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					                       UNDERSTANDING BY DESIGN TEMPLATE

                                    Unit Cover Page
Unit Title: The Respiratory System            Grade Levels: 6 A
Subject/Topic Area: Gas Exchange and Dangers of Smoking
Key Words: Lungs, Bronchi, Trachea, Larynx, Mouth, Nose, Oxygen, Carbon Dioxide
Designed by: Tracy Waters                     Time Frame: Two Weeks
School District: San Jose'                    School: Blue Valley School

  Brief Summary Of Unit (including curricular contest and unit goals):
In this unit, students will learn about the functions of the respiratory system. We will link this
back to the circulatory system as we talk about the gas exhange of oxygen into the blood and
carbon dioxide from the blood. The students will design a mock lungs/diaphragm model to show
how these organs work together. They will view a real healthy and unhealthy lung from the
medical school cadavers.
                  In the final task, students will make an iMovie demonstrating to young children
the dangers of smoking, to teens how to avoid peer pressure and to adults on reasons to stop
smoking. Some of the iMovies will be shown during the middle and high school assemblies to
impact their peers on what they have learned.




                                    Unit Design Status
Completed blueprint for each
performance task                              Completed Rubrics
Directions to students and
teachers                                      Materials and resources listed

Suggested accomodations                       Suggested extensions
Status: Initial draft date:                   Revised draft date:
January 2, 2012                               January 8, 2012
Completed Template pages:                     Peer reviewed:
Stages 1, 2, 3                                   by Andrew Koene

Content reviewed                              Field Tested

Validated                                     Anchored
               Stage 1 - Identify Desired Results

Established Goals
Standard 5.2- Plants and animals have structures for respiration, digestion,
waste disposal, and transport of materials.
            5.2a- Students know many multicellular organisms have
specialized structures to support the transport of materials.
                                5.2b Students know how blood circulates
through the heart chambers, lungs, and body and how carbon dioxide (CO2)
and oxygen (O2) are exchanged in the lungs and tissues


                                     What understandings are desired?
What essential questions will be considered?
*How is the circulatory system       *The oxygen in the red blood cells
related to the respiratory system?   comes from the air we breathe.
                            *What
affect has smoking had on our        *The gases are exchanged through the
society?                             alveoli across capillaries into the red
                                     blood cells.
                                         *There are many harmful chemicals
                                     found in tobacco smoke, many of which
                                     are carcinogens.
                                     *Smoking affects more than just the
                                     smoker (ie. 2nd hand smoke, family or
                                     friend's emphysema orlung cancer).

                                        *Healthy choices, like choosing not
                                     to smoke, eating a result exercising
What key knowledge and skills will students acquire asright and of this unit?
Students will know …                    Students will be able to …
                   *Key Terms: cilia,                  *Trace the path of air
pharynx, trachea, bronchi, lung,        through the respiratory system
alveoli, diaphragm, larynx, vocal                *Explain how gases (O2 and
cord, tar, carbon monoxide, nicotine,   CO2) are exchanged
addiction, bronchitis, emphysema,           *Describe the health risks
passive smoking                         associated with smoking
                                                *Demonstrate ways to react to
                      *Process of       peer pressure associated with smoking
gas exchange (respiratory system to
circulatory system and back)
                   *Respiratory
problems caused from smoking
(emphysema, asthma, bronchitis,
lung cancer)
                        Stage 2 - Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks:
       * Students will construct a working model of the human lung/diaphragm
                           *Students will complete a lab report analyzing and concluding from
their model experiment
   *Students will complete class notes diagramming the path of air through the body

                                          *Students will make an iMovie on dangers of smoking




What other evidence needs to be collected in light of State 1 Desired Results?
 Other evidence:
   *Test over the respiratory system
                                       *Quiz over the gas exchange of the
respiratory system and cardiovascular system
                                              *iMovie on smoking
                                                                 *Lab Report on
the lung/diaphragm model

*Reflection on the impact of smoking




Student Self-Assessment and Reflection
1. As a self-assessment, students will write a reflection about what they have learned from their research
for their iMovie about the dangers of smoking. They will include what impact, if any, their movie had on
their family members or friends.
d Results?
               Stage 2 - Determine Acceptable Evidence (continued)

What understanding or goals will be assessed through this task?




What criteria are implied in the standards and understandings regardless of the task
specified? What qualities must student work demostrate to signify that standards were
met?




Throught what authentic performance task will students demonstrante
understanding?
Task Overview:




What student products and performances will provide evidence of desired
understandings?




By what criteria will student products and performances be evaluated?
                             Stage 3 - Plan Learning Exeriences

                                                WHERETO
List the key teaching and learning activities in sequence; code each entry with the appropriate initials
of the WHERETO elements
1. Begin with an entry question (What are some of the damages caused by smoking?) to hook
the students into considering the effects of smoking on their bodies and society. H
                                          2. Introduce the essential questions and discuss the
culminating unit performance tasks (iMovie on Smoking). W
                                                                    3.Introduce key vocabulary
terms as needed with various activities and performance tasks. E                                 4.
Introduce the respiratory system with a photo of the human body. Identify the organs of the
respiratory system. E
                         5. Put up a picture of the respiratory system on the overhead video
beam and have the students trace the path of the flow of air with the mimio markers. E
                                                                             6. Students will make
a model of the lung and diaphragm and sees the movement of each with air flow.           E

      7. Students will research advertising techniques associated with smoking and determine
sources of bias.        E, R
                                         8. Students will watch videos on the effects of smoking.
  E, T                                                  9. Students will make an iMovie about the
dangers of smoking. It will include why children shouldn't start smoking, why teens should avoid
peer pressure, and why adults should stop smoking.            E, R, E2, T
                                                                        10. Students will view a
healthy and unhealthy lung from the local medical school cadavers.             E, T
11. Students will write a lab report showing what they have learned through the lung/diaphragm
model.         R
                             12. Students will take a quiz on the flow of air through the respiratory
system.        E2                                        13. Students will write a reflection on what
they learned about the dangers of smoking.             R, E2                            14. Students
will take a test on the respiratory system.       E2
                     Stage 3 - Plan Learning Experiences (continued)

 Consider the WHERETO elements
 Friday
Wednesday Thursday
 Tuesday
 Monday

				
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