613 Course and Unit Outline Final Draft

Emma Boone
10/15/17
Word Count: 4160

Course Introduction

Course Title: Disease and Society: a Microbiological Study of Disease and Evolution in a Human
Context for 11th-12th Graders

Course Description: In this optional, upper level, elective biology course we will explore some
of the key components of Microbiology through an examination of the evolution of diseases in
human society. Prior to taking this class, students must have passed a General Biology class as
well as possess a basic understanding of evolution and natural selection. We will deepen our
knowledge of these as well as other biological concepts while gaining new knowledge
specifically regarding bacteria, viruses, parasites and the diseases associated with them.

Semester Outline: Essential Guiding Questions for each Unit

Unit 1: The Small Stuff: Intro to Microbiology as it Relates to Viruses, Bacteria and Parasites
● What is microbiology and why does it matter?
● What are viruses and how do we interact with them in human society?
● What are bacteria and how do they affect human beings, both positively and
negatively?
● What is a parasite? What are the different types of parasitic relationships, and how do
these relate to humans?
● How does the human immune system work in response to these organisms?

Unit 2:
● How do viruses cause disease?
● How were vaccines developed, how do they work, and why are they necessary?
● Is there a connection between vaccines and autism? (No.)
● What are some examples of common virus diseases?
● Case Study: Polio

Unit 3:
● What are some examples of common bacterial diseases and how can we prevent them?
● How do bacteria cause disease?
 ● How do antibiotics work? What is the history of antibiotics? Why are some people
allergic to certain antibiotics?
● What is antibiotic resistance, and how does it provide an example of evolution?
● Which bacterial disease can we and do we vaccinate against? How?
● What are some public health concerns regarding bacteria? Tuberculosis? Toxic Algal
Blooms?
● Case Study: MRSA

Unit 4:
● How do parasites cause disease?
● What are the different types of parasitic relationships and how do they vary, particularly
in relationship with humans?
● How can we protect ourselves from parasites?
● How do parasitic diseases travel from animal to animal and human to animal?
● Case Study: Toxoplasmosis

Unit 5:
● Big Picture Conclusion: Disease and Evolution
● How does natural selection play out in human communities, specifically in its
relationship with disease?
● How have we changed in response to diseases and how have they changed in response
to us?
 Semester Outline: Week by Week Overview

Week 1 Week 2 Week 3 Week 4

Begin Unit 1, The Unit 1 Continues Unit 1 Continues Unit 1 Concludes

Small Stuff: Viruses,
Bacteria and Topics: 1. What are Topics: 1. Finish with Topics:
Parasites viruses and how do bacteria 1. How does the
we interact with human immune
Topic: them in human 2. What is a parasite? system work?
1. What is society? What are the
microbiology, and different types of 2. Unit 1 Review
why does it matter? 2. What are bacteria parasitic
and how do they relationships, and
2. General overview affect human beings, how do these relate
of curriculum plan both positively and to humans?
and class negatively?
expectations

Week 5 Week 6 Week 7 Week 8

Begin Unit 2, Virus- Unit 2 Continues Unit 2 Concludes Begin Unit 3,

Specific Diseases Bacteria-Specific
Topics: Topics: Diseases and
Topics: 1.How were vaccines 1. What is a vaccine Antibiotics
1. Review what a developed, how do bubble, and why are
virus is. they work, and why they important? Topics:
are they necessary? 1. Review what
2. How do viruses 2. Case Study: Polio bacteria are.
cause disease? 2. Is there a
connection between 2. How do bacteria
3. What are some vaccines and autism? cause disease? How
common examples of (No.) does the human
viruses and common immune system
virus diseases? respond to bacterial
infection?
 3. What are some
common examples of
bacteria, and
common bacterial
diseases?

Week 9 Week 10 Week 11 Week 12

Unit 3 Continues Unit 3 Continues Unit 3 Continues Unit 3 Concludes

Topics: Topics: Topic: Topic:

1. How have bacterial 1. How do antibiotics 1. What is antibiotic 1. In-class research
diseases changed work? resistance and how time for summative
human populations does it relate to assessment
over time? 2. What is the history evolution? presentations
of antibiotics?
2. What are some 2. Lab and Case 2. Presentations and
public health Study: MRSA peer reviews
concerns regarding
bacteria?

Week 13 Week 14 Week 15 Week 16

Begin Unit 4, Parasitic Unit 4 Continues Unit 4 Concludes Begin Unit 5

Diseases
1. How do parasites Topics: Topics:
Topic: cause disease and 1. How do parasitic 1. How does natural
1. Review what a how can we prevent diseases travel from selection play out in
parasite is. them? animal to animal and human communities,
human to animal? specifically in its
2. What are the 2. What are some relationship with
different types of examples of notable 2. Case Study: disease?
parasitic relationships diseases caused by Toxoplasmosis
and how do they parasites? 2. How have we
vary, particularly in changed in response
relationship with to diseases and how
humans? have they changed in
response to us?

Week 17 Week 18

Unit 5 Conclusion Course Conclusion

Topics: Topics:
1. Research methods 1. Classwork time to finish up final
and planning time projects
for final projects.
2. Presentation and evaluation of
final projects
 Unit 3: Bacteria and Disease

Rationale:
Bacteria are a fundamental part of our world and have co-existed alongside human
beings for all of human history. In this unit, we will explore a variety of bacterial diseases and
their impact on human populations over time. We will develop an understanding of how the
human immune system reacts to bacteria, and the various public health concerns associated
with bacterial infection. Students will build upon their field work skills by collecting and
analyzing bacterial samples from their surrounding environment as well as refine their
laboratory techniques by culturing bacteria in the lab. At the end of this unit, students will be
able to explain the crucial role evolution plays in bacterial development, and be able to relate
this concept back to disease and society.

Essential Questions:
● How do bacteria cause disease?
● What are some examples of common bacterial diseases and how can we prevent them?
● How has evolution and natural selection changed bacterial diseases over time?
● How do antibiotics work? What is the history of antibiotics?
● What is antibiotic resistance, and how does it provide an example of evolution?
● Which bacterial disease can we and do we vaccinate against? How?
● What are some public health concerns regarding bacteria, and how can we manage
them?

Colorado Academic Standards

Content Area: Science
Standard: 2. Life Science
Prepared Graduates: Analyze how various organisms grow, develop, and differentiate during
their lifetimes based on an interplay between genetics and their environment
7. Physical and behavioral characteristics of an organism are influenced to varying degrees by
heritable genes, many of which encode instructions for the production of proteins
e. Explain using examples how genetic mutations can benefit, harm, or have neutral effects on
an organism (DOK 1-2)

Content Area: Science

Standard: 2. Life Science
Prepared Graduates: Explain how biological evolution accounts for the unity and diversity of
living organisms
9. Evolution occurs as the heritable characteristics of populations change across generations
and can lead populations to become better adapted to their environment
d. Analyze and interpret data on how evolution can be driven by three key components of
natural selection – heritability, genetic variation, and differential survival and reproduction
(DOK 1-3)

Content Area: Science

Standard: 2. Life Science
Prepared Graduates: Analyze the relationship between structure and function in living systems
at a variety of organizational levels, and recognize living systems’ dependence on natural
selection
6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments,
even in the face of changing external environments
a. Discuss how two or more body systems interact to promote health for the whole organism
(DOK 1-2)
c. Distinguish between causation and correlation in epidemiological data, such as examining
scientifically valid evidence regarding disrupted homeostasis in particular diseases (DOK 2)

Content Area: Science

Standard: 2. Life Science
Prepared Graduates: Analyze how various organisms grow, develop, and differentiate during
their lifetimes based on an interplay between genetics and their environment
8. Multicellularity makes possible a division of labor at the cellular level through the expression
of select genes, but not the entire genome.
d. Analyze and interpret data on medical problems using direct and indirect evidence in
developing and supporting claims that genetic mutations and cancer are brought about by
exposure to environmental toxins, radiation, or smoking
 Unit Objectives for Unit 3

● By the end of this unit, students will demonstrate an understanding of major bacterial
diseases and how they differ from other diseases by designing a presentation, per the
rubric, that accurately describes the taxonomical and evolutionary aspects of one major
bacterial disease.

● By the end of this unit, students will analyze and interpret data on how bacterial
evolution can be driven by three key components of natural selection – heritability,
genetic variation, and differential survival and reproduction, through critical analysis of
case studies on bacterial disease.

● By the end of the unit, students will demonstrate understanding of how evolution
causes antibiotic resistance by creating a public service announcement video, according
to a rubric.

Assessments

● Non-Graded Pre-Assessment: Students will demonstrate knowledge of bacteria by

generating a list of key terms and then compiling them into a bacterial identification
flow chart.

● Homework Assignment: Students will design a timeline of the major bacterial

epidemics, including three key facts for each disease and a comment on how it changed
or impacted society.

● Mid-unit Check for Understanding: In small groups, students will create a public service
announcement video on antibiotic resistance in the US and globally. The video should
focus on no less than three antibiotic resistance bacteria, and needs to address the state
standard regarding how evolution can be driven by three key components of natural
selection – heritability, genetic variation, and differential survival and reproduction.

● Summative Assessment: Students will create a 10-15 minute individual presentation in

which they explore in depth the specifics of one major disease-causing bacteria that we
have not talked about at length in class. In this presentation, they will synthesize all of
the content we have explored over the course of the semester including: the history of
the disease or infection, treatment and prevention techniques, current public health
 issues regarding the disease/infection in the US and globally, specific characteristics of
the bacterium in question and evidence of evolution in the bacterial population.

21st Century Skills:

This unit will include the following 21st Century Skills color coded as such: collaboration, global
perspective, communication, leadership, technology literacy, accountability, creativity and
critical thinking.

Unit 3 Lesson Plan Calendar

Lesson Objective Learning Target Lesson Outline Materials

Lesson 1: Students I can describe the -Written Warmup (5- -Flow chart model
will demonstrate an distinguishing 10 min) - Think-
understanding of the features of bacteria Puzzle-Explore -Paper/pencils
distinguishing and how they differ required for every
features of bacteria from other -Generate-Sort- lesson including this
and how they differ organisms. Elaborate-Connect one
from other organisms Activity as a class
by creating a (15min) -Optional coloring
bacterial pencils/markers
identification flow -Small group work
chart. creating a bacterial
identification flow
chart due at the end
of the class (30 min)

-Non-graded pre-
assessment assigned
and due by the end of
class

Lesson 2: Students I can act out the -Written Warmup (5- -Video:
will demonstrate an human immune 10 min) https://www.youtube
understanding of system’s response to .com/watch?v=zQGO
how the human bacterial infection. -Watch video cOUBi6s
immune system explaining how the
fights bacteria by immune system -Powerpoint lecture
designing a skit fights bacterial
where students act infection (5 min)
out the immune
system fighting off -Lecture (10 min)
the infection.
-Small group work
designing and acting
out the immune
system’s response
(30 min)

Lesson 3: By the end I can explain how the -Written Warmup: -Powerpoint lecture
of the lesson, bacteria causing See-Think-Wonder of
students will tuberculosis have Tuberculosis images -Powerful
demonstrate an impacted human (5-10min) photographs and
understanding of civilization over time. paintings of
how the bacteria that -Lecture intro to tuberculosis patients
cause tuberculosis “Mini-Unit on over time
have evolved over Bacteria Epidemics
time, and its impact over Time” - this -Graphic Organizer
on human spans the next three
civilizations by lessons (5 min)
accurately
completing a graphic -Four corners activity
organizer. to see what students
currently believe
about tuberculosis
(10min)

-Lecture while
students follow along
on graphic organizer
(15-20 min)

-Assign timeline
homework
assignment to
 synthesize the info
they recorded in their
graphic organizers
(due at the end of the
Mini Unit)

Lesson 4: By the end I can explain how the -Written Warmup: -Powerpoint lecture
of the lesson, bacteria causing the See-Think-Wonder of
students will bubonic plague have Bubonic plague -Powerful
demonstrate an impacted human images(10min) photographs and
understanding of civilization over time. paintings of bubonic
how the bacteria that -Four corners activity plague patients over
causes the bubonic to see what students time
plague have evolved currently believe
over time, and its about the bubonic -Graphic Organizer
impact on human plague (10-15min)
civilizations by
accurately -Lecture while
completing a graphic students follow along
organizer. on graphic organizer
(15-20 min)

Lesson 5: By the end I can explain how the -Written Warmup: -Powerpoint lecture
of the lesson, bacteria causing See-Think-Wonder of
students will cholera have Bubonic plague -Powerful
demonstrate an impacted human images(10min) photographs and
understanding of civilization over time. paintings of cholera
how the bacteria that -Four corners activity patients over time
causes cholera have to see what students
evolved over time, currently believe -Graphic Organizer
and its impact on about cholera
human civilizations (10-15min)
by accurately
completing a graphic -Lecture while
organizer. students follow along
on graphic organizer
(15-20 min)
Lesson 6: By the end I can explain how the -Written Warmup: -Powerpoint lecture
of the lesson, bacteria causing See-Think-Wonder of
students will ebola have impacted ebola images(10min) -Powerful
demonstrate an human civilization photographs and
understanding of over time. -Four corners activity paintings of ebola
how the bacteria that to see what students patients over time
causes ebola have currently believe
evolved over time, about ebola -Graphic Organizer
and its impact on (10-15min)
human civilizations
by accurately -Lecture while
completing a graphic students follow along
organizer. on graphic organizer
(15-20 min)

Lesson 7: By the end I can explain the -Written warmup -Scientific articles on
of the lesson, importance of (10min) antibiotics
students will antibiotics in human
demonstrate an society. -Individual readings
understanding of the of articles (15min)
history of antibiotics
and their importance -Group discussion /
in public health by lecture (25min)
actively engaging in a
group discussion -Timeline homework
analyzing the effects assignment due
of antibiotics on
human society.

Lesson 8: By the end I can explain how -Written warmup (5- -Powerpoint lecture
of the lesson, antibiotics work and 10min)
students will be able their impact on the -Video:
to articulate how human body. -I used to think… now https://www.youtube
antibiotics work and I think… on how .com/watch?v=X1GT2
their impact on the antibiotics work bKgci8
human body by (5min at beginning of
writing a factually class and 5min at end
accurate one of class)
paragraph exit ticket.
-Video (5min)

-Lecture (20 min)

-Small group
discussion and
individual writing (10
min)

Lesson 9: By the end I can explain how -Written warmup (5- -Antibiotic resistance
of the lesson, evolution drives 10 min) video:
students will be able antibiotic resistance. https://www.youtube
to clearly articulate -Claim-Support- .com/watch?v=rKyox
how evolution causes Question: Why is 9E7RqA
antibiotic resistance antibiotic resistance
to develop in on the rise in our -Computers with
bacterial populations society? (15min) video editing
by creating a public software
service -Antibiotic resistance
announcement video video: (5min) -Video camera (1 per
on antibiotic group)
resistance. -Lecture (10min)

-Small groups begin

work on video project
(30min)

-Assign mid-unit
check for
understanding video
project

Lesson 10: Students I can explain the -Written warmup -Case Study
will demonstrate an health impacts of (10min)
understanding of the MRSA.
public health impacts -Read case study (5-
of MRSA by reviewing 10min)
a case study and
writing a response -Discuss case study
that includes five (10-20min)
relevant facts by the
end of the lesson. -Write response
(10min)

Lesson 11: By the end I can culture and -Lab Intro (5min) -Cotton swabs
of the lesson, identify bacteria in a
students will lab. -Lab activity (45min) -Agar
demonstrate
proficiency with -Petri dishes
culturing and
identifying bacteria in -Incubators
the lab by writing an
analysis of the S. -Lab goggles and
aureus lab activity coats
that accurately
relates their results -Gloves
back to the course, as
per the rubric.

Lesson 12: By the end I can present my -Student -Video projector

of the class, students antibiotic resistance presentations
will demonstrate an PSA. -Peer review forms
understanding of the -Peer reviews of each
impacts of antibiotic other’s videos
resistance on human
population by -Mid-unit check for
presenting their understanding video
antibiotic resistance assignment due
public service
announcement
videos to their peers.

Lesson 12: Students I can understand how -Written warmup (10 -Powerpoint lecture
will demonstrate an horizontal gene min)
understanding of transfer works. -Index cards with
horizontal gene -Lecture (10 min) genes written on
transfer, by sharing them
out one takeaway per -Horizontal Gene
person in regards to Transfer Social
the activity at the Activity (20 min)
end of the lesson.
-Class
Debrief/Shareout
(10min)

Lesson 13: By the end I can work with my -Written warmup -Materials needed for
of the lesson, peers to create a (ideas for presentations- chart
students will presentation on presentation) paper, markers,
demonstrate an horizontal gene (10min) construction paper,
understanding of the transfer and its scissors, glue
impact of horizontal impact on bacterial -Classwork in groups
gene transfer on evolution. putting together
bacterial evolution, presentation (25min)
by creating a
diagram-based -Presentations
presentation and (25min)
presenting it to the
class in small groups,
as per the rubric.

Lesson 14: By the end I can analyze the -Written warmup (10 -Powerpoint lecture
of the lesson, function of bacterial min)
students will vaccination and herd -
demonstrate an immunity in human -Lecture (10min) Questionnaire/Guidin
understanding of the society. g questions
function of bacterial -Break into small
vaccination and herd groups and discuss
immunity in human literature that was
society, by discussing read for homework -
relevant literature on fill out a
the topic in small questionnaire as a
groups. group (30min)
Lesson 15: By the end I can brainstorm a -Written warmup (5- -Computers
of the lesson, topic and begin 10min)
students will researching that topic -Information
demonstrate an for my summative -Students will have 4 resources like
understanding of the presentation. days in-class to work textbooks and
biological and on their journals, etc
societal impacts of presentations
evolution on a
specific bacterial
disease by creating a
10-15 minute
presentation as per
the rubric.

Lesson 16: By the end I can use excellent -Student -Projector

of the lesson, public speaking skills presentations
students will to present my -Computer
demonstrate an summative -Peer feedback
understanding of the presentation, and
biological and listen to my peer’s
societal impacts of presentations.
evolution on a
specific bacterial
disease by presenting
a 10-15 minute
presentation as per
the rubric.

Lesson 17: By the end I can reflect on how -Written warmup -Original Think-
of the lesson, my ideas of bacteria (5min) Puzzle-Explore
students will reflect and evolution have activity from lesson 1
on how their ideas of changed throughout -Review and share
bacteria and this unit. out of Lesson 1’s
evolution have Think-Puzzle-Explore
changed throughout (5-10min)
the unit, by
completing a Think- -Write new Think-
Puzzle-Explore Puzzle-Explore and
 activity and actively share out (15min)
engaging in a group
discussion closure -Roses & Thorns
activity. feedback on unit and
assessments (20min)

Resources:
● Microbiology: An Introduction, 12th Edition (Gerard J. Tortora, Berdell R. Funke and
Christine L. Case)
● Case Studies in Global Health: Millions Saved (Ruth Levine)
● University of California Berkeley. “Superbug, super-fast evolution.” Understanding
Evolution. April 2008. Web.
http://evolution.berkeley.edu/evolibrary/news/080401_mrsa
● Bacterial Disease Video: https://www.youtube.com/watch?v=zQGOcOUBi6s
● Major epidemics over time:
http://www.cnn.com/interactive/2014/10/health/epidemics-through-history/
● How Antibiotics Work Video: https://www.youtube.com/watch?v=X1GT2bKgci8
● Antibiotic resistance video: https://www.youtube.com/watch?v=rKyox9E7RqA
● Lab materials: petri dishes, agars, cotton swabs, incubators, gloves, lab goggles, lab
coats
● Craft construction materials: construction paper, markers and colored pencils, tape, glue
● Technology: Projector, computers, video-editing software, google docs and google slides
 Original Course and Unit Outline ED 613: Self-Assessed and Self-Scored Rubric

Component Score

1. Semester Outline: Provides clear outline of original 18-week long semester

course in your content area. Explicitly names content and grade level at
5/5
beginning. Presents a week-by-week calendar format to indicate the
progression of topics and how much time would be needed for each unit
within the full semester course. You do not need to include objectives for each
unit.

For the original unit plan of 15-20 lessons, provides the following components:

2. Brief overview of the unit, including rationale (why is this content important 24/25
to teach?), one or two big ideas/essential questions that will be addressed,
and a day-to-day calendar of which topics the unit will address in what For the most part,
order. The calendar also needs to include a brief description of activities and lessons are clear and
SMART objectives for each lesson (learning targets optional) and a note on attainable. A few could
when the four required assessments will take place. be better organized to
meet learning objective
Unit appears to be grade-appropriate, relevant, and realistic within 15-20
and/or be more timely. I
lessons. All topics help students make progress towards unit objectives.
also included more than
2 big ideas/essential
questions.

3. Colorado Academic Standards that this unit addresses: Includes at least the 10/10
content area(s), standard, prepared graduates statement, specific concepts
and skills students will master, and evidence outcomes that you will actually
focus on in this unit. Includes numbers and words.
4. Specific content and skill objectives written in SMART model format
(specific, measurable, attainable, relevant and results-oriented, time bound)
using Bloom’s Taxonomy, Costa’s Levels of Inquiry, or other similar models: 9/10
Includes 2-5 overall unit goals that allow students to develop and
demonstrate specific content knowledge, performance skills, and reasoning My unit goals could be
(analysis, synthesis, comparison, classification, inference, evaluation). Each clearer. I didn’t pick a
lesson includes a lesson-level SMART objective. topic that I am an expert
in, and had trouble
Objectives use action verbs, will help students deepen their critical thinking navigating the state
and/or problem solving skills, and specifically connect back to the targeted
standards to pick
Colorado academic standards/evidence outcomes.
 excellent unit goals
because I am not as
knowledgeable about
microbiology as I would
have liked to be to write
this semester and unit
outline.

5. Proposed assessments that allow students to SHOW that they have met the
unit objectives and will allow you to MEASURE their knowledge/skill. Consult
Assessment Plan for details to align. 10/10

a. At a minimum, you need a non-graded pre-assessment, as well as a

homework assignment, a mid-unit check for understanding (quiz,
project, graphic organizer, etc.) and a summative evaluation of the
entire unit. USE AT LEAST THREE DIFFERENT METHODS OF
ASSESSMENT (performance task or written/oral product with rubric,
portfolio, multiple choice, matching, binary choice such as true/false,
short answer, etc.)

b. Assessments accurately measure the intended objectives.

NOTE: In the Formal Assessment Plan, you will actually create these original
assessments. For this unit outline, you just need simple descriptions of them—
what the content and format will be—as well as an indication of when in the unit
the assessments will take place (show in unit calendar).

6. List of resources including use of technology, lab equipment, website

interactions, community interactions and field trips, safety procedures,
primary source materials and classroom supplies and materials needed, etc. 5/5

7. Unit plan provides opportunities for students to develop and demonstrate

21st century skills and dispositions such as collaboration, problem solving,
communication, considering multiple/global perspectives, critical thinking
(see 6 Continua for Assessing Thinking from Harvard Project Zero), and so on. 9/10

A few lessons are not

Unit plan is coded or labeled to show explicitly which aspects of it allow
students to develop and demonstrate 21st century skills and dispositions. directed towards 21st
century skills and
dispositions, but most
are.
 72/75
TOTAL SCORE:
If I could go back in time,
I would have selected a
different topic for this
project -- something that
fits the state standards
more easily and that I
have a wealth of
knowledge about. Since
that is not an option, I
think I did the best work
that I could with the
topic that I chose, but
there is still room for
improvement.