MAT Independent Study Katie Brehm
Biology Unit Plan
Salt: Savory or Stressful?
Template and design adapted from Understanding by Design
by Grant Wiggins and Jay McTighe (ASCD, 2005)
Desired Results
Established Goals:
From the NC SCOS Competency Goals for Biology:
Objectives
• 1.01 Identify biological questions and problems that can be answered through scientific investigations
• 1.02 Design and conduct scientific investigations to answer biological questions
• 1.03 Formulate and revise scientific explanations and models of biological phenomena using logic and evidence
• 2.03 Investigate and analyze the cell as a living system including maintenance of homeostasis and movement of
materials into and out of cells
• 3.04 Assess the impact of advances in genomics on individuals and society
• 4.02 Analyze the processes by which different organisms accomplish essential life functions including
transport, excretion, regulation, nutrition, growth, and development
• 4.03 Assess, describe and explain adaptations affecting survival and reproductive success.
• 4.04 Analyze and explain the interactive role of internal and external factors such as genetics, nutrition, and
toxins in health and disease
• 5.03 Assess human population and its impact on local ecosystems and global environments
Understandings: Essential Questions:
Students will understand that . . .
• Life cannot exist without a precise balance of • How can a scientific concept be altered for public
certain essential minerals consumption?
• The natural environment is a source of toxins • How might a naturally occurring mineral be toxic to
threatening to life life?
• Adaptation has given species’ the tools to cope with • How is cellular function related to human behavior?
challenges such as salt stress • How do humans define and maintain health?
• Repeated stress on human systems has long term • What impact do natural resources have on societies?
detrimental health effects
• Societies must defend themselves against a lack of
natural resources and threats to human health
Students will know . . . Students will be able to . . .
• How salts are defined in different areas of study • Identify minerals necessary for life
• How plants defend themselves against salt stress • Compare plant and animal cellular function
• The role salts and other electrolytes play in the • Devise healthy nutrition plans for themselves and
human body others
• Which species have adapted to survive in different • Evaluate ethical issues in human interaction with
environments the earth’s resources
• The motivations for genetic modification • Interpret and analyze data
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MAT Independent Study Katie Brehm
Learning Plan
Learning Activities:
Day 1: Introduction of saline soil contamination following the Japanese earthquake and tsunami.
Learning goals: Summarize soil contamination as a problem. Establish reliable sources of
information. Distinguish between different definitions of salt. Hypothesize effects of salinity on
living organisms.
Day 2: Exploration of plant response to salt stress
Learning goals: Review plant cellular structure and function. Model membrane activity and
cellular regulation. Explore visual effects of salt stress. Test for soil salinity.
Day 3: Exploration of human response to high salt diet
Learning goals: Explore salts and electrolytes in the body. Define the role of the kidney in
removing toxins from the blood stream. Compare cellular function in human body with plant
cellular function. Investigate various methods of achieving bodily saline homeostasis.
Day 4: Investigation of salt in different societies
Learning goals: Compare high-salt societies and low-salt societies in terms of geography.
Reflect on consumption patterns. Examine federal dietary recommendations. Define
hypertension and explore the salt-hypertension connection. Self-assess knowledge of salt in
foods.
Day 5: Considering halophytes
Learning goals: Return to the issue of saline soil contamination and geographic implications.
Discover how sea creatures defend against exposure to salinity. Explore plant species adapted to
saline environments. Develop connection to alleviating threat of saline soil contamination.
Introduce scientific work on genetic modification of foods and the debate surrounding the issue.
Final Assessment: Students will choose individual research projects based on a list of
“Unanswered Questions” compiled throughout the unit. Projects will have various formats.
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MAT Independent Study Summer 2011 Katie Brehm
Salt: Savory or Stressful?
Day 1 Lesson Design
Template adapted from Madeline Hunter’s Eight Components of an Effective Lesson
I. Outcomes of the Lesson
General Principle: Knowledge Outcomes of the Lesson:
State what the students are expected to • Evaluate reliable sources of information
know and/or to be able to do as a result of • Summarize information
the lesson. • Life cannot exist without a precise balance of certain essential
minerals
• Define salt in different areas of study
• Identify minerals necessary for life
II. Elements of Lesson Design
Definition of the Element: Plan:
Anticipatory Set: Something at the begin- 1. Show videos of Japanese tsunami destruction
ning of the lesson that focuses the students' Examples:
attention on the subject of the lesson. [Link]
[Link]
2. Students group-read selected article on saline soil
contamination (Appendix 1a)
[Link]
Statement of Objective and Purpose: 3. Essential Question: What is salt?
Communication of the intended outcome(s)
of the lesson and why it is important for the
student to know the information or be able
to perform the skills.
Instructional Input: Presentation of the 4. Conduct student survey of assumed reliable sources of
information or skills to be learned. information
5. Discuss why Wikipedia may or may not be a reliable source
Modeling: Presentation of appropriate 6. Teacher completes a concept map with a Wikipedia article on a
examples or a demonstration by the teacher related topic (sample at Appendix 1b)
of the behavior the student is expected to
emulate.
Checking for Understanding: An activity 7. In groups, create a concept map on the Wikipedia article ‘Salt’
that allows teacher to determine if students 8. Groups check each other for accuracy
have understood the instructional input and
modeling before proceeding to practice.
Guided Practice: An in-class activity in 9. Each group is assigned a section of article to study, then Jigsaw
which students practice the skills or infor- with other groups to share information
mation just learned. Teacher is present to 10. Class version of ‘Salt’ concept map is completed by group
monitor and give feedback. members (sample at Appendix 1b)
Salt: Savory or Stressful?
Day 1 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Instructional Input 11. Visual Quiz: Which of these is salt? (Appendix 1c)
12. Teacher explains that all the pictures represent different types
of salts and that salt has a chemical definition in addition to our
common definition.
13. Mini-lecture: Why do we need salt anyways? (ppt Day 1)
Modeling 14. Lab introduction and How to: Preparing a slide
Checking for Understanding 15. Elodea and saline solutions lab (Appendix 1d)
Guided Practice [Link]
Note: Teaching tips and evaluation keys included on website
Independent Practice: Any practice activity 16. Homework: Design a lab to test plant growth in saline soils
which the student is capable of performing
away from the class and without the
teacher’s supervision.
Artful Ending: An act to adjourn the class, 17. Ticket Out the Door: Create a concept map for what was
summarize today’s learning, and/or preview learned in today’s class
the next lesson in the sequence.
III. Learning Assessments to Determine If Outcomes Have Been Met
General Principle: Assessments:
Assessment may be formal or informal but • Group Wikipedia summary
should let the teacher know which students • Elodea lab report
have mastered which outcomes (and there-
fore serve as a basis for the next sequence of • Ticket Out the Door concept map
lessons). • Homework lab design
Salt: Savory or Stressful?
Day 1 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Salt: Savory or Stressful?
Day 2 Lesson Design
Template adapted from Madeline Hunter’s Eight Components of an Effective Lesson
I. Outcomes of the Lesson
General Principle: Knowledge Outcomes of the Lesson:
State what the students are expected to • The natural environment is a source of toxins threatening to
know and/or to be able to do as a result of life
the lesson. • Adaptation has given species’ the tools to cope with challenges
such as salt stress
• A naturally occurring mineral may be toxic to life
• Plants defend themselves against salt stress
• Field techniques such as soil sampling and sketching
II. Elements of Lesson Design
Definition of the Element: Plan:
Anticipatory Set: Something at the begin- 1. Group discussion of Elodea lab results with teacher-provided
ning of the lesson that focuses the students' prompts
attention on the subject of the lesson.
Statement of Objective and Purpose: 2. Essential Question: How and why is salt stressful to plants?
Communication of the intended outcome(s)
of the lesson and why it is important for the
student to know the information or be able
to perform the skills.
Checking for Understanding: An activity 3. In groups, students will compete to recall (from a previous
that allows teacher to determine if students unit) all plant cell structures and functions. Each student creates
have understood the instructional input and own plant cell drawing (sample at Appendix 2a)
modeling before proceeding to practice.
Guided Practice: An in-class activity in 4. In different groups, students create a Cell Analogy, displaying
which students practice the skills or infor- knowledge of organelle function (sample at Appendix 2b) and
mation just learned. Teacher is present to present to class
monitor and give feedback.
Instructional Input 5. Osmosis mini-lecture on board. Topics to include: Balance and
homeostasis, balance vs entropy, constant motion across
boundary, movement of solvent (water) rather than solute
Modeling: Presentation of appropriate 6. Teacher answers, ‘Which way will water move?’ using
examples or a demonstration by the teacher diagrams on board
of the behavior the student is expected to
emulate.
Checking for Understanding 7. Text poll quiz on osmosis concepts and application to plant
cells (sample at Appendix 2c)
[Link]
Salt: Savory or Stressful?
Day 2 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Instructional Input 8. Mini-lecture: What does salt stress look like in plants? (ppt Day 2)
Modeling 9. Teacher How-to: field techniques of sketching and soil sampling
Checking for Understanding 10. Field trip outdoors to search for stressed plants and collect soil
Guided Practice samples
11. Ticket Out the Door: A field sketch of a stressed plant
12. Soil salinity lab (Appendix 2d). Students will report findings to a
spreadsheet that the teacher will evaluate.
Note: Lab requires a salinity meter. Samples might also be sent for
testing at a state or university lab.
Artful Ending: An act to adjourn the 13. Bubble demonstration examining movement across a cell
class, summarize today’s learning, membrane to emphasize osmosis concept and importance of
and/or preview the next lesson in the salinity (Appendix 2e)
sequence.
III. Assess Learning to Determine If Outcomes Have Been Met
General Principle: Assessments:
Assessment may be formal or informal • Cell drawing
but should let the teacher know which • Text poll results
students have mastered which outcomes
(and therefore serve as a basis for the • Soil salinity result
next sequence of lessons). • Ticket out door sketch
Salt: Savory or Stressful?
Day 2 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Salt: Savory or Stressful?
Day 3 Lesson Design
Template adapted from Madeline Hunter’s Eight Components of an Effective Lesson
I. Outcomes of the Lesson
General Principle: Knowledge Outcomes of the Lesson:
State what the students are expected to • Adaptation has given species’ the tools to cope with challenges
know and/or to be able to do as a result of such as salt stress
the lesson. • Repeated stress on human systems has long term detrimental
health effects
• The role salts and other electrolytes play in the human body
• Compare plant and animal cellular function
II. Elements of Lesson Design
Definition of the Element: Plan:
Anticipatory Set: Something at the begin- 1. Show images of hyponatremic athletes and have students
ning of the lesson that focuses the students' hypothesize what has occurred and why.
attention on the subject of the lesson. 2. Teacher briefly introduces hyponatremia and explains who is
danger of suffering from electrolyte deficiency
Statement of Objective and Purpose: 3. Essential Question: What is the role of salt in the human body?
Communication of the intended outcome(s)
of the lesson and why it is important for the
student to know the information or be able
to perform the skills.
Instructional Input: Presentation of the 4. Electrolytes and Salt in the Body mini-lecture (ppt Day 3)
information or skills to be learned.
Instructional Input 5. Teacher guides students through web video and interactive:
How does the kidney regulate salt in the bloodstream?
[Link]
(Flash required)
Modeling: Presentation of appropriate 6. Teacher reinforces concepts of kidney functioning and
examples or a demonstration by the teacher homeostasis by creating diagram on board, focusing on major
of the behavior the student is expected to functions rather than parts (sample at Appendix 3a)
emulate.
Guided Practice: An in-class activity in 7. In groups, students create an Organ Analogy (similar to cell
which students practice the skills or infor- analogy, sample at Appendix 2b), displaying knowledge of
mation just learned. Teacher is present to major kidney functions. Groups will present to the class
monitor and give feedback.
Modeling 8. Teacher How-to: reading nutrition labels for portion sizes and
sodium content
Independent Practice: Any practice activity 9. Students will track and log their sodium intake for 24 hours and
which the student is capable of performing report back for homework.
away from the class and without the
teacher’s supervision.
Artful Ending: An act to adjourn the class, 10. Electrolyte Testing: Evaluating different store-bought and
summarize today’s learning, and/or preview made-in-class (sample at Appendix 3b) solutions, tablets, and
the next lesson in the sequence. gels for taste and nutritional value. Compare class results to
results of scientists:
[Link]
Salt: Savory or Stressful?
Day 3 of 5
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MAT Independent Study Summer 2011 Katie Brehm
III. Assess Learning to Determine If Outcomes Have Been Met
General Principle: Assessments:
Assessment may be formal or informal but • Kidney diagram
should let the teacher know which students • Homework sodium intake log
have mastered which outcomes (and there-
fore serve as a basis for the next sequence of • Electrolyte Test report
lessons).
Salt: Savory or Stressful?
Day 3 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Salt: Savory or Stressful?
Day 4 Lesson Design
Template adapted from Madeline Hunter’s Eight Components of an Effective Lesson
I. Outcomes of the Lesson
General Principle: Knowledge Outcomes of the Lesson:
State what the students are expected to • Repeated stress on human systems has long term detrimental
know and/or to be able to do as a result of health effects
the lesson. • Societies must defend themselves against a lack of natural
resources and threats to human health
• How humans define and maintain health
• The impact natural resources have on societies
• Devising healthy nutritional plans for themselves and others
II. Elements of Lesson Design
Definition of the Element: Plan:
Anticipatory Set: Something at the begin- 1. Watch excerpts from director José Padilha’s Secrets of the
ning of the lesson that focuses the students' Tribe on the Yanomami tribe of Brazil:
attention on the subject of the lesson. [Link]
Statement of Objective and Purpose: 2. Essential Question: What role does salt play in human culture?
Communication of the intended outcome(s)
of the lesson and why it is important for the
student to know the information or be able
to perform the skills.
Modeling: Presentation of appropriate 3. Teacher How-to: Google Earth and basic user tools for
examples or a demonstration by the teacher searching and marking locations.
of the behavior the student is expected to
emulate.
Checking for Understanding: An activity 4. Using a computer, each student will complete Exploring Salt &
that allows teacher to determine if students Humans in Google Earth to explore mineral resources of the
have understood the instructional input and earth, including salt mines, and locate the societies known for
modeling before proceeding to practice. characteristically high and low salt consumptions (Appendix
Guided Practice: An in-class activity in 4a)
which students practice the skills or infor- Extension note: Students might also download a USGS mineral
mation just learned. Teacher is present to resources layer for a certain region and explore individual salt
monitor and give feedback. mines
[Link]
Instructional Input 5. In groups, students will read an excerpt from “The Man Who
Ate Everything” by Jeffery Steingarten (Appendix 4b). From
the reading, students will compile a vocabulary list of at least
four unknown words and a list of questions for potential final
research topics.
6. Mini-lecture on hypertension focusing on medical definition
and risks (ppt Day 4)
Independent Practice: Any practice activity 7. Students will write a health questionnaire for hypertension
which the student is capable of performing sufferers.
away from the class and without the 8. Students will identify a friend, family member, or other person
teacher’s supervision. with hypertension and administer the health questionnaire.
Results will be turned in as homework.
Salt: Savory or Stressful?
Day 4 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Instructional Input 9. Teacher will provide compiled salt consumption student data
Modeling from the previous day and describe how to compare the results
to federal guidelines.
Checking for Understanding 10. Students will create a chart showing federal recommendation
Guided Practice for daily electrolyte consumption (Appendix 4c) compared to
actual consumption of classmates.
Federal guidelines found at:
[Link]
el=1&tax_subject=256
Artful Ending: An act to adjourn the class, 11. Students use voting cards to respond to Sodium Smarts quiz
summarize today’s learning, and/or preview (sample at Appendix 4d) with teacher.
the next lesson in the sequence. [Link]
[Link]&quizId=100001
12. Ticket Out the Door: Students taste test certain low-sodium
foods. Students fill out evaluation form (Appendix 4e) on each
food.
III. Learning Assessments to Determine If Outcomes Have Been Met
General Principle: Assessments:
Assessment may be formal or informal but • Exploring Salt & Humans in Google Earth
should let the teacher know which students • Vocabulary list and research questions from reading
have mastered which outcomes (and there-
fore serve as a basis for the next sequence of • Salt consumption chart
lessons). • Low-sodium taste test evaluation
• Homework health questionnaire
Salt: Savory or Stressful?
Day 4 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Salt: Savory or Stressful?
Day 5 Lesson Design
Template adapted from Madeline Hunter’s Eight Components of an Effective Lesson
I. Outcomes of the Lesson
General Principle: Knowledge Outcomes of the Lesson:
State what the students are expected to • Societies must defend themselves against a lack of natural
know and/or to be able to do as a result of resources and threats to human health
the lesson. • The impacts natural resources have on societies
• Which species have adapted to survive in different environments
and how
• The motivations for genetic modification
• Evaluation of ethical issues in human interaction with the earth’s
resources
• Interpretation and analysis of data
II. Elements of Lesson Design
Definition of the Element: Plan:
Anticipatory Set: Something at the begin- 1. Students complete a journal response to the question, “What
ning of the lesson that focuses the students' problem(s) originally began our study of salt?”
attention on the subject of the lesson. 2. Students will share answers with class. Students will respond
and identify the problem of saline soil contamination.
Statement of Objective and Purpose: 1. Essential Question: What species are able to tolerate high
Communication of the intended outcome(s) salinity and how? How have humans used this knowledge in
of the lesson and why it is important for the genetic engineering?
student to know the information or be able
to perform the skills.
Instructional Input: Presentation of the 3. Teacher shows Salinity-Affected Soils world map (Appendix
information or skills to be learned. 5a) and guides students in initial data analysis and pattern
Modeling: Presentation of appropriate recognition
examples or a demonstration by the teacher 4. Meanwhile, teacher reviews world geography, including
of the behavior the student is expected to placement of equator and identification of countries
emulate.
Checking for Understanding: An activity 5. Map Analysis Activity: In groups, students analyze a series of
that allows teacher to determine if students maps (Appendix 5b) and develop three to five scientific
have understood the instructional input and inferences regarding soil quality, aridity, threats to soils,
modeling before proceeding to practice. agriculture, and world hunger
6. Groups will present results and teacher will compile common
inferences and other student responses for discussion.
7. Class will come together to identify major conclusions and
issues that need attention.
Guided Practice: An in-class activity in 8. Students are prompted to consider potential solutions to saline
which students practice the skills or infor- soil contamination (ppt Day 5a). Included is an introduction to
mation just learned. Teacher is present to genetic engineering as a potential solution.
monitor and give feedback.
Salt: Savory or Stressful?
Day 5 of 5
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MAT Independent Study Summer 2011 Katie Brehm
Instructional Input 9. Teacher guides selected students through web interactive
“Engineer A Crop.” Class takes notes on the steps of transgenic
manipulation
[Link]
(Flash required)
Checking for Understanding
10. Teacher poses questions to class for discussion:
What is the purpose of transgenic manipulation?
What is the end goal?
Instructional Input 11. Mini-lecture: The Search for Favorable Traits (ppt Day 5b)
Checking for Understanding Teacher guides students to thinking about how animal and
plant species are adapted to saline environments and how to
identify favorable traits for transgenic manipulation.
Instructional Input 12. Students watch two brief videos describing alternate
viewpoints on genetic engineering:
“GMOs To Benefit Hungry, Malnourished”
[Link]
Birke Baehr, “What’s Wrong with Our Food System”
[Link]
Independent Practice: Any practice activity 13. For homework, students will write a one-page opinion piece
which the student is capable of performing on the genetic engineering of foods. Sources and citations are
away from the class and without the required.
teacher’s supervision.
Artful Ending: An act to adjourn the class, 14. Ticket Out the Door: Response to, What is the most pressing
summarize today’s learning, and/or preview problem/issue that we discussed today and why?
the next lesson in the sequence.
III. Learning Assessments to Determine If Outcomes Have Been Met
General Principle: Assessments:
Assessment may be formal or informal but • Journal entry
should let the teacher know which students • Group map analysis
have mastered which outcomes (and there-
fore serve as a basis for the next sequence of • Ticket out door response
lessons). • Homework: Genetic engineering opinion piece
Salt: Savory or Stressful?
Day 5 of 5
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