Professional Documents
Culture Documents
Title of Unit
Curriculum Area
Developed By
Skin
Physiology
M Penarroyo
Grade Level
Time Frame
12th
3 weeks
Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next
level. (HS-LS1-2)
In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a
single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair)
to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to
meet the needs of the whole organism. (HS-LS1-4)
CCSS:
RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account. (HS-LS1-1)
WHST.912.2.ae
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (HSLS1-1)
WHST.912.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
WHST.912.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
WHST.912.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS-1-1)
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest. (HS-LS1-2),(HS-LS1-4)
Understandings
Essential Questions
Overarching Understanding
the
the
the
the
How does tattooing affect the layers of the integument and the immune
system? Why will a person inflict pain on himself just to go with the fad?
Is it worth the pain ?
Knowledge
Skills
Product/Performan
ce
Standards
Students will prepare a multimedia presentation that will describe the effects of tattooing on the human body.
Using a variety of methods, they will research and organize information in order to describe the tattooing
process, its effects on the layers of the integument involved, and the potential health risks associated with the
process.
As students
School, community, parents, peers
Buffy is 15 years old and she would like to get a tattoo. Her parents have reservations about the safety of the
process and damage to her skin caused by the procedure. In order to be open-minded; they are willing to give
Buffy an opportunity to sway their opinion. Using a scientific approach, she must research and explain the
process of tattooing as well as its aesthetic and health consequences. Buffys friends have offered to help her
convince her parents. They break up into groups to research and help Buffy prepare her presentation.
Multimedia presentation created by student groups that will describe the affects of tattooing the human body.
The presentation will describe the tattooing process, its affects on the layers of the integument and the
potential health risks associated with the process.
The presentation will be evaluated using the Presentation Rubric.
Other Evidence
Lab reports, experiments, research, etc.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development