Teach21 Teach21 Project Based Learning
Grandma’s Diagnosis
Biology
Page 1 of 6
Title
Grandma’s Diagnosis
Creator:
Selbe, Myriaha
Source:
2009-2010 Secondary PBL Project
Project Idea:
Students will use common lab equipment to research, design, explain, and demonstrate the cellular activity
associated with the dialysis process in a short descriptive video for their grandma.
Entry Event:
Students receive a Letter From Aunt Sally asking for help explaining dialysis treatments. Their grandma
has been taken to the doctor and told she will need to have these treatments very soon. Unfortunately,
neither Aunt Sally nor grandma understands anything about this and their next visit to the doctor isn’t for a
few weeks for which she wishes to be prepared. Knowing that you are in Biology and knowledgeable
about the process, your mother suggests that you prepare a short descriptive video ready to send to
Grandma and Aunt Sally by the end of next week clarifying the aspects associated with this event. See
Letter From Aunt Sally for clarification.
Content Standards
& Objectives:
Objectives Directly Taught or
Learned Through Discovery
Identified Learning Target
Evidence of Success in
Achieving Identified Learning
Target
SC.O. B.1.1
implement safe procedures and
practices when manipulating
equipment, materials, organisms,
and models.
Students will use image software
with the microscope to successfully
capture images of cells, using
appropriate slide techniques
Students will safely complete each lab
according to the Lab Safety
Checklist which will dictate the lab
safety concerns associated with this
lab
SC.O.B.2.2
relate the structure of cellular
organelles to their functions and
interactions in eukaryotic cells.
Students will demonstrate how cell
membranes will react in ways based
upon their environment; hypertonic,
hypotonic, and isotonic ways.
Students will successfully complete a
Osmosis-Diffusion Diagram Quiz
with rubric of the common
environmental conditions cells can
have.
Students will demonstrate how either
a plant or animal cell will react to
varying environments such as starch
solutions, sugar solutions, or
distilled water
Students will meet success with the
Multimedia Presentation Rubric
that requires a set amount of slides to
cover various conditions to
demonstrate each environment found
in the content section.
Students will successfully maintain
proper word choice during
discussions throughout lesson.
SC.O.B.2.6
analyze the chemistry and fluid
mosaic model of the cell
membrane as they relate to
import and export of molecules
necessary for life including:
Students will describe how
molecules will diffuse and analyze
the role of the membrane as it
imports and exports molecules.
osmosis
diffusion
active transport
passive transport
dialysis.
21st Century
Skills
Learning Skills & Technology
Tools
Students will successfully produce a
multimedia presentation following the
Multimedia Presentation Rubric
and Multimedia Presentation Check
List that requires the students to
describe the action happening through
the pictures filmed in the content
section.
Students will successfully complete
the Dialysis Lab and use the Lab
Report Template to write the report.
Teaching Strategies Culminating
Activity
Evidence of Success
Teach21 Teach21 Project Based Learning
Grandma’s Diagnosis
Biology
Page 2 of 6
Information and
Communication
Skills:
21C.O.9-12.1.TT3 - Student
uses advanced utilities (e.g.,
zipping or compressing files,
file level anti-virus scans),
converts files to different
formats (e.g., .doc, .xls, .mdb,
.htm, .pdf) and saves finished
products to multiple media
sources (e.g., CDRW, DVDR,
USB drives, shared folders,
web-based file storage).
Teacher will guide students in saving
finished products.
Students will successfully produce a
completed DVD
Teacher will guide students through
the use of software programs.
(Movie Maker Program or something
similar and Audio File conversions
may be necessary).
Students will successfully produce
a multimedia presentation and the
Multimedia Presentation Rubric will
be used to evaluate the completed
DVD explaining the process of dialysis.
21C.O.9-12.1.TT4 - Student
uses audio, video, pictures, clip
art, moviemaker programs,
webpage design software,
electronic documents and other
files to collaborate for the
creation of electronic products
that inform multiple audiences
both inside and outside the
school environment.
Thinking and
Reasoning Skills:
21C.O.9-12.2.TT3 - Student
uses multiple electronic sources
of information and multiple
technology tools and resources
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld devices,
other emerging technologies,
simulations, models, browsers,
word processing, authoring
tools, spreadsheets, databases)
to collaborate with others, to
formulate a hypothesis, to solve
problems, make decisions, and
present and justify the solutions.
Teacher will use Motic Image Creature
(image recorder for microscopes) or
other such device to take pictures of
cells through the microscope.
Students will successfully use a
Multimedia Presentation Rubric to
evaluate the completed DVD
explaining the process of dialysis.
Personal and
Workplace Skills:
21C.O.9-12.3.TT2 - Student
works collaboratively to acquire
information from electronic
resources, conducts online
research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Teacher will assign students into
learning profile groups in the computer
lab to research viable medical sites for
information on dialysis and cellular
response.
Students will successfully create a
Team Contract and the
Collaboration Rubric will assess the
working cohesiveness of the group;
students will complete the Peer and
Self Evaluation Rubric.
Teach21 Teach21 Project Based Learning
Grandma’s Diagnosis
Biology
Page 3 of 6
Performance
Objectives:
Know
Know and correctly use vocabulary for the unit
Know how to use a microscope
Know how to film slides from a microscope
Know how to transfer pictures into a movie program
Know how to add voiceover material using microphones
Do
Complete a diffusion lab and report
Create wet mount slides
Collaborate in learning profile groups
Conduct Internet searches
Produce several slides of plant/animal cells going through diffusion based on a solution dropped
onto the cells
Take pictures of the process under the microscope
Record an explanation of the processes
Convert the audio and visual files together on one program
Burn a disc (movie)
Driving Question:
Assessment Plan:
In a changing environment, how does a cell maintain homeostasis?
Major Group Products
Major Individual Projects
Assessment and
Reflection:
Rubric(s) I Will Use:
Multimedia Presentation
Lab Report
Dialysis Lab
Osmosis-Diffusion Diagram Quiz
Reflection
Collaboration
Collaboration Rubric
Critical Thinking & Problem
Solving
Content Knowledge
Multimedia Presentation
Rubric
X
Oral Communication
Other
Lab Report Rubric
Osmosis-Diffusion Diagram
Quiz Rubric
X
Other Classroom Assessments Quizzes/Tests
For Learning:
Osmosis-Diffusion Diagram
Quiz
Osmosis-Diffusion Diagram
Quiz Rubric
Reflections:
X Written Communication
X Practice Presentations
Peer and Self Evaluation
X
Self-Evaluation
Peer and Self Evaluation
X Notes/Labs
Dialysis Lab
X
Peer Evaluation
Peer and Self Evaluation
X Checklists/Observations
Lab Safety Checklist
Multimedia Presentation
Checklist
X
Online Tests and Exams
Concept Maps
Survey
Focus Group
Discussion
Task Management Chart
Journal Writing/Learning Log
Self Reflection
X
Teach21 Teach21 Project Based Learning
Grandma’s Diagnosis
Biology
Page 4 of 6
Map The Product:
Product: Multimedia Presentation
The final product is a multimedia presentation created by a group of students placed into learning profile
groups (based on cellular activity due to environmental conditions.) Conditions surrounding the cell could
induce a change in concentration levels producing different situations of hypertonic or hypotonic. The cell
tries to maintain an isotonic or balanced state. Problems mimicking kidney functions can exist requiring a
person to undergo dialysis treatments. The students are asked to research and design a short video for
their grandmother explaining/demonstrating how a cell responds to increasing levels of toxins in the
system and then how a dialysis treatment will affect this. Students will present this video to their
classmates and then to a current dialysis patient and doctor.
Knowledge and Skills Needed
Resources:
Already Have
Learned
Taught
Before the
Project
1. Know how to use the microscope efficiently
X
X
2. Know how to create a wet mount slide of plant or animal
cells
X
X
3. Know how to stain cells
X
X
Taught
During the
Project
4. Know how to capture images using microscope cameras
X
5. Know how to edit using software programming
X
6. Know how to use the voice over microphones and lay the
tracks down for narration.
X
7. Know how to burn a final copy of the mini movie
X
School-based Individuals:
Biology teacher
Library/Media Specialist
Technology Coordinator
Technology:
Motic Image Microscope with Software or similar imaging software
Computers
Internet
Websites for Dialysis Information:
Everything you need to know about dialysis treatment, including common uses, side effects, interactions
and risks: http://www.healthcentral.com/incontinence/h/dialysistreatment.html
For the latest news articles on dialysis: http://esciencenews.com/dictionary/dialysis.treatment
An Introduction to the Kidneys and Chronic Kidney Disease: Part of a series designed for people with chronic kidney
disease and their families: http://www.kidney.org/patients/plu/plu_intro/index.cfm
For general information on the types of dialysis and general information along with links to various
sites: http://www.nlm.nih.gov/medlineplus/dialysis.html
Community:
Dialysis patient going through treatment or a guest speaker from local hospital’s dialysis unit
Materials:
See Dialysis Lab for specific lab requirements, along with microscopes, lap-tops, and cameras.
Teach21 Teach21 Project Based Learning
Grandma’s Diagnosis
Biology
Page 5 of 6
Manage the
Process:
In advance of PBL the teacher should schedule the computer lab or secure a set of lap-tops and
microscope cameras as well as make sure that the common lab materials are on hand. Place students in
groups based on learning profile inventories. Multiple Intelligences, Sternberg or Array profiles work easily
and can be found on the internet in the Teach 21 Strategy Bank under “Getting to Know Students”. As
the project develops have the students brainstorm ideas about how they will develop a movie for
grandma and a divide the necessary tasks. The teacher will hand out the Collaboration Rubric, along
with Multimedia Presentation Rubric, as the students prepare for research and brainstorming in the
computer lab. The teacher should introduce the Group Contract and have the students build their own
group’s requirements and protocols for work efforts. Discuss the overall flow of the unit as a whole using
the Storyboard of PBL. Differentiated Instruction lends itself well throughout the unit. It can easily be
based on learning profile groups or tiered knowledge levels i. Choice is embedded during several aspects
of the unit including the final design of the project. There are several whole class instruction pieces, but
also small group instruction, as well as during lab and collaboration times.
The Storyboard will become a guide through the main steps of the overall unit. The project is designed
for a 55 minute classroom. Pacing will be decided by group comprehension handled formally through
interaction, probing questions and a quiz.
Brief introduction to cell movement will start off the unit with probing questions about how the cell handles
such issues. Issue the entry document; Letter from Aunt Sally. Read it over and address concerns.
Discuss Need to Know material for the unit. Create a KWL Chart using large post-it paper f and record
concepts with regular post-its for each side throughout the lesson until everything is moved over into the
learned side of the chart. Provide for each student the PBL Check List.
For the Dialysis Lab, break the students into different learning profile groups and assign a station.
Supplies need to be prepared the period before. See Dialysis Lab. Give the student groups a worksheet
and review the directions and procedure with them. The students may need assistance with the analysis
section of the lab. In the next meeting time, have a computer lab scheduled and allow the students to
access the word processing program to type a lab report. The students will follow the Lab Report
Template provided, and will be assessed by a Lab Report Rubric.
The teacher may facilitate the discussions guiding students toward the correct pathway. Teachers should
supply students with several URL addresses for research, resource and support material. Examples
include Healthcentral (http://www.healthcentral.com/ ), esciencenews (http://esciencenews.com/), Kidney
Disease Awareness (http://Kidney.org), or National Institute of Health (http://nih.gov). Following this step,
the teacher or student leader could review on the board with simple drawings the action that takes place
between cells in the following states hypo, hyper, and isotonic. The teacher will administer a quiz based
on theOsmosis-Diffusion Diagrams. These will be assessed using the provided rubric; Osmosis-Diffusion Dia
Osmosis-Diffusion Diagram Quiz Rubric. Students update their own group’s KWL Chart.
Students will create the multimedia presentation using image software with the microscope. They should
be placed back into the main project groups and review the list Multimedia Presentation Checklist of
requirements found in the Letter from Aunt Sally.
All teams will practice their presentation through a peer review process with another team. Discussions
are encouraged about the overall quality of each film; likes and dislikes etc. Peer and Self Evaluation
rubrics are given to the students.
The final evaluation will occur by teams presenting to a panel of adults consisting of knowledgeable
individuals ( a biology teacher, computer teacher, dialysis patient, and/or doctor) and assessed by the
Multimedia Presentation Rubric.
Project Evaluation: A Self Reflection piece will finish the project, with students determining areas of the project that need
improvement. They will also reflect on strength of the project.
Teach21 Teach21 Project Based Learning
Grandma’s Diagnosis
Biology
Page 6 of 6
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