guide, facilitate a discussion
regarding the epidemics.
*NOTE: The learning guide will be used as notes for the student.
*NOTE: Preparation Time: Preview video. Construct the learning
guide to include the name of the epidemic, symptoms, treatment, # of
deaths, original location of epidemic, and how the disease is spread.
Activity 7: Crystal Island Activity
In the game, students play the role of a medical field detective investigating
a mysterious infectious disease outbreak affecting a team of scientists on a
remote island.
a) Arrange for computer access for students.
(http://projects.intellimedia.ncsu.edu/crystalisland/about/)
b) Direct students to complete the chosen activities.
*NOTE: Instructions for Classroom Implementation
1. Since most computers in schools require administrator privileges to
install software, pre-install the Unity 3D plugin on student computers
using these instructions. This may require making a request to school IT
staff.
2. Crystal Island stores game save data on servers in the “cloud.” Ensure
that the following links are reachable from student computers. If they are
not, request that the links are “whitelisted” by your school’s IT staff:
A.
http://ci-lostinvestigation.appspot.com/
B.
http://uncharted.csc.ncsu.edu/
3.Use your social network account to sign-in to the teacher portal. Use
the portal to create accounts for students.
4.Use the lesson planning resources as a template for integrating Crystal
37
Island into classroom activities.
*NOTE: More instructions can be found on the home page for Crystal
Island.
http://projects.intellimedia.ncsu.edu/crystalisland/getting-started/
*NOTE: Due to time constraints, you will have to preview all materials
and decide which activities are most important and plan instruction
accordingly.
4
~60 min.
Activity 8: Middle School Outbreak: Simulated Disease Transmission
In this activity, students will act out the spread of an infectious disease
(the Monocucleosis Virus- “Mono”).
a) Provide each student with a 1.5 ml tube with 1 ml of “body
fluid”.
b) Students will “share body fluid” and record the name of the
person.
c) Instruct students to complete the laboratory questions.
*NOTE: Be sure to instruct student to NOT ingest any of the materials
in this activity!
5
~60 min.
Activity 9: Poison Pump-A Project WET Activity
In this activity, students will use investigative methods used by
epidemiologists to trace the source of contagious diseases.
a) Divide students into manageable groups (3-4).
b) Make copies of the student activity sheet, victims cards, and clue
cards.
c) Provide each group with marking pens.
d) Inform students that a killer is loose in London and it is their
responsibility to determine who (or what) is responsible for all the
deaths.
e) Instruct students to complete the lab and record group answers.
*NOTE: Suggestions for extensions to this activity are provided.
As a follow-up to Activities 5 & 6, ask students how the two activities
were related. Ask them if this could possibly happen in their community
or school. If so, ask them to explain.
6
Activity 10: Public Health Agencies- What is their role in society?
a) Provide computer access.
38
~90 min.
7
~270 min. (3
90-min. class
periods)
b) Make copies of the activity sheet.
c) Provide excerpts from What You Need To Know About Infectious
Disease.
d) Instruct students to research the public health agencies (CDC, FDA,
USDA, and WHO) to determine their role in the spread and prevention
of disease.
e) Ask students to complete the activity sheet while conducting research.
*NOTE: What You Need To Know About Infectious Disease is available
from The National Academies as a free PDF online
(http://www.nap.edu/catalog/13006/what-you-need-to-know-aboutinfectious-disease).
The public health agency websites are listed below:
 Center for Disease Control (CDC)- http://www.cdc.gov/
 Food & Drug Administration (FDA)- http://www.fda.gov/
 United States Department of Agriculture (USDA)http://www.usda.gov/wps/portal/usda/usdahome
 World Health Organization (WHO)- http://www.who.int/en/
Activity 11: Community Health Campaign
a) Develop a grading rubric for the project and provide copies to the
students.
b) Arrange for computer access for students.
c) Instruct students that they are going to create a campaign
regarding a public health issue (Flu Vaccine Campaign, Clean
Water Campaign, etc). The campaign can be in various forms of
media (commercial, public service announcement, poster
presentation, etc).
d) Allow students to work in groups of 2-3 or individually.
e) Allow a day for research, a day for completion of project and a
day for presentation. Depending how students progress, you may
need to allow more time.
*NOTE: A rubric must be developed and provided to students before
beginning project.
39
Sequence learning experiences through the 5E Learning Cycle
STEP 7b
Directions: The 5E model sequences learning experiences so that students have the opportunity to
construct their understanding of a concept over time. The model leads students through five phases of
learning that are easily described using words that begin with the letter E: Engage, Explore, Explain,
Elaborate, and Evaluate. Use the following template to illustrate how the five Es are implemented across
the lessons in the unit described in step 7a.
Learning Cycle
Learning Experience Plan
Elicit
(…prior knowledge about the
concepts in the unit)
Engage
(Design or select an engaging
activity to get students hooked.)
Formative
Probes
Explore
Explain
Elaborate
Evaluate
Extend
EC/ELL/RTi
Strategies
Information Technology
Standards
40
Course/Grade Level:_____________________________________________________________
Culminating Activity and Scoring Rubric
STEP 8
[What] Investigate...
[Why] in order to understand that...
[How] Demonstrate understanding by...
41
4. The Alignment Question:
How does one ensure that objectives, instruction, and assessment are consistent with one another?
STEP 9
The Knowledge
Dimension
A.
Factual
Knowledge
B.
Conceptual
Knowledge
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Activity 1, 2, 4 &
5
Ai1
8.L.1.2
Activity 1, 2, 3, 6, 7,
8, 9 & 10
Bi1 & 2
Bii1
Biii1
C.
Procedural
Knowledge
D.
MetaCognitive
Knowledge
Di2 & 3
Activity 11
Di1 & 4
42
Key: Tag Objectives, Instruction and Assessments
Clarifying Objective: 8.L.1.2- Explain the difference
between epidemic and pandemic as it relates to the spread, treatment and
prevention of disease. (B2)
Activity:
Activity 1: Formative Assessment
Activity 2: Video- “Epidemics, Outbreaks, and Pandemics”
Activity 3: Ted-ED Video, “How Pandemics Spread”
Activity 4: PowerPoint Learning Guide
Activity 5: Flash Cards
Activity 6: YouTube Video, “ 15 Deadliest Epidemics in History”
Activity 7: Crystal Island Activity
Activity 8: Middle School Outbreak: Simulated Disease Transmission
Activity 9: Poison Pump-A Project WET Activity
Activity 10: Public Health Agencies- What is their role in society?
Activity 11: Community Health Campaign
Assessment:
Ai1
Bi1 & 2
Bii1
Biii1
Di1, 2, 3, & 4
43
STEP 10
Unit Overview
Unit Overview
44
Refer to CTS Guide
V & VI
NC Professional Teaching Standard III: Teachers Know the Content they Teach
How does this unit relate to the curriculum?
This is a description of how the content that is taught in this unit relates to content taught in previous and future grades as well as the
current grade. It should include the specific concepts that are taught in those grades, and how they relate to the concepts taught in this
unit. Often, this information is provided in the curriculum guide; however, a better description may develop from the collaborative
efforts of grade-level team members sharing their experiences. As a team, answer the following questions to describe only the most
relevant concepts to be included in the unit:
1. What prior knowledge is necessary to learn the content that is the focus of this unit?
2. What new knowledge can be developed from the content that is mastered in this unit?
How does this unit relate to the curriculum?
Prior Learning: Students learn…
EQ: How do the structures of organisms enable life’s functions?
 Skin keeps the body from drying out and protects it from harmful substances and germs. 6C/E3*
EQ: How do organisms grow and develop?
 Reproduction is essential to the continued existence of every kind of organism. (LS1.B: Growth and Development of Organisms,
p.146)
 Microscopes make it possible to see that living things are made mostly of cells. 5C/E2a
 A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things
belong to which group. 5A/E1
 There are millions of different kinds of individual organisms that inhabit the earth at any one time—some very similar to each
other, some very different. 5A/E3** (SFAA)
EQ: How do agents of disease affect living organisms?
 Most microorganisms do not cause disease, and many are beneficial. 5D/E5
45
EQ: How are science, engineering, technology, and society interconnected?
Tools and instruments (e.g., rulers, balances, thermometers, graduated cylinders, telescopes, microscopes) are used in scientific
exploration to gather data and help answer questions about the natural world. Engineering design can develop and improve such
technologies. Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed
through the engineering design process. Knowledge of relevant scientific concepts and research findings is important in engineering.
(ETS2.A, p. 211)
EQ: How do science, engineering, and the technologies that result from them affect the ways in which people live? How do
science, engineering, and the technologies that result from them affect the natural world?
Over time, people’s needs and wants change, as do their demands for new and improved technologies. Engineers improve existing
technologies or develop new ones to increase their benefits (e.g., better artificial limbs), to decrease known risks (e.g., seatbelts in
cars), and to meet societal demand (e.g., cell phones). When new technologies become available, they can bring about changes in the
way people live and interact with one another. (ETS2.B, p. 213)
Current Learning: Students explore…
EQ: How do the structures of organisms enable life’s functions?
 All living things are composed of cells, from just one to many millions, whose details usually are visible only through a
microscope. 5C/M1a
All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one
single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like
multicellular organisms, need food, a way to dispose of waste, and an environment in which they can live. (LS1.A: Structure and
Function, p.144)
There are many types of cells. Organisms may consist of one cell or many different numbers and types of cells. Most cells are
so small that the cells themselves and their details can be seen only with a microscope. The cell is the functional unit of all organisms.
All essential life functions (e.g., energy transfer and transformation, exchange of gas, disposal of waste, growth, reproduction, and
interaction with the environment) take place within a cell or within a system of cells. (LS.2.1- Essential Knowledge 6-8, p.58)
The cell membrane forms the boundary that controls what enters the cell and what leaves the cell. All cells contain genetic
information. Some cells (nucleated or eukaryotic) hold the genetic information in a nucleus. However, some cells (non-nucleated or
prokaryotic) do not have a nucleus in which genetic information is held. Each cell has a specific internal organization of subcellular
components that give a cell its shape and structure. The specialized subcomponents of nucleated cells perform essential functions
46
such as transport of materials (cell membrane), repository of genetic information (nucleus), energy transfer (mitochondria and
chloroplast), protein building (ribosomes), waste disposal (lysosomes), structure and support (cell wall, cytoskeleton), internal
movement within the cell and, at times, external movement (cytoskeleton). Non-nucleated cells perform the same kinds of functions
as nucleated cells, but many of these functions take place within the cytoplasm, no within specialized internal structures. For example,
unlike nucleated cells, the genetic material of non-nucleated cells is located within the cytoplasm, not in a separate nucleus. Some of
the essential functions of non-nucleated cells and these functions’ locations include transport of material (cell membrane), protein
building (ribosomes), and structure and support (cell wall). (LS.2.2- Essential Knowledge 6-8, p.60)
EQ: How do organisms grow and develop?
 One of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals,
which consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannot be neatly classified as either
plants or animals. 5A/M1
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (LS1.B: Growth
and Development of Organisms, p.146)
DNA is the source of genetic information that determines an organism’s traits. DNA molecules are packaged and organized as
chromosomes within cells. There is a single chromosome in some organisms; there is more than one chromosome in other organisms.
Every chromosome has a single molecule of DNA. In some organisms, all of the DNA molecules come from a single parent (asexual
reproduction). These organisms go through a division process (mitosis) that ensures the direct transfer of the genetic information
(DNA) from one generation to another. (LS.5.2- Essential Knowledge 6-8, p.77)
Genetic information is a repository of instructions necessary for the survival, growth and reproduction of an organism. In order
for the information to be useful, it needs to be processed by the cell. Processing includes replication, decoding and transfer of the
information. When genetic information changes (either through natural processes or genetic engineering), the results may be
observable changes in the organism. At the molecular level, these changes may be the result of mutations in the genetic material, the
effects of which may be seen when the information is processed, to yield a polypeptide. The processes of transcription, mRNA
processing and translation may not be perfect, and errors can occur that alter phenotypes. External factors in the environment can
affect the degree or potential for variations that result from information transfer, and biological processes are impacted directly and
indirectly by the environment. These processes can be beneficial under certain circumstances, and although errors are rare, cellular
mechanisms have evolved that correct errors and their effects. Genetic variations at the genome level, when expressed as phenotypes,
are subject to natural selection; this, in turn, leads to evolution. (Enduring Understanding 3C- Transfer of genetic information may
produce variation, p.183).
47
EQ: How do agents of disease affect living organisms?
Not everything that carries genetic information if a cell. A virus, which is not a cell, contains either DNA or RNA as its
genetic information. To reproduce, a virus uses its own DNA or RNA but also uses the cellular machinery of the host cell. Often, the
viral genes are incorporated into the host DNA or RNA, disrupting the DNA sequence within the host cell. (LS.2.2- Essential
Knowledge 9-12, p.81)
Since all organisms, as well as viruses, exist in a dynamic environment, mechanisms that increase genetic variation are vital for
species to survive and evolve. In a meiotic organism, the transfer process whereby each gamete receives a one set of chromosomes
also ensures that this set is unique and different from that of the parent. Random processes such as the transposition of DNA regions
(“jumping genes”) occur in both eukaryotes and bacteria, and contribute to genetic variation. Bacteria divide by binary fission and do
not have the random assortment processes that are available to eukaryotic organisms. Nonetheless, mechanisms have evolved in
bacteria that ensure genetic variation beyond the variation that is introduced through normal DNA metabolism, e.g., replication, repair
and recombination. Bacteria are unique in that bacterial genetic information can be transmitted or exchanged horizontally between
individuals through a variety of processes, including conjugation, transduction and transformation. This type of exchange yields rapid
dissemination of new phenotypes within and between bacterial populations, allowing for rapid evolution. (Enduring Understanding
3C- Transfer of genetic information may produce variation, p.183).
The basic structure of viruses includes a protein capsid that surrounds and protects the genetic information (genome) that can
be either DNA or RNA. Viruses have a unique mechanism of replication that is dependent on the host metabolic machinery to produce
necessary viral components and viral genetic material. Some classes of viruses use RNA without a DNA intermediate; however,
retroviruses, such as HIV, use a DNA intermediate for replication of their genetic material. Some viruses produce variation by
integrating into the host genetic material. In bacteria, this is referred to as lysogenesis, whereas in eukaryotic cells this is referred to as
transformation. Since viruses use the host metabolic pathways, the viruses experience the same potential as the host for genetic
variation that results from DNA metabolism. (Enduring Understanding 3C- Transfer of genetic information may produce variation,
p.183).
The virus is either the simplest living system or the most complex nonliving one, depending on your definition. Unlike a cell,
which is highly structured, the virus simply consists of a core of nucleic acid wrapped in a protein coating. A virus may have only a
few genes coded in its nucleic acid and only a few different proteins in its coat. But if a receptor in a cell’s outer membrane
recognizes one of those outer proteins, the virus can fool the cell into opening the door. Once inside, the virus appropriates the cell’s
machinery to produce more viruses. The DNA or RNA nucleic acid in viruses is coded to produce itself and its proteins. Once
released inside the cell, this RNA pushes the cell’s own mRNA aside and starts to direct the synthesis machinery. When the resources
of the cell have been plundered to produce many new viruses, the cell dies and the viruses are released to repeat the cycle. Some
viruses contain strands of RNS and enzymes that allow those strands to be converted into DNA and inserted into the cell’s own
genetic code. This action can disrupt the smooth workings of a cell, and thus threaten the entire organism. One of these so-called
retroviruses is responsible for AIDS. Unlike the DNA in your cells, which is constantly being checked and repaired for any unwanted
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changes, viral DNA and RNA have the unfortunate ability to mutate rapidly. Consequently, viral diseases constantly evolve. That’s
why new viral diseases seem to pop up every few years, and the flu vaccine you took this year may have little effect on next year’s
strain. (Science Matters- Flu Bugs and Other Viruses, pp. 284-85).
EQ: How are science, engineering, technology, and society interconnected?
Together, advances in science, engineering, and technology can have- and indeed have had- profound effects on human society.
Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the
development of entire industries and engineered systems. In order to design better technologies, new science may need to be explored
(e.g., materials research prompted by desire for better batteries or solar cells, biological questions raised by medical problems).
Technologies in turn extend the measurement, exploration, modeling, and computational capacity of scientific investigations.
(ETS2.A, p. 211)
EQ: How do science, engineering, and the technologies that result from them affect the ways in which people live? How do
science, engineering, and the technologies that result from them affect the natural world?
Human populations and longevity have increased, as advances in science and engineering have influenced the ways in which people
interact with one another and with their surrounding natural environment. All human activity draws on natural resources and has both
short- and long-term consequences, positive as well as negative, for the health of both people and the natural environment. The uses
of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the finding of
scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use
varies from region to region and over time. Technologies that are beneficial for a certain purpose my later be seen to have impacts
(e.g., health-related, environmental) that were not foreseen. In such cases, new regulations on use or new technologies (to mitigate the
impacts or eliminate them) may be required. (ETS2.B, pp. 212-13)
Future Learning: In high school, students will explore…
EQ: How do the structures of organisms enable life’s functions?
In multicellular organisms, groups of one or more kinds of cells make up different systems of cells (i.e., tissues and organs)
that are connected and that cooperate with each other in order to perform the essential functions of life within an organism. Different
multicellular organisms use different systems of specialized cells to carry out the same basic life functions. The human body is made
49
up of cells that are organized into tissues and organs. These tissues and organs make up complex systems that have specialized
functions (e.g., circulatory, endocrine, etc.) that support essential life functions of the organism. (LS.2.1- Essential Knowledge 9-12,
p.59)
 The immune system functions to protect against microscopic organisms and foreign substances that enter from outside the body
and against some cancer cells that arise within. 6C/H1*
 Communication between cells is required to coordinate their diverse activities. Cells may secrete molecules that spread locally to
nearby cells or that are carried in the bloodstream to cells throughout the body. Nerve cells transmit electrochemical signals that
carry information much more rapidly than is possible by diffusion or blood flow. 6C/H3*
 Some drugs mimic or block the molecules involved in communication between cells and therefore affect operations of the brain
and body. 6C/H5** (BSL)
 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. 6E/H1
EQ: How do organisms grow and develop?
 The variation of organisms within a species increases the likelihood that at least some members of the species will survive under
changed environmental conditions. 5A/H1a
EQ: How do agents of disease affect living organisms?
 Natural selection leads to organisms that are well-suited for survival in particular environments. 5F/H6a
EQ: How are science, engineering, technology, and society interconnected?
Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may
involve scientists, engineers, and others with wide ranges of expertise. (ETS2.A, pp. 211-12)
EQ: How do science, engineering, and the technologies that result from them affect the ways in which people live? How do
science, engineering, and the technologies that result from them affect the natural world?
Modern civilization depends on major technological systems, including those related to agriculture, health, water, energy,
transportation, manufacturing, construction, and communications. New technologies can have deep impacts on society and the
environment, including some that were not anticipated or that may build up over time to a level that requires attention or mitigation.
Analysis of cots, environmental impacts, and risks, as well as of expected benefits, is a critical aspect of decisions about technology
use. (ETS2.B, p. 214)
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Resources:
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
http://www.nap.edu/catalog.php?record_id=13165
Benchmarks for Science Literacy, AAAS- Project 2061
http://www.project2061.org/publications/bsl/
Science College Board Standards for College Success TM
http://professionals.collegeboard.com/k-12/standards
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UNPACKING & EXCERPTS from Benchmarks for Science Literacy
UNPACKING & EXCERPTS from Benchmarks for Science Literacy
8.L.1- Understand the structure and hazards caused by agents of disease that effect living organisms.
8.L.1.1- Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and
prevention of disease.
Students know that:
 microbiology as a basic science explores microscopic organisms including viruses, bacteria, protozoa, parasites, and some
fungi and algae. These organisms lack tissue differentiation, are unicellular, and exhibit diversity of form and size.
 viruses, bacteria, fungi and parasites may infect the human body and interfere with normal body functions. Some kinds
of bacteria or fungi may infect the body to form colonies in preferred organs or tissues.
o Viruses
 Viruses are non-living particles composed of a nucleic acid (DNA or RNA) and a protein coat.
 Viruses need a host cell to reproduce.
 Viruses invade healthy cells and use the enzymes and organelles of the host cell to make more viruses, usually
killing those cells in the process.
 Viral diseases are among the most widespread illnesses in humans. These illnesses range from mild fevers to
some forms of cancer and include several other severe and fatal diseases. Transmission of these illnesses
varies; some are transmitted by human contact, while others are transmitted through water or an insect bite.
 Vaccines and some anti-viral drugs are used to control and prevent the spread of viral diseases.
o Bacteria
 Bacteria are prokaryotic single-celled organisms.
 Bacteria can live in a variety of places (with oxygen, without oxygen, extreme hot, extreme cold).
 Bacteria reproduce through binary fission, a form of asexual reproduction. Under optimal conditions, bacteria can
grow and divide extremely rapidly, and bacterial populations can double very quickly.
 Antibiotics are used to inhibit the growth of bacteria. Because antibiotics have been overused, many diseases that
were once easy to treat are becoming more difficult to treat. Antibiotic resistance in bacteria occurs when
mutant bacteria survive an antibiotic treatment and give rise to a resistant population.
52
o
Fungi
 Fungi are eukaryotic, nonphotosynthetic organisms, and most are multicellular heterotrophs.
 Most fungi reproduce both sexually and asexually (producing spores). This provides an adaptive advantage. When the
environment is favorable, rapid asexual reproduction ensures an increased spread of the species. During environmental
stress, sexual reproduction ensures genetic recombination, increasing the likelihood that offspring will be better adapted
to the new environmental conditions.
 Fungi can sometimes attack the tissues of living plants and animals and cause disease. Fungal disease is a major concern
for humans because fungi attack not only us but also our food sources, making fungi competitors with humans for
nutrients.
 Mold spores can cause mild to serious allergies in some people. Billions of mold spores can become airborne and may
then be inhaled, triggering an allergic reaction.
o Parasites
 A parasite is an organism that feed on another individual, known as the host. They either live on or in their host’s body.
 Natural selection favors adaptations that allow a parasite to efficiently exploit its host. Parasites are usually
specialized anatomically and physiologically. Tapeworms are so specialized for a parasitic lifestyle that they do not
even have a digestive system. They live in the small intestine of their host and absorb nutrients directly through
their skin.
 Infectious disease may also be caused by animal parasites, which may take up residence in the intestines, bloodstream,
or tissues.
Teacher Note: It is not necessary for students to know specific diseases or disorders caused by microorganisms.
Excerpts from Benchmarks for Science Literacy
 All living things are composed of cells, from just one to many millions, whose details usually are visible only through a
microscope. 5C/M1a
 Organs and organ systems are composed of cells and help to provide all cells with basic needs. 6C/M1
 Viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions. A person can catch
a cold many times because there are many varieties of cold viruses that cause similar symptoms. 6E/M3
 White blood cells engulf invaders or produce antibodies that attack them or mark them for killing by other white cells. The
antibodies produced will remain and can fight off subsequent invaders of the same kind. 6E/M4
 Specific kinds of germs cause specific diseases. 6E/M6** (BSL)
 Vaccines induce the body to build immunity to a disease without actually causing the disease itself. 6E/M7** (BSL)
 Some viral diseases, such as AIDS, destroy critical cells of the immune system, leaving the body unable to deal with multiple
infection agents and cancerous cells. 6E/H4
53

Specialized cells and the molecules they produce identify and destroy microbes that get inside the body. 6C/M4
8.L.1.2- Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of
disease.
Students know that:
 a disease outbreak happens when a disease occurs in greater numbers than expected in a community or region, or
during a season. An outbreak may occur in one community or even extend to several countries. It can last from days to
years. Sometimes a single case of a contagious disease is considered an outbreak. This may be true if it is an unknown
disease, is new to a community, or has been absent from a population for a long time. An outbreak can be considered as an
epidemic or pandemic.

epidemic and pandemic are similar terms that refer to the spread of infectious diseases among a population. There
are two main differences between epidemic and pandemic. The term pandemic normally is used to indicate a far higher
number of people affected than an epidemic. Pandemic also refers to a much larger region being affected. In the most
extreme case, the entire global population would be affected by a pandemic.
 the terms epidemic and pandemic usually refer to the rate of infection, the area that is affected or both. An epidemic is
defined as an illness or health-related issue that is showing up in more cases than would normally be expected. It occurs
when an infectious disease spreads rapidly to many people. In 2003, the severe acute respiratory syndrome (SARS)
epidemic took the lives of nearly 800 people worldwide.
 in the case of a pandemic, even more of the population is affected than in an epidemic. A pandemic typically is in a
widespread area (usually worldwide) rather than being confined to a particular location or region and affect global populations.
An epidemic is not worldwide. For example, malaria can reach epidemic levels in regions of Africa but is not a threat
globally. Whereas a flu strain can begin locally (epidemic) but eventually spread globally (pandemic). This is not unusual for
a new virus, because if people have not been exposed to the virus before, their immune systems are not ready to fight it off,
and more people become ill. Swine flu started in Mexico city where it was feared to lead to epidemic proportions in North
America, now that the flu has been found in New Zealand, Israel, Scotland and many other countries, it has become
pandemic. The 1918 Spanish flu and the Black Plague are extreme examples of pandemics. Keep in mind, though, that a
pandemic doesn't necessarily mean millions of deaths-it means a geographically widespread epidemic.
54
 influenza pandemics have occurred more than once. Spanish influenza killed 40-50 million people in 1918. The Asian
influenza killed 2 million people in 1957. The Hong Kong influenza killed 1 million people in 1968. An influenza pandemic
occurs when: A new subtype of virus arises. This means humans have little or no immunity to it; therefore, everyone is at risk.
The virus spreads easily from person to person, such as through sneezing or coughing. The virus begins to cause serious
illness worldwide. With past flu pandemics, the virus reached all parts of the globe within six to nine months. With the speed
of air travel today, public health experts believe an influenza pandemic could spread much more quickly. A pandemic can
occur in waves. And all parts of the world may not be affected at the same time.

Teacher Note: It is not necessary for students to know specific examples of epidemics and pandemics. Examples provided are
for teaching purposes only.
Excerpts from Benchmarks for Science Literacy
 The environment may contain dangerous levels of substances that are harmful to human beings. Therefore, the good health of
individuals requires monitoring the soil, air, and water and taking steps to make them safe. 6E/M5
 Toxic substances, some dietary habits, and some personal behavior may be bad for one's health. Some effects show up right
away, others years later. Avoiding toxic substances, such as tobacco, and changing dietary habits increase the chance of living
longer. 6E/M2
8.L.2- Understand how biotechnology is used to affect living organisms.
8.L.2.1- Summarize aspects of biotechnology including:
 Specific genetic information available
 Careers
 Economic benefits to North Carolina
 Ethical issues
 Implications for agriculture
Students know that:
 technology is essential to science for such purposes as sample collection and treatment, measurement, data collection and
storage, computation, and communication of information.
 traditional biotechnology was (and still is) the use of living organisms to solve problems and make useful products.
Domesticating crop plants and farm animals through selective breeding, and using yeast to make bread rise and produce
wine are examples of traditional biotechnology. New biotechnology involves the use of living cells and their molecules to
55
solve problems and make useful products.
 biotechnology is not just one technology, but many. Biotechnology is a toolbox filled with many different kinds of living cells
and their component molecules, and different ways to use them. Because there are millions of different species of plants,
animals, and microorganisms in the world, each having cells and molecules with unique characteristics, there are a lot of
potential tools in this toolbox. This is why biotechnology is so powerful and can be applied in so many different ways. There
are three basic kinds of biotechnology tools: working with cells, working with proteins, and working with genes.
 many industries are finding uses for the new tools provided by biotechnology. The health care industry is developing better
ways to diagnose, treat, and prevent disease. The food and agriculture industries are rapidly adopting the tools of
biotechnology. The “third wave” of biotechnology applications is just beginning to emerge in energy and the environment,
where living cells and their molecules can help us develop new methods to clean up our environment, detect environmental
contamination, and reduce our dependence on petroleum.
 the microbial world has led to the emerging field of biotechnology which has given us many advances and new careers in
medicine, agriculture, genetics, and food science. Biotechnology, while it has benefited North Carolina in many ways, has
also raised many ethical issues for an informed community to consider. As we increase our knowledge and make advances in
technology we are able to reduce the threat of microbial hazards.
 biotechnology affects us in every area of our lives: our food, water, medicine and shelter. Uses of modern biotechnology
include: making medicine in large quantities (e.g. penicillin) and human insulin for the treatment of diabetes, combating crime
through DNA testing and forensic testing, removing pollution from soil and water (bioremediation), and improving the
quality of agricultural crops and livestock products. Some new areas such as Genetic Modification (GM) and cloning are
controversial.
Excerpts from Benchmarks for Science Literacy



New medical techniques, efficient health care delivery systems, improved diet and sanitation, and a fuller understanding of the
nature of health and disease give today's human beings a better chance of staying healthy than their ancestors had. 6E/H3a*
Human beings use technology to match or exceed many of the abilities of other species. 6A/M5*
Technologies having to do with food production, sanitation, and health care have dramatically changed how people live and work
and have resulted in rapid increases in the human population. 6A/M6*
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Grade/Subject: 8th Grade Science
Today’s Date: November 12, 2015
NC 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.
Guiding Questions:
1) What is the definition of the following terms: epidemic,
outbreak, pandemic, and transmission?
2a) How are epidemics and pandemics similar? Different?
2b) How can an epidemic turn into a pandemic?
Instructional Learning Targets:
Ai. Recognize the definition of the following: epidemic,
outbreak, pandemic, and transmission. (A1)
Bi. Compare the spread of epidemics and pandemics. (B2)
Today’s Objectives: (Student-Friendly Language)
1) Student-friendly language Learning Target:
I can draw a representation of the following terms: epidemic,
outbreak, pandemic, and transmission.
2) 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.
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Bell Ringer:
Students will work individually to complete the formative
assessment probe, “Catching A Cold” (Uncovering Student
Ideas in Science, Vol. 4 by Page Keeley & Joyce Tugel. Ensure
that students explain their thinking. Collect responses to
determine what students believe about infectious diseases,
particularly colds.
Opening/Motivate:
 Ask students to respond to the following questions in their
journal:
1) Have you ever suffered from an infectious disease?
2) If so, what were your symptoms?
3) What was your treatment?
 Show the YouTube video clip, “Epidemics, Outbreaks,
and Pandemics
(https://www.youtube.com/watch?v=CUl87kYHT3I).Pro
vide discussion regarding the bell ringer activity. Share
some of your personal experiences with infectious
disease. (Please note that some students may be
reluctant to share their experiences.)
Guided Activity:
1) In groups of 2-3, instruct students to define
epidemic, outbreak, and pandemic, based on the
video they just previewed.
2) Show the Ted-Ed Video, “How Pandemics Spread”.
(http://ed.ted.com/lessons/how-pandemics-spread).
Students will answer the questions on the website.
3) Review the section of the PowerPoint regarding the
transmission of diseases.
Closing Activity:
Ask students to complete the Flash Cards activity.
Independent Practice
(Differentiation Plan)
1) Students will construct a graphic organizer regarding
epidemics and pandemics. (From the videos, how are
epidemics and pandemics similar? Different?)
2) Students will complete the section of their learning
guide for the PowerPoint regarding the transmission of
diseases.
Homework Assignment:
At home, record the following in your journal:
Has anyone in your family has had an infectious disease.
If so, which one(s)? At what age did the disease occur?
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What were the symptoms? What was the treatment?
Resources for today:
1) Copies of the formative assessment probe entitled, “Catching A Cold” (Uncovering Student Ideas in Science, Vol. 4 by
Page Keeley & Joyce Tugel
2) YouTube video clip, “Epidemics, Outbreaks, and Pandemics (https://www.youtube.com/watch?v=CUl87kYHT3I).
3) Ted-Ed Video, “How Pandemics Spread”. (http://ed.ted.com/lessons/how-pandemics-spread)
4) Internet access
5) Projection access for video clips and PowerPoint presentation
6) Learning guides for the PowerPoint
7) Index cards
8) Markers, coloring pencils, crayons
Formative Assessment Plan: Administer the formative assessment probe entitled, “Catching A Cold” (Uncovering Student Ideas
in Science, Vol. 4 by Page Keeley & Joyce Tugel. Ensure that students explain their thinking. Collect responses to determine
what students believe about infectious diseases, particularly colds.
*NOTE: This assessment will be administered again at the end of the unit.
Summative Assessment Plan: Unit test
Announcements:
Attendance: Everyone is here and accounted for! 
Intentionally left blank
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