Individual Unit Theme:

Subject: Biology Grade Level: 10th

Focus Standards
High School Science Standards
Strand 2, Concept 1, PO. 4: Analyze how specific cultural and/or societal issues promote or
hinder scientific advancements.
Strand 3, Concept 1, PO. 3: Assess how human activities can affect the potential for hazards.
Strand 3, Concept 3, PO. 1: Analyze social factors that limit the growth of a human
population, including: affluence, education, access to health care, cultural influences.
Strand 4, Concept 3, PO. 1: Identify the relationships among organisms within populations,
communities, ecosystems, and biomes.
Strand 4, Concept 3, PO. 2: Describe how organisms are influenced by a particular
combination of biotic (living) and abiotic (nonliving) factors in an environment.

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be
 The immune system and its response to infection able to do:
 The structure of a virus and its mode of reproduction  List the parts of the
 The history of the Spanish Influenza and its effect on the immune system and
human population explain how they
interact with one
another
 Compare and
contrast an animal
cell and a virus
 Demonstrate how a
virus infects a cell
 Compile reasons
for the Spanish Flu
Epidemic

Texts used: Assessment

Why Was the 1918 Influenza So Deadly? An Intimate Formative: Summative
Debate Case- (How will : (May not
http://sciencecases.lib.buffalo.edu/cs/files/1918_influenza. you quickly be done on
pdf check for this day but
understandin eventually
Visual Texts: g during this during the
Immune System, Parts 1 and 2- lesson?) five days
of plans)
https://www.youtube.com/watch?v=GIJK3dwCWCw Formative The
https://www.youtube.com/watch?v=2DFN4IBZ3rI assessments summative
will be in the assessment
form of will be an
informal authentic
questions assessment
from the in the form
teacher, as of a RAFT
well as activity
several in- that they
class group make for
activities that their
create poster.
diagrams or
written
Learning Plan Day 1: Scope and Sequence Differentiation

30 min: On day one, the class will review the parts of the animal Students who work better
cell. In teams they will create a cell metaphor, in which they alone will be allowed to
draw a visual metaphor that includes all of the parts of the cell work alone for this project.
(ex. the cell as a school: cell wall is the fence, nucleus is the
office, vacuole is the cafeteria, etc.). Students will have the
option to write down
10 min: Then we will have a conversation with the students that comments instead of
segways to the immune system. The instructor will work to raising their hands during
connect students’ previous knowledge of different cell functions the conversation, and the
to their purposes in the body. written comments can be
given to the teacher after
10 min: The day will close with an introductory video to the the class.
immune system:
https://www.youtube.com/watch?v=GIJK3dwCWCw. Students If written notes are
will be encouraged to take notes because the information will be difficult, diagrams are a
important the next day. good alternative.
Additionally, the link will
Learning Plan Day 2: Scope and Sequence be given to the students so
that they have the option to
10 min: Day two will begin with part two of the immune system go home and rewatch it.
video: https://www.youtube.com/watch?v=2DFN4IBZ3rI
 The link will be given to
20 min: Students will work in new teams to create a detailed and the students on the
accurate diagram of the components of the immune system. previous day so that they
They may then either copy the diagram into their notes or take a have the option to go home
picture of it for later study. and prewatch it.

10 min: The concept of a virus will be introduced. Students will

be shown diagrams of an H1N1 virus that detail all of its parts. Students who work better
They will then be asked to compare and contrast it with the parts alone will be allowed to
of a regular cell. They will be asked to figure out how it could work alone for this project.
possibly reproduce.

10 min: The instructor will accept student input on what they

thought of the virus. They will then explain how a virus
reproduces if the students did not figure it out.

Learning Plan Day 3: Scope and Sequence

15 min: Students will be introduced to the Spanish Influenza The text will be provided
case study using the reading stations strategy in which key to every student
sentences of the reading are placed around the room and the individually so that they
students are given a minute or two to read and discuss at each have the option to spend
station before moving around the room. more time on it at home.
Additionally, if needed, I
15 min: As a whole group, we will read and dissect the first page can run the text through a
of the case study. Students will take turns reading the sentences lexile level changer, so that
out loud, and interpreting them into understandable concepts if they have a second
need be. Words that are difficult will be assigned to individual resource to help them
students to look up and explain as we go through the text. understand the first version
of the text.
20 min: Students will be split into four large groups. Two groups
will be given the Team A part of the case study and two groups
will be given the Team B part. The students will then have
twenty minutes to read through their material and write a
summary of what they have read.

Learning Plan Day 4: Scope and Sequence

10 min: The students will reconvene in their groups and refresh

themselves on what their paper’s content was about.

30 min: Now that the students are intimately familiar with their Students who feel the need
side of the case study, we will conduct a pinwheel-style to comment, but were not
discussion. The four large teams of students will each choose a chosen for the pinwheel
representative to send to the pinwheel. The pinwheel will discuss discussion may write their
for 10 minutes, then the representatives will go back to their comments down on sticky
notes and post them on the
groups to receive feedback and prep their next representative for wall which can be
5 minutes. Another round of pinwheel discussion will take place, reviewed during last five
after which the students will be given five minutes in their minutes of group
groups to reflect on the arguments put forth in the discussion. discussion.

10 min: During the last ten minutes of the class, each student For students who have a
will write a reflection, explaining what they thought lead to the low literacy level, they
Spanish Influenza and why. may create a diagram or
graphic that explains their
Learning Plan Day 5: Scope and Sequence point of view.

The last day will be devoted to working on their poster. Students

will be broken up into small groups of 3-4, preferably with their
group members that they formed in the other classes when
working on this multi-disciplinary poster. They will then be
asked to summarize on the poster what they learned by
completing a RAFT detailed below.

Role/Audience: Mix and Match Format, paired with Topic

adjacent topic

A Spanish Influenza Virus Love letter The difficulties of making a

relationship work

One aspect of the immune Urgent telegrams Intercepted by the enemy that relay
system: ex. skin, natural killer vital information of confidential
cells, phagocytes information and plans

Patient sick with the flu Old-Timey The use and benefits of that the Role
Advertisement can offer the Audience

Doctor News Article Relaying important information about

the best way to stay safe and healthy
during the recent outbreak.