Curriculum Framework

Principles of the Biomedical Sciences Unit 2 Lesson 3

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Develop a treatment and lifestyle plan for a patient with Type 1 or Type 2 diabetes.
T2 Develop and defend a response plan for a patient experiencing an emergency related to diabetes.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Diabetes affects the overall health of the individual as well
Q1 What are the differences between Type 1 and Type 2 diabetes?
as aspects of daily life.
Q2 How does blood glucose concentration affect the movement of
U2 - Blood glucose concentration affects osmosis, the movement
water in and out of body cells?
of water in and out of body cells.
Q3 How is a Type 1 or Type 2 diabetics life affected by the disease?
U3 - Type 1 and Type 2 diabetes can cause significant
Q4 Is having diabetes dangerous? Why or why not?
complications in many human body systems.
U4 - Scientists need to make sure that what they present is
accurate and is communicated in a way that keeps interest and
focus.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 Recognize that a wide variety of treatment and
S1 - Be able to advise a patient newly diagnosed with diabetes on
management medical interventions are available to diabetics. U1,
treating and living with the disease. U1, U3
U3
S2 - Compare Type 1 and Type 2 diabetes. U1, U3
K2 Recognize that regulation of blood sugar is necessary to
S3 - Demonstrate how water moves across a cell membrane to
avoid severe and life-threatening diabetic emergencies. U1, U2,
balance the level of dissolved solutes on either side.U2
U3
S4 - Diagram complications of diabetes on a human body graphic
organizer. U1, U3
S5 - Assess the qualities of a successful oral and visual
presentation. U4

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Curriculum Framework PBS Unit 2 Lesson 2.3 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate

knowledge and skills by
Investigating the lifestyle of a
person with diabetes.
(A2.3.1)
Students will

1. Develop a What to
Expect information
guide for newly
diagnosed patients.
2. Research careers that
support patients with
diabetes.

Determining the bodys

response to various blood
insulin concentrations.
(P2.3.2)
Students will

1. Identify symptoms of
Annas struggle with
diabetes.
2. Conduct an diffusion
experiment to model
the bodys osmotic
response to different
insulin concentrations

Assessments for
Learning

1. The teacher will

review the guides
and career journal
entries and give
feedback.
2. The conclusion
questions will be
reviewed.

Assessments of
Learning

1. Students will
present their
diabetes guides to
the class.

Activities (A), Projects (P),

and Problems (B)
A 2.3.1
P 2.3.2
A 2.3.3
B 2.3.4

Learning Plan (stage 3)

Knowledge and Skills
K1, S1, S2
K2, S3
K2, S4
K1, S5

2. Students will
complete their
career journal
entries.
3. They will answer
the conclusion
questions.

1. Teacher will view

the students lab
journals and
experimental
results and give
feedback.
2. The conclusion
questions will be
reviewed.

1. Students will
define terms
related to diabetes
and identify
conditions of
hyper- and
hypoglycemia in
their lab journals.
2. Students will
record their
experimental
results.
3. They will answer
the conclusion
questions.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 2 Lesson 2.3 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Investigate the impact of

diabetes complications on
the body and its role in Anna
Garcias death. (A2.3.3)
Students will

1. Research the
complications of the
disease using web
resources.
2. Identify the target body
systems that are
impacted by the
complications
3. Present an assigned
complication to the
class.

Present an idea to treat,

manage, or treat diabetes.
(P2.3.4)
Students will

1. Compete for a fictional

grant by developing
biomedical
innovations for
diabetes
2. Learn about delivering
effective presentations
(media, audience
knowledge, and
content)

1. Teacher will review

the body system
organizer and
autopsy report and
give feedback.

2. The conclusion
questions will be
reviewed.

1. Students will
complete the body
system organizer
that diagrams
diabetes
complications and
explain their
complication to the
class.
2. Students will
complete Annas
autopsy report.
3. They will complete
the conclusion
questions.

1. Teacher will review

the handout and
grant proposal and
give feedback.
2. The conclusion
questions will be
reviewed.

1. Students will
complete the Tips
for Producing
Effective
Presentations
handout.
2. Students will
present their grant
proposal to the
class.
3. They will answer
the conclusion
questions.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 2 Lesson 2.3 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 2 Lesson 2.3 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD