Unit #: 8
Subject(s): 8th Earth & Environmental
Grade(s): 8
Designer(s): John Landon, Charles Efird, Kelly Browning, Annette Bartlette
STAGE 1 – DESIRED RESULTS
Unit Title: Health & Biotechnology
Transfer Goal(s):
 Understand the structure and hazards caused by agents of disease that affect living organisms.
 Understand how biotechnology is used to affect living organisms.
 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and
repair of organisms.
Enduring Understandings:
Students will understand that…
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Microbes can infect and interfere with normal body functions.
Biotechnology is a new controversial field with many careers and
improvements in agriculture, medicines and food science.
Healthy bodies require properly functioning cells.
Students will know:
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Terms: epidemic, pandemic, GMOs, photosynthesis, respiration,
ATP, glucose formula, binary fission, mitosis, meiosis, chloroplast,
mitochondria, biotechnology, bioremediation, infectious disease,
mutagens, pathogens, DNA, RNA, host, carrier, parasite, vector,
prokaryotic, eukaryotic, virus, bacteria, microbe, antibiotic, vaccine,
antibiotic resistance, cloning, selective breeding, DNA fingerprinting,
gene therapy.
Characteristics of viruses, bacteria, fungi, and parasites.
Contributions of biotechnology.
Cellular functions and their use of energy.
Ways to be healthy.
Essential Questions:
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Should people be allowed to travel in and out of countries with a
current epidemic without being quarantined upon returning to the
U.S.?
Are all new biotechnologies really improvements?
Which of these diseases is most deadly: Measles, Ebola, or
Tuberculosis?
Students will be able to:
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Compare and contrast microbes. (8.L.1.1)
Identify situations of epidemics and pandemics. (8.L.1.2)
Analyze the pros and cons of biotechnological advances. (8.L.2.1)
Relate cellular functions to their own health. (8.L.5.1)
Identify pros and cons of a healthy diet. ( 8 L 5.2)
Identify careers in biotechnology. ( 8 L 2.1)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/11/16
1
Unit #: 8
Subject(s): 8th Earth & Environmental
Grade(s): 8
Designer(s): John Landon, Charles Efird, Kelly Browning, Annette Bartlette
STAGE 1– STANDARDS
Essential Standards
8.L.1
Understand the hazards caused by agents of diseases that affect
living organisms.
8.L.2
Understand how biotechnology is used to affect living
organisms.
8.L.5
Understand the composition of various substances as it relates
to their ability to serve as a source of energy and building
materials for growth and repair of organisms.
Clarifying Objectives
Summarize the basic characteristics of viruses, bacteria, fungi,
8.L.1.1
and parasites relating to the spread, treatment and prevention
of disease.
Explain the difference between epidemic and pandemic as it
8.L.1.2
relates to the spread, treatment and prevention of disease.
Summarize aspects of biotechnology including:
 Specific genetic information available
 Careers
8.L.2.1
 Economic benefits to North Carolina
 Ethical issues
 Implications for agriculture
Summarize how food provides the energy and the molecules
8.L.5.1
required for building materials, growth and survival of all
organisms (to include plants).
Explain the relationship among a healthy diet, exercise, and
8.L.5.2
the general health of the body (emphasis on the relationship
between respirations and digestion).
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/11/16
2
Unit #: 8
Subject(s): 8th Earth & Environmental
Performance Tasks:
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Agriculture Lobbyist – Defined STEM
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Biotechnology Performance
Disease Assessment
Poisoned Picnic
Click here to access the resources listed above.
Grade(s): 8
Designer(s): John Landon, Charles Efird, Kelly Browning, Annette Bartlette
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence: There may not be an assessment of each type listed below for
each unit. Examples of other types of assessment may include:
Academic Prompts
Quiz and Test Items
Informal Checks for Understanding
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NCDPI SCOS Units
NCDPI Support Document
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Bacteria- Virus and Bacteria Worksheet
Cell Hierarchy Quiz
Cell Quiz Test
Cell Review Quiz
Cell Theory Quiz
Cells Micro Test
Disease Quiz
Microbiology Post Assessment with answer key on last page
Microbiology Test
Microbiology Unit Test
Microbiology Assessment Ideas
Organelle Quiz 2
Quiz Cell Vocabulary
Unit Test Microbiology
Click here to access the resources listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/11/16
3
Unit #: 8
Subject(s): 8th Earth & Environmental
Grade(s): 8
Designer(s): John Landon, Charles Efird, Kelly Browning, Annette Bartlette
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 SEPUP Micro-Life Kit: SEPUP – Cholera/Dr. Snow activity (Talk
to 7th grade about what they use)
 Medical Mysteries on the Web
Additional resources can be found using these digital tools:
 Cells Alive
 Disease Detectives
 Defined Stem (main site)
 NCDPI SCOS Units
 Discovery Education (main site)
 Classzone: Cells and Microbiology
 iCurio (main site)
 Investigating Disease and Prevention Webquest
 Animal and Plant Cell Virtual Lab
 8.L.1, 8.L.2, 8.L.5 Unpacked Content – NCDPI
 Biotechnology Activities
 Unit 8 Discovery Education Resources
 Biotechnology Virtual Lab
 Biotechnology Gene Splicing
 Biotechnology Genetically Modified Virtual Lab
Click here to access the resources listed above.
 Epidemic and Pandemic OutBreak App (ipad only)
 Interactive Disease Simulator
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Epidemics Classroom Activity
Genetic engineering teacher pack
Click here to access the resources above.
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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ESL -ESL Lesson Plan about the Flu epidemic
EC- Disease Detectives Online Easy Version
EC- Microbiology Post Assessment Modified
Click here to access the resources above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/11/16
4