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Teach21 Teach21 Project Based Learning

Grandmas Diagnosis
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Title Grandmas Diagnosis

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 isnt 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 Objectives Directly Taught or Identified Learning Target Evidence of Success in
Standards & Learned Through Discovery Achieving Identified Learning
Objectives: Target
SC.O. B.1.1 Students will use image software Students will safely complete each lab
implement safe procedures and with the microscope to successfully according to the Lab Safety
practices when manipulating capture images of cells, using Checklist which will dictate the lab
equipment, materials, organisms, appropriate slide techniques safety concerns associated with this
and models. lab
SC.O.B.2.2 Students will demonstrate how cell Students will successfully complete a
relate the structure of cellular membranes will react in ways based Osmosis-Diffusion Diagram Quiz
organelles to their functions and upon their environment; hypertonic, with rubric of the common
interactions in eukaryotic cells. hypotonic, and isotonic ways. environmental conditions cells can
Students will demonstrate how either
a plant or animal cell will react to Students will meet success with the
varying environments such as starch Multimedia Presentation Rubric
solutions, sugar solutions, or that requires a set amount of slides to
distilled water 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 Students will describe how Students will successfully produce a
analyze the chemistry and fluid molecules will diffuse and analyze multimedia presentation following the
mosaic model of the cell the role of the membrane as it Multimedia Presentation Rubric
membrane as they relate to imports and exports molecules. and Multimedia Presentation Check
import and export of molecules List that requires the students to
necessary for life including: describe the action happening through
osmosis the pictures filmed in the content
active transport section.
passive transport
Students will successfully complete
the Dialysis Lab and use the Lab
Report Template to write the report.

21st Century Learning Skills & Teaching Strategies Culminating

Evidence of Success
Skills Technology Tools Activity
Information and 21C.O.9-12.1.TT3 - Student Teacher will guide students in saving Students will successfully produce a
Communication uses advanced utilities (e.g., finished products. completed DVD
Skills: zipping or compressing files,
file level anti-virus scans),
converts files to different
formats (e.g., .doc, .xls, .mdb,
.htm, .pdf) and saves finished
Teach21 Teach21 Project Based Learning
Grandmas Diagnosis
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products to multiple media Teacher will guide students through the Students will successfully produce
sources (e.g., CDRW, DVDR, use of software programs. a multimedia presentation and the
USB drives, shared folders, (Movie Maker Program or something Multimedia Presentation Rubric will
web-based file storage). similar and Audio File conversions be used to evaluate the completed DVD
may be necessary). 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 21C.O.9-12.2.TT3 - Student Teacher will use Motic Image Creature Students will successfully use a
Reasoning Skills: uses multiple electronic (image recorder for microscopes) or Multimedia Presentation Rubric to
sources of information and other such device to take pictures of evaluate the completed DVD
multiple technology tools and cells through the microscope. explaining the process of dialysis.
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.

Personal and 21C.O.9-12.3.TT2 - Student Teacher will assign students into Students will successfully create a
Workplace Skills: works collaboratively to learning profile groups in the computer Team Contract and the Collaboration
acquire information from lab to research viable medical sites for Rubric will assess the working
electronic resources, information on dialysis and cellular cohesiveness of the group; students will
conducts online research, and response. complete the Peer and Self Evaluation
evaluates information as to Rubric.
validity, appropriateness,
comprehensiveness and bias.

Performance Know
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Grandmas Diagnosis
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Performance Know
Objectives: 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

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: In a changing environment, how does a cell maintain homeostasis?
Assessment Plan: Major Group Products Multimedia Presentation
Lab Report
Dialysis Lab
Major Individual Projects
Osmosis-Diffusion Diagram Quiz
Assessment and Rubric(s) I Will Use: Collaboration X Written Communication
Reflection: Collaboration Rubric
Critical Thinking & Problem Content Knowledge X
Solving Multimedia Presentation
Oral Communication Other X
Lab Report Rubric
Osmosis-Diffusion Diagram
Quiz Rubric
Other Classroom Assessments Quizzes/Tests X Practice Presentations X
For Learning: Osmosis-Diffusion Diagram Peer and Self Evaluation
Osmosis-Diffusion Diagram
Quiz Rubric
Self-Evaluation X Notes/Labs X
Peer and Self Evaluation Dialysis Lab
Peer Evaluation X Checklists/Observations X
Peer and Self Evaluation Lab Safety Checklist
Multimedia Presentation
Online Tests and Exams Concept Maps
Reflections: Survey Focus Group
Discussion Task Management Chart
Journal Writing/Learning Log Self Reflection X
Map The Product: Product: Multimedia Presentation
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Grandmas Diagnosis
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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 Already Have Taught Taught

Learned Before the During the
Project Project
1. Know how to use the microscope efficiently X X
2. Know how to create a wet mount slide of plant or animal
3. Know how to stain cells X X
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.
7. Know how to burn a final copy of the mini movie X
Resources: School-based Individuals:
Biology teacher
Library/Media Specialist
Technology Coordinator

Motic Image Microscope with Software or similar imaging software

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

Dialysis patient going through treatment or a guest speaker from local hospitals dialysis unit

See Dialysis Lab for specific lab requirements, along with microscopes, lap-tops, and cameras.
Manage the In advance of PBL the teacher should schedule the computer lab or secure a set of lap-tops and
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Grandmas Diagnosis
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Manage the In advance of PBL the teacher should schedule the computer lab or secure a set of lap-tops and
Process: 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
groups 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 Diagram Quiz Rubric. Students update their own groups 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.
Resource Files Resource Files
Uploaded UP3435WS2.doc

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