Mr.

Puraci’s Mini Lesson
#2
Day 1 of Immune System
Unit
Continuing with the Zombie
Apocalypse Project

Opener (0-10)
• There will be the vocabulary of the day to be
completed on the circle graphic organizer.
• The center will the unit, and the next one up
will be the term, and the larger one will be
the definition
• We are beginning the Immune
system unit (one week)
• Skin, nonspecific defense,
infection, anti bodies, AIDS,
virus, bacteria

Intro Video (10-15)
• https://www.youtube.com/watch?v=
HNP1EAYLhOs
• Students will need to write down 5
bulleted sentence notes from the
video

Direct Fill in the blank notes (15-35)
• I will pass out the notes for the day,
and they are fill in the blank, and the
will follow along as I go through the
power point. The answers to the
blanks will be provided them
• There will be occasional short answer
questions that I will pose during
notes, and they will respond during
the notes

Zombie Project (35-end)
• Students will continue working on their
zombie project
-by now, they have decided what type of
pathogen and what body systems are
affected
-they now have more information about the
immune system to add to their pathogen
attack on the body
-This day will be a packet signing day (Friday
was physiology test, and now new section will
need signature)

Annotated Bibliography
• Wright, K. L., McTigue, E. M., Eslami, Z. R., University, T. A., &
Reynolds, D. (2014). More than just eye-catching: Evaluating graphic
quality in middle school english language learners' science textbooks.
Journal of Curriculum & Instruction, 8(2), 89-109.
• Wright, Mc Tigue, and other colleagues from Texas A & M University
study how the use of graphics, or pictures, help supplement and
reinforce English language learning for English language learners. This
exploratory study evaluates English language science texts used in
Qatari middle schools, presented for an audience of educators. As part
of recent rapid economic and social development, Qatar has been
devoting considerable resources to evaluating and reforming its
educational system. The study looks at how visuals help make
learning the English language more appealing and easier for the
students, and how visuals help conceptualize learning English.
Possible bias may come from drastically different cultural perspectives
of the Middle East, as compared to our American culture.

Annotated Bibliography
Cont.
• Jolly, J. L., & Hughes, C. E. (2015). The educational
experience for student with gifts and talents. Teaching
Exceptional Children, 47(4), 187-189.

The authors of this article make the claim that gifted
and talented education (GATE) children are at risk of
being misrepresented of underrepresented just as
much as children with special needs with lower
abilities. GATE students are described as needing
special attention in order to help them fulfill their
maximum potential. Also discussed is how poverty and
low income areas have misidentified students. The
audience is targeted towards educators of special
education.

Cont.
• Crandall, P. G., O'Bryan, C. A., Killian, S. A., Beck, D. E., Jarvis, N., &
Clausen, E. (2015). A comparison of the degree of student
satisfaction using a simulation or a traditional wet lab to teach
physical properties of ice. Journal of Food Science Education, 14(1),
24-29.

The authors from the department of food science from the
University of Arkansas wanted to measure student satisfaction with
the learning process. The outcome of the lesson was the same for
both variables measured, a wet lab compared to a simulation on a
computer. The relevance of this study applies to all secondary school
students and teachers because doing a wet lab, a traditional “hands
on” lab, provides a more vivid experience for the students, and this
can also assist EL students in understanding the concepts taught,
even if the vocabulary is not fully memorized. The different types of
labs, virtual or wet, can provide for a variety of learning styles; more
students can be reached and educated.


































































CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grades 9–10 students:
Content Area: Literacy in Science and Technical Subjects
Strand: Reading Standards
Domain: Integration of Knowledge and Ideas
Standard:
7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Standard:
8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
Standard:
9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Domain: Range of Reading and Level of Text Complexity
Standard:
10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Content Area: Literacy in History/Social Studies, Science, and Technical Subjects
Strand: Writing Standards
Domain: Research to Build and Present Knowledge
Standard:
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Standard:
8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Standard:
9. Draw evidence from informational texts to support analysis, reflection, and research.
CA- California Curriculum Frameworks
Subject: Science
Area: Guiding Principles
Guiding Principle: Effective science programs are based on standards and use standards-based instructional materials.
Guiding Principle: Effective science programs develop students’ command of the academic language of science used in the content standards.
Guiding Principle: Effective science programs reflect a balanced, comprehensive approach that includes teaching of investigation and experimentation skills along with direct instruction and reading.
Guiding Principle: Effective science programs include continual assessment of students’ knowledge and understanding, with appropriate adjustments being made during the academic year.
Guiding Principle: Effective science programs use multiple instructional strategies and provide students with multiple opportunities to master the content standards.
Guiding Principle: Effective science programs continually engage all students in learning and prepare and motivate students for further instruction in science.
Guiding Principle: Effective science programs have adequate instructional resources as well as library-media and administrative support.
Guiding Principle: Effective science programs use technology to teach students, assess their knowledge, develop information resources, and enhance computer literacy.
Guiding Principle: Effective science programs use standards-based connections with other core subjects to reinforce science teaching and learning.
CA- California English Language Development Standards (2013)
Grade: Grades 9–10
Part: Part I: Interacting in Meaningful Ways
Area: C. Productive
Standard: 9. Expressing information and ideas in formal oral presentations on academic topics SL.9-10.4-6; L.9-10.1,3
Standard: 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology W.9-10.1-10; WHST.9-10.1-2,4-10; L.9-10.1-6
Standard: 11. Justifying own arguments and evaluating others’ arguments in writing W.9-10.1,8-9; WHST.9-10.1,8-9; L.9-10.1-3,6
Standard: 12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas W.9-10.4-5; WHST.9-10.4-5; SL.9-10.4,6; L.9-10.1,3,5-6
CA- California K-12 Academic Content Standards
Subject: Science
Grade: Grades Nine Through TwelveStandards that all students are expected to achieve in the course of their studies are unmarked. Standards that all students should have the opportunity to learn are marked with an asterisk (*).
Area: Biology/Life Sciences
Sub-Strand: Physiology
Concept 9: As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept:
Standard a: Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
Standard b: Students know how the nervous system mediates communication between different parts of the body and the body’s interactions with the environment.
Standard c: Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.
Standard d.: Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.
Standard e: Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.
Standard f: Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.
Standard g: Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.
Standard h: Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca +2 , and ATP.
Standard i: Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.
Concept 10: Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response:
Standard a: Students know the role of the skin in providing nonspecific defenses against infection.
Standard b: Students know the role of antibodies in the body’s response to infection.
Standard c: Students know how vaccination protects an individual from infectious diseases.
Standard d: Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.
Standard e: Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.
Standard f: Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.