Unit Plan - Health

Ashley Waldroup
Seth Moody
Chelsea Womack
Unit Assignment Guide Sheet
CI 4490
Grade: 8th Grade
Theme: Health
Approach: Interdisciplinary AND Integrative
Team Roles:
Ashley
Social Studies, Theme Approach, Culminating Assessment Rubrics, Day 11-14
Seth
Science, Timeline & Framework, Day 11-15
Chelsea
English Language Arts, Adolescent Connections, Uniform Formatting
All
3 Math lessons each
Timeline & Framework:

Our unit on Health will span over a period of 15 days during the second month of school.
On day one, all of 8th grade will come into the gym to participate in our Red Dot Activity. This
activity will be used as an engage or "starter" activity to introduce the concept of good health
versus illness such as an infectious disease. This activity will start at the end of the day in place
of our normal remedial one-hour block. In the coming 10 days, students will resume their normal
50-minute blocks with each of our content areas.
In the last five days, the students will be introduced to the culminating activity, which
consists of an informational brochure product and a visit to the local elementary school for a day
of presentations. On days 12 and 13, we will conduct conferences with each student in varying
capacities such as 1 on 1 and peer-to-peer conferences. Simultaneously, we will be giving our
students class time in each of our class periods to work on any missing work and creating the
informational brochures. Students will be given the option to work in pairs or alone depending
on their preference. On the last day, day 15, students will participate in the presentation portion
of the culminating assessment.
The framework for this unit is centered on the concept of a team rather that
individualized classrooms. For that reason, students will be put into teams with names inspired
by aspects of human health such as "Team Mighty Muscles" or "Team Insidious Infections."
When students come back together for the culminating assessment, they will be assigned a
specific classroom in the elementary school to hold a living information gallery. From day to day,
members from each team will be responsible for bringing a healthy snack to share with their
respective teams to incorporate a running social aspect to the unit.
Theme Approach:
Collectively, we decided to take a middle of the road approach when it comes to the
continuum of interdisciplinary to integrated teaching. Day one and days eleven through fifteen
are treated as an integrative effort for this unit. We made the decision to launch the unit as a team
and close out the unit through our culminating assessment as a team. When our students are
combined during these phases of the unit, we wanted them to have the opportunity to experience
all core subjects outside of the traditional classroom. On the contrary, we chose to utilize the
interdisciplinary approach for days two through ten of this unit. During this time, we work in
separate disciplines to cover the overarching theme of health.
Health is a broad topic that can be easily covered in all four subjects and is very relevant
to adolescents. We felt that it was important to show students the ways in which health can be
tracked in math, science, language arts, and social studies separately before bringing all of the
subjects together for the culminating assessment. This way, students will be forced to synthesize
all of the information they have learned across content areas during the creation of their final
products.
Lastly, we decided to make this unit more student-directed rather than teacher-driven.
Throughout these lessons, students will be in charge of their own learning through investigation
and research. We challenge students to seek out their own knowledge rather than relying on the
teacher to provide them with information in order to develop critical thinking skills. Students
will be engaging a wide variety of hands-on learning activities that foster the growth of
analytical and higher-level thinking skills. With this approach, students will achieve those 21st
century learning goals that will make them college and career ready.
Adolescent Connections:
Adolescence is already a difficult time for a middle school student in regards to all of the
changes that are occurring: physical, mental, social. With all of these stressors present
throughout the day, it is important that adolescents know how to cope with them on a deeper and
more contextualized level. How can better health help me improve my performance in school?
Although it might not seem like an obvious relationship from first appearance, the relationship
that exists between the two is crucial for setting adolescents up for success in the classroom.
Health that is maintained and in good condition allows the potential for so much more
success in comparison to poor health that acts as a detriment. Adolescents who are conscious of
their health in terms of their diet and exercise have more healthy energy that can be converted
into energy expelled onto activities that they enjoy. Good health provides adolescents the
potential to be far happier during every day activities.
During a time when adolescents are still trying to figure out who they are in society, it is
becoming increasingly more common for students to feel self conscious in comparison to the
attention that media places on physical appearance. Adolescents dont have to look like the
model in the ad because, for starters, it is absolutely ridiculous that marketing campaigns are
placing such a large emphasis on sexualizing everything directed toward these adolescents, but
also because no one looks like the model in the ad. Media is a breeding ground for self conscious
feelings and feelings of unworthy; however, good health allows students the opportunity to be
confident. Maintaining a good health means that students are eating well, despite the climb in
fast food chains; maintaining a good health means that students are getting enough exercise and
doing good for their body.
The connection between adolescents and health is a large contributor to the adolescents
success, not just in the classroom, but also as a whole. We chose to complete this unit under the
topic Health because it is important for adolescents to understand that there are ways to improve
their wellbeing simply by eating better and taking the stairs a few more times than they normally
would.
Essential Questions:
Why is it important to be healthy?
How does good health contribute to success?
How can you practice good health?
Learning Outcomes:
I can use a variety of resources to seek information on my own.
I can be a collaborative group member.
I will understand how good health impacts everyday life.
I will understand the importance of good health and how that contributes to success.
I will know positive health measures and disease prevention.
I can analyze information from multiple sources.
I can synthesize information and create a product.
I can take anothers perspective.
I can inform others about a health-related topic to better the community.
Culminating Assessment: Informational Brochure (service learning: present brochures to an
elementary school)
Different brochure ideas:
Healthy eating
Social/Emotional Health
Exercise
Sports/Recreation
Diseases
Major Activities:
Language Arts
Social Studies
Science
Math
Socratic Seminar on Point of Documentary on a Current

View
Event
Glo-Germ
activity
Red Dot
Activity
Wanted Poster
Germy surface
activity
Analyzing Primary
Sources
Research Paper
Final Presentation of
Wanted Poster
Standards:
Language
Arts
Social Studies
Science
Math
CCSS.ELALiteracy.L.8.1
Demonstrate
command of
the
conventions of
standard
English
8.H.1.1 Construct charts, graphs, and historical narratives to

explain particular events or issues.
8.L.1
Understand the
hazards caused
by agents of
diseases that
affect living
organisms.
CCSS.Math.Content.8.G.C.9
Know the formulas for the volumes
of cones, cylinders, and spheres
and use them to solve real-world
and mathematical problems.
8.H.1.2 Summarize the literal meaning of historical

documents in order to establish context
8.H.1.3 Use primary and secondary sources to interpret
various historical perspectives
8.SP.1 Construct and interpret

scatter plots for bivariate
grammar and
usage when
writing or
speaking.
8.H.2.1 Explain the impact of economic, political, social, and

military conflicts (e.g. war, slavery, states rights and
citizenship and immigration policies) on the development of
North Carolina and the United States.
CCSS.ELALiteracy.L.8.2
Demonstrate
command of
the
conventions of
standard
English
capitalization,
punctuation,
and spelling
when writing.
8.H.3.1 Explain how migration and immigration contributed

to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward
movement, African slavery, Trail of Tears, the Great
Migration and Ellis and Angel Island).
CCSS.ELALiteracy.RI.8.1
Cite the textual
evidence that
most strongly
supports an
analysis of
what the text
says explicitly
as well as
inferences
drawn from
the text.
8.H.3.2 Explain how changes brought about by technology

and other innovations affected individuals and groups in
North Carolina and the United States (e.g. advancements in
transportation, communication networks and business
practices).
8.H.3.3 Explain how individuals and groups have influenced
economic, political and social change in North Carolina and
the United States
8.G.1.1 Explain how location and place have presented
opportunities and challenges for the movement of people,
goods, and ideas in North Carolina and the United States
8.G.1.3 Explain how human and environmental interaction
affected quality of life and settlement patterns in North
Carolina and the United States (e.g. environmental disasters,
infrastructure development, coastal restoration and
alternative sources of energy).
8.C.1.1 Explain how influences from Africa, Europe, and the
Americas impacted North Carolina and the United States
(e.g. Columbian Exchange, slavery, and the decline of the
American Indian populations)
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence
to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or
information of a primary or secondary source; provide an
accurate summary of the source distinct from prior
knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of
words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social
studies.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information
(e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read
and comprehend history/social studies texts in the grades 6-8
text complexity band independently and proficiently.
8.L.1.1
Summarize the
basic
characteristics
of viruses,
bacteria, fungi
and parasites
relating to the
spread,
treatment and
prevention of
disease.
8.L.1.2
Explain the
difference
between
epidemic and
pandemic as it
relates to the
spread,
treatment and
prevention of
disease.
8.L.2
Understand
how
biotechnology
is used to
affect living
organisms.
8.L.2.1
Summarize
aspects of
biotechnology
including:
Specific
genetic
information
available
Careers
Economic
benefits to
North Carolina
Ethical issues
Implications
for agriculture
measurement data to investigate

patterns of association between
two quantities. Describe patterns
such as clustering, outliers,
positive or negative association,
linear association, and nonlinear
association.
8.SP.2 Know that straight lines are
widely used to model relationships
between two quantitative variables.
For scatter plots that suggest a
linear association, informally fit a
straight line, and informally assess
the model fit by judging the
closeness of the data points to the
line.
8.SP.3 Use the equation of a linear
model to solve problems in the
context of bivariate measurement
data, interpreting the slope and
intercept. For example, in a linear
model for a biology experiment,
interpret a slope of 1.5 cm/ hr as
meaning that an additional hour of
sunlight each day is associated
with an additional 1.5 cm in mature
plant height.
8.SP.4 Understand that patterns of
association can also be seen in
bivariate categorical data by
displaying frequencies and relative
frequencies in a two-way table.
Construct and interpret a two-way
table summarizing data on two
categorical variables collected
from the same subjects. Use
relative frequencies calculated for
rows or columns to describe
possible association between the
two variables. For example, collect
data from students in your class on
whether or not they have a curfew
on school nights and whether or
not they have assigned chores at
home. Is there evidence that those
who have a curfew also tend to
have chores?
Table of Contents
Day 1:
Launching the Unit - Red Dot Activity
Day 2:
1. Healthy Brain, Healthy Life
2. Diseases: How Do They Find Me?
3. The Essential Biological Needs
4. The Cost of a Habit
Day 7:
1. Wanted: Dead or Alive (Continued)
2. The Path to Curing Polio
3. Mr. Parasite Sir, I'm a Fungus too!
4. Tracking Track Time Part 2
Day 3:
1. Is the Pretty Worth the Pain?
2. Im Taking Your Land; Heres Some
Smallpox
3. Food: Nature's Energizer Bunny
4. Survey Part 1
Day 8:
1. Antibiotics: The Great Bacteria
Detective
2. The Ebola Frenzy Part 1
3. Infectious Diseases... You could be
next??
4. What Am I Feeding Myself?
Day 4:
1. Seeing Things Eye to Eye
2. Could You Survive in a Colony?
3. Grasping at Straws
4. Survey Part 2
Day 9:
1. Antibiotics: The Great Bacteria
Detective (Continued)
3. The Great Debate Part 1
Day 5:
1. Annotating Mental Health
2. Origins of American Nursing
3. Earth Vs. Humans: Healthy
Relationships?
4. Whats Inside My Gym Equipment?
Day 10:
1. Bacteria Be Gone!
3. The Great Debate Part 2
4. Are Soft Drinks Soft on My Health?
Day 6:
1. Wanted: Dead or Alive
2. The Vampire of the South
3. Bacteria and Viruses... Attack!
4. Tracking Track Time Part 1
Day 11: Introduce Culminating Assessment

Day 12: Work Day/Conferencing (Teacher)
Day 13: Work Day/Conferencing (Peer)
Day 14: Work Day/Practice
Day 15: Culminating Assessment
Day 1:
Launching the Unit - Red Dot Activity - Team Wide

Standards:
8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate
of change and initial value of the function from a description of a relationship or from two (x, y)
values, including reading these from a table or from a graph. Interpret the rate of change and initial
value of a linear function in terms of the situation it models, and in terms of its graph or a table of
values.
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph
(e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits
the qualitative features of a function that has been described verbally.
Essential Question(s):
How rapidly can disease spread once it comes into contact with someone?
How do scatterplots aid in illustrating such rapid growth?
Objective(s):
I will be able to observe the rapidity in which disease spreads.
I will understand how easily disease can be spread and the importance of avoiding
contact with the disease.
I will be able to use scatterplots to plot data over different intervals of time.
21st Century Learning Goals:
Understanding national and international public health and safety issues
Obtaining, interpreting and understanding basic health information and services and
using such information and services in ways that are health enhancing
Understanding preventive physical and mental health measures, including proper diet,
nutrition, exercise, risk avoidance and stress reduction
Purpose: Day 1 serves as an introduction to the unit for the entire team. The purpose of this day
is to pull all students within the team together at one time and get them to begin thinking about
the importance of good health and how it affects all aspects of life. The introductory lesson will
be completed through the teamed teaching of all three educators and is detailed below.
Description of Activity: The entire team will come together in a large, open space available
within the school, such as the gym. Teachers will pass out Dixie cups with red food dye and
water. Two cups will be filled with a mixture of water and food dye and the rest will be purely
water. At one minute intervals, students will stop and observe the contents of their cups.
Students will be given a worksheet in which they will check off at what interval they observed
red food dye in their cup. The activity will continue until all students have red food dye in their
cups. After tallying up the number of students infected at each interval, the students will place
the information on a scatter plot, which will illustrate the increased spread of the disease as time
continues. This lesson demonstrates to students how rapidly disease can spread once someone
has been infected.
Assessment(s):
Summative: Students will complete the activity in order for them to collect an interest on the
topic. Assessment will take place in terms of student participation in the activity.
Rubric(s):
1- Student participated in and was engaged in the activity.
0- Student did not participate in the activity.
Day 2:
English Language Arts: Healthy Brain, Healthy Life

Standards:
CCSS:
CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.
CCSS.ELA-LITERACY.L.8.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.8.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
How does knowledge of vocabulary terms increase your overall knowledge of the topic?
Objectives:
I will be able to correctly identify relevant vocabulary words.
I will be able to apply vocabulary words to future lessons.
Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate group input and
feedback into the work
Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values, attitudes and
intentions
Use communication for a range of purposes (e.g. to inform, instruct, motivate and
persuade)
Description of Activities: For this lesson, students will be given a vocabulary worksheet
(provided below) where they will be asked to assess their knowledge of the included vocabulary.
Students will individually assess whether they know the word and can use it correctly, if they are
familiar with the word but dont know how to use it correctly, or if they dont know the word at
all. Following the completion of the vocabulary worksheet, students will be separated into
groups six groups of five students. Each group will be given five words from the vocabulary list
(there are 30 words total). Students will use classroom resources such as dictionaries,
thesauruses, etc. to create posters that will include the following information:
Word
Definition
Illustration
Example sentence
These posters will be hung around the classroom to be referenced to during the remaining
lessons in this unit.
Assessment(s):
Formative: Vocabulary chartStudents will use the completion of this chart to further explore
the vocabulary that will be present throughout the unit.
Summative: Vocabulary postersStudents will use these posters to assess their knowledge of the
vocabulary terms after being provided resources to look up their meaning.
Rubric:
Vocabulary Posters
4- Poster contains all components required in the directions (word, definition, illustration,
example sentence). The poster is neat and easy to read. There are no spelling errors.
3- Poster contains 3 of the 4 required components. The poster is neat. There are 1-2 spelling
errors.
2- Poster contains 2 of the 4 required components. The poster appears rushed. There are 3-4
spelling errors.
1- Poster contains 1 of the 4 required components. The poster is messy and difficult to read.
There are more than 5 spelling errors.
0- No attempt
Healthy Brain, Healthy Life:

A General Overview of Healthy Vocabulary
(Used with ELA lesson above)
How much do you know about these words? Mark your answers with an X in the appropriate
box.
Vocabulary Word
Health
Habit
Lifestyle
Tobacco
Diet
Nutrition
Exercise
Stress
Disease
Symptom
Abiotic
Biotic
Epidemic
Pandemic
Immune/Immunity
Remedy
Energy
Mental Health
Physical Health
I know what this

word means and can
use it correctly.
Im familiar with this

word but I dont know
how to use it correctly.
I dont know
what this word
means.
Environmental
Health
Bacteria
Virus
Organism
Parasite
Fungi
Infection
Agent of Disease
Biotechnology
Pharmaceutical
Nutrition
Math: "The Cost of a Habit"

CCESS:
CCSS.MATH.CONTENT.8.SP.A.4
Understand that patterns of association can also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table
summarizing data on two categorical variables collected from the same subjects. Use relative frequencies
calculated for rows or columns to describe possible association between the two variables. For example,
collect data from students in your class on whether or not they have a curfew on school nights and
whether or not they have assigned chores at home. Is there evidence that those who have a curfew also
tend to have chores?
Why is it important to analyze the cost of a habit?
How can I use mathematical approaches to evaluate healthy lifestyles?
How can I incorporate mathematics to inform my decision-making?
Objectives:
I will be able to interpret data associated with the financial aspects of a habit.
I will be able to compare and contrast various lifestyles using a two-way table.
I will be able to recognize patterns of association in graphs and mathematical
computations.
21st Century Goals:
Knowing how to make appropriate personal economic choices

Using available information to make appropriate health-related decisions
Establishing and monitoring personal and family health goals
Description of Activities: The cost of a habit can range from limited resources to quite
expensive in a short amount of time. Students will be tasked with evaluating the cost of a habit
that some people choose to incorporate into their lifestyles. In this particular lesson, we will be
focusing on the cost of smoking tobacco, namely cigarettes. I will be leading students through
various degrees of monetary cost of smoking by manipulating variables such as cost, frequency,
and purpose of the habit. I will first start the lesson by asking students to look up how much a
pack of Marlboro cigarettes cost per pack. Then I will up the stakes by stipulating that the
fictitious person we are using now smokes two packs a day. Now I will introduce the concept of
a year's worth of smoking and list those three values next to each other in a two-way chart. This
information will be put on the left side. On the right side, I will have students generate ideas of
how a person who has a healthier lifestyle might use that money more effectively. Student
answers will vary but possible answers may include: a car, clothes, a new phone, a gaming
system, etc. Once the class comes to a consensus I will translate the qualitative answers to their
relative monetary value for comparison.
Assessments Used:
Summative: Student generated two-way table- Having students help create the table shows
both a mastery of content and a personal connection to the material. Students have to understand
why we chose to construct a table and how the two sides compare and/or contrast.
Social Studies: Diseases: How Do They Find Me?

Standards:
NCESS:
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement
patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure
development, coastal restoration and alternative sources of energy).
CCSS:
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary

source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): Why is it important to be healthy?

Objectives:
I will be able to read an informational text.
I will become an expert on an easily transmittable disease.
I will understand the causes and symptoms of a disease.

I will be a collaborative member of a group.
I will create a product to share my knowledge.

persuade)
Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member
Hook: Students will respond to the prompt below and write a journal response. Afterwards, they
will turn to a partner and share their thoughts.
Prompt: Compare and contrast the ways in which you believe illnesses were spread in the 1400s
and they way they are spread today using a Venn diagram.
Lesson: Students will begin the social studies portion of this unit by looking at four major
diseases that are easily spread throughout the planet. Students will be divided into four groups
and groups will be given a case study. Groups will read their case study and answer the guiding
questions. The knowledge gained in this lesson will be student-driven instead of being provided
by the teacher.
Case Study Groups:
Diarrheal Diseases:
http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/diarrheal_diseases_case_study.pdf
HIV/AIDS: http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/HIV_case_study.pdf
Smallpox: http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/smallpox_case_study.pdf
Malaria: http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/malaria_case_study.pdf
Guiding Questions:
What disease is your case study highlighting? Describe the symptoms and causes.
Where does it take place?
When did it happen? Is it still happening?
Who does the disease effect?
Are there any solutions? Explain.
Assessment: After groups finish their work, they will be asked to create a poster that highlights
the disease they just studied. This will be considered a summative assessment for the day.
Students will share their posters in a gallery walk and take notes on other diseases as they walk
around.
Rubric:
5 - Poster incorporates at least of 6 facts, fully explains the disease in a way that is understood by
the audience, poster is well-organized and readable
3 - Poster incorporates 4-6 facts, explains the disease in a way that is mostly understood by the
audience, poster is organized and readable
1 - Poster incorporates less than 3 facts, does not fully explain the disease, information is
misunderstood by the audience, poster is unorganized and hard to read
0 - No attempt
Science: The Essential Biological Needs

NCESS Standards:
8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of
their environment.
8.L.3.1 Explain how factors such as food, water, shelter, and space affect populations in an
ecosystem.
EQ:
How much does it take to keep us healthy?

What factors in the environment cause us thrive?
How does the food that I eat transform into energy?
Objectives:
I will be able to evaluate and rank the importance of food, water, shelter, and space in
relation to living a healthy lifestyle.
I will be able to compare the size of healthy human populations based on abiotic and
biotic factors.
I will be able to recognize my relationship with the environment (including the
consequences thereof).
I will be able to define, compare, and contrast abiotic and biotic factors.
Use a wide range of idea creation techniques (such as brainstorming)
Act on creative ideas to make a tangible and useful contribution to the field in which the
innovation will occur
Description of activities: In this lesson, students will be exploring different factors found in
nature that affect how we live on a daily basis. The class will start with an engage activity
consisting of a small PowerPoint of images found in nature such as a forest or a pond. The
teacher will guide students in the observation process, marking anything they see on the board
such as water, plants, or rocks. Through probing questions, the teacher will guide students to
thinking about which items they have identified are living or not (a/biotic factors). Once students
have identified these items as a group, students will receive a graphic organizer in pairs and a set
of new images to decode. For the rest of the class, students will create a collage of images taken
from newspaper and magazines to represent different factors that affect their health such as: what
they eat, drink, where they live, how big their family is, etc. This collage will be put onto a
cutout of the human body, which will represent each student. Student products will be uploaded
to the class blog.
Assessment(s) used:
Formative: Environmental Pictures Engage Activity - used to gauge prior knowledge on making
observations, factors that determine the health of a population
Formative: Graphic Organizer- based on what they just learned, students should be able to
separate the abiotic and biotic factors in the images to indicate which are essential for survival.
Summative: Human Cutout Collage- This activity charges the students to literally bring
everything together that theyve learned so far in the lesson as well as getting students to bring a
personal connection to the material.
Human Cutout Rubric:
5- Uses at least 6 pictures, is able to explain clearly why they chose each image and how it
represents a healthy lifestyle
3- Only uses 3 or 4 pictures, is somewhat able to explain the images and how it represents a
healthy lifestyle
1- Only uses 1 or 2 pictures; there is no clear reason why images were chosen
0- No attempt
Day 3:
English Language Arts: Is the Pretty Worth the Pain?

Standards:
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories as appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
What are negative consequences to using an unclean needle on or inside the human body?
What types of infections can occur from using an unclean needle?
In what ways can teens express their self-identity without risking their health?
How can I construct an outline using expository writing pieces?
How can I use an outline to construct an expository writing piece?
Objectives:
I will be able to recognize health risks associated with using unclean needles.
I will be able to create an outline using an expository writing topic.
Description of Activities: This lesson will be used to introduce students to the concept of
expository writing (information that explains a topic) and how to create an outline to collect
main ideas from a text selection. Students will be shown photographs of different celebrities who
have piercings and or tattoos. After students have the opportunity to browse the photos for
approximately 15 minutes, ask students to answer the question what do all of these individuals
have in common in a journal. After students conclude their journal entries, ask them to share
their responses. Majority of students should have observed the individual's body modifications.
Provide students with the following article: http://www.glencoe.com/sec/health/pdf/bodydec.pdf.
Introduce the topic of expository writing prior to reading the article and ask students to create an
outline based on their reading. Provide students with a broad overview and have them fill in the
remaining details:
I.
II.
Body Decorating and the Risks

Tattoos and piercings are body adornments that create a health hazard
Main idea of Custom of the Country
a. Origins of body adornments
1. Supporting details
b. Modern practices
Following this example, students will select a health-related topic that they are interested in.
They will collect research on that topic and will display their research in the form of an outline to
display the most important points found in their research.
Assessment(s):
Summative: Students will complete the outlines on their selected health topic of interest to
demonstrate their comprehension of drawing main ideas from large selections of text.
Rubric:
3- Outline addresses a health-related topic and contains at least 3 main points of discussion as
well as at least 5 supporting facts under each main point. Student includes relevant quotes and
any other interesting information specific to their topic.
2- Outline addresses a health-related topic and contains 2 main points of discussion as well as 3
supporting facts under the main points.
1- Outline addresses a health-related topic but only contains 1 main point of discussion. Student
includes 1 or no supporting facts under the main point.
0- No attempt made
Social Studies: Im Taking Your Land; Heres Some Smallpox

Standards:
NCESS:
8.G.1.1 Explain how location and place have presented opportunities and challenges for the
movement of people, goods, and ideas in North Carolina and the United States
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery,
states rights and citizenship and immigration policies) on the development of North Carolina and the
United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina
and the United States from colonization to contemporary times (e.g. westward movement, African
slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
CCSS:
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and

secondary sources.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
Objectives:
I will understand how smallpox affected Native American populations.
I will be able to compare and contrast the smallpox epidemics of the 16th and 19th
centuries.
I will be a collaborative group member.
I will work with a group to research information.
I will create a product that visually represents information.
persuade)
Access information efficiently (time) and effectively (sources)
Evaluate information critically and competently
Hook: Students will look at the image below and respond to the prompt in their journals.
Afterwards, there will be a brief class discussion.
Image:
Prompt: Study the picture on the board. What do you think will take place AFTER this trade?
Why?
Lesson: The teacher will go over some information surrounding the transfer of smallpox to
Native American groups during the age of Columbus and the Trail of Tears while students take
notes. The teacher should explain that smallpox came with the introduction of Europeans to the
New World and was devastating to Native populations because they had no immunity. The
teacher will also describe the relationship of epidemics during 16th century exploration and the
Trail of Tears in the 19th century.
Assessment: After the teacher has provided the preliminary information outlined above, students
will be divided into small groups. Students will research Native American remedies for smallpox
based on the remedy they select. After some research, students will create an info graphic that
depicts their selected remedy. This will be treated as a formative assessment.
Remedies for Student Selection:
Cree Indians - Bear Oil
Cherokee & Plains Indians - Sweat Lodges
Cherokee Indians - Smallpox Dance Ahtawhhungnah
Sioux Indians - Vaccination Programs
Rubric:
5 - Info graphic accurately represents the remedy selected, uses at least 5 facts to support claims,
well organized and readable
3 - Info graphic represents the remedy selected, uses at least 3 facts to support claims, organized
and readable
1 - Info graphic does not focus on remedy selected, uses less than 2 facts to support claims,
unorganized and hard to read
0 - No attempt
Science: Food- Natures Energizer Bunny

NCESS Standards:
8.L.5 Understand the composition of various substances as it relates to their ability to serve
as a source of energy and building materials for growth and repair of organisms.
8.L.5.1 Summarize how food provides the energy and the molecules required for building
materials, growth and survival of all organisms (to include plants).
EQ:
How does food give our bodies energy?

What different kinds of food give us energy?
What kinds of foods are healthy?
Objectives:
I will be able to categorize different kinds of food and the energies they provide.
I will be able to evaluate what foods are healthy in comparison to others.
I will be able to recognize types of food based on an ingredient list.
21st Century Goals:

Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize
creative effort
Description of activities: Students in this lesson will be exploring a variety of foods via four
stations I have set up around the room. In groups, students will go around the room making
observations of the type, size, appearance, and taste of the food in their science journals. They
will also denote recurring ingredients they find on the label. After each station, one student from
each group will come to the board and write their data in the specified columns. I will guide
learning through a discussion of familiar experiences with food. A sample set of questions might
be: how did eating (insert kind of food here) affect how much energy you had? Were you tired
afterwards? Energetic? I will then go into a mini-lesson on different types of energy we receive
from foods by classifying food groups such as: carbohydrates, sugars, fats, etc.
Assessment(s) used:
Formative: Food Stations- Having food stations allows me as the teacher to see where
misconceptions are in their learning about food. Based on their prior knowledge, I can better
direct my teaching in its breadth and depth concerning types of food.
Math: "Healthy Lifestyle Survey Part 1"

CCESS:
How does surveying a larger group of people improve the reliability of my data?
What kinds of correlations can be made by comparing multiple healthy lifestyles via
graphs?
How can we gather evidence to support our opinions on a topic?
Objectives:
I will be able to recognize patterns in data and graphs.
I will be able to create graphs that show the relationship of healthy individuals and my
own lifestyle.
I will be able to construct a survey that is effective in gaining information from a diverse
range of individuals and interpret that data accurately.
21st Century Goals:

Analyze and evaluate major alternative points of view
Synthesize and make connections between information and arguments
Interpret information and draw conclusions based on the best analysis
Reflect critically on learning experiences and processes
Description of Activities: Students will be charged with the task of creating a survey in class
that asks its participants to offer their experiences as a lifestyle choice whether it is healthy or
not. Students will be put into small groups to survey other classes in their grade level as well as
classrooms in the sixth and seventh grades. Before students undergo this process, we will discuss
as a class effective strategies for obtaining data through the surveys. In the next lesson, students
will interpret the data they gathered in this lesson and construct a graph that they will present
before a small panel of faculty, staff, and community members. Students will also prepare a
quick speech based on their data; this should recommend to the audience healthy lifestyle
choices that need to be adopted in the school.
Assessment(s) Used:
Formative: Healthy Lifestyle Discussion- This assessment is useful for catching
misconceptions and gaining a student perspective of what is considered healthy lifestyle choices.
This assessment encourages collaborative and interpersonal skills that are effective in gathering
information.
Day 4:
English Language Arts: Seeing Things Eye to Eye

Standards:
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and
comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.
What health benefits are associated with exercise?
How can exercise positively impact physical, mental, and social health?
How does point of view affect a text and the way that the audience perceives it?
Objectives:
I will be able to identify common health benefits associated with exercise.
I will be able to recognize the role that point of view has on the contextual meaning of
different texts.
Identify and ask significant questions that clarify various points of view and lead to better
solutions
using such information and services in ways that enhance health
Description of Activities: The activity will begin by asking students if they enjoy swimming,
snowboarding, hiking, dancing, etc. and taking a tally for each. The teacher will then ask, by
show of hands, how many students enjoy exercise. People tend to separate the term exercise as
an activity that is not fun, yet they fail to realize that the same activities that they enjoy doing
(swimming, snowboarding, hiking, dancing, etc.) can be characterized as exercise due to the
physical activity that takes place. Introduce students to the concept of point of view. Students
that enjoy hiking, biking, swimming, etc. but do not enjoy exercise, demonstrate a closed point
of view due to their inability to relate fun forms of physical activity to exercise. Ask students
who have seen the message The views expressed in this program are not necessarily those of
this station, and make note that programs involving some form of controversial topic commonly
display this disclaimer prior to airing a show. This is an example of a difference in point of view.
Invite students to read the following article:
http://www.glencoe.com/sec/health/pdf/Exercise.pdf. Students should annotate the article using
the following guidelines:
Circle ideas that you agree with or support
Put a star next to information that you learned/found interesting
Highlight information that you did not agree with or support
By annotating the article in such a way, students are illustrating their own point of view within
the contextual elements of the article. Students should understand that individuals do not have to
agree on everything nor disagree on everything, but that they are entitled to their own opinions,
or points of view. Students will engage in a Socratic Seminar discussing the article and their
annotations. Students will be expected to engage in a discussion that demonstrates their
understanding of point of view by providing specific examples referenced in the text as
compared to their own ideas. Students should also become aware of the idea that they will have
different points of view from their classmates.
Assessment(s):
Summative: Students will engage in a Socratic Seminar discussing the article and the role that
point of view has in that context as compared to their own. Their discussion within the Socratic
Seminar will demonstrate their comprehension of the role that point of view has within a text.
Rubric:
4- Student is an active participant during the discussion. Student brings forth new ideas and
topics for discussion. A strong comprehension for the topic is demonstrated.
3- Student is active for the most part during the discussion. Student brings forth some new ideas
for discussion. A sufficient comprehension for the topic is demonstrated.
2- Student is not active in the discussion unless motivated by others. Student does not bring forth
many new ideas, if at all. Very little comprehension for the topic is demonstrated.
1- Student is uninvolved in the discussion besides small gestures. Student does not bring forth
new ideas. Little to no comprehension for the topic is demonstrated.
0- No attempt made
Social Studies: Could You Survive in a Colony?

Standards:
NCESS:
8.G.1.1 Explain how location and place have presented opportunities and challenges for the
movement of people, goods, and ideas in North Carolina and the United States
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina
and the United States from colonization to contemporary times (e.g. westward movement, African
slavery, Trail of Tears, the Great Migration and Ellis and Angel Island)
CCSS:
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and

secondary sources.
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies
texts in the grades 6-8 text complexity band independently and proficiently.
Objectives:
I will be able to distinguish truth from stereotype.
I will understand health conditions of the Jamestown colony.
I will understand how better health practices can benefit people.
I will be able to cite textual evidence.
I will be able to take the perspective of someone living in the past.
I will be able to use my imagination to create a narrative grounded in facts.
Use information accurately and creatively for the issue or problem at hand
Hook: Students will engage in a think-pair-share for the daily prompt. Students will think about
the prompt, partner up with someone sitting next to them, and share their thoughts and responses.
A brief class discussion will follow.
Prompt: Think-Pair-Share! What do you know about the American colonies? Do you think your
vision is a stereotype? Why or why not?
Lesson: The teacher will play the video below that highlights life in Jamestown. After the video,
the class will go over the discussion questions.
Video: http://www.history.com/topics/jamestown/videos/life-in-jamestown?
m=528e394da93ae&s=undefined&f=1&free=false
Discussion Questions:
What was the quality of life?
Why would it be hard to be a healthy colonist?
What would make Jamestown unsanitary?
After the discussion, the teacher will pass out the article entitled Jamestown. Students will
complete a peer reading of this article in groups of two. Students will complete a double entry
journal as they read. One side of the journal will feature interesting points or questions that
students come up with on their own. On the other side, students will cite the textual evidence that
corresponds to their interesting point or question. During reading time, the teacher will work
with students who need help. After reading, the class will discuss double entry journals.
Article: Settle, M. L. (2015). Jamestown. (N. Egloff, Rev.). The New Book of Knowledge.
Retrieved October 3, 2015, from Grolier Online http://nbk.grolier.com/ncpage?
tn=/encyc/article.html&id=a2015320-h&type=0ta
Assessment: Students will take on the role of a Jamestown colonist. In this formative
assessment, students will create a blog on the class website that will be from the perspective of a
man, woman, or child who lived in the colony. Students will focus on describing the living
conditions that existed during that time and how they affected everyday life. They may use the
information from the article to help them get started.
Rubric:
5 - Blog post is highly descriptive and engaging, conditions described are accurate of the time
period, no grammatical errors
3 - Blog post is descriptive; conditions described are accurate of the time period, few
grammatical errors
1 - Blog post is vague; conditions described are not very accurate of the time period, many
grammatical errors
0 - No attempt
Science: Grasping at Straws

NCESS Standards:
8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body
(emphasis on the relationship between respiration and digestion).
EQ:
Why is it important to exercise?

How does our lifestyle choices affect our health?
Objectives
Students will be able to critique their own lifestyle choices.
I will be able to recognize healthy lifestyles.
I will be able to explain how harmful habits affect our bodies.
Learning from and working collaboratively with individuals representing diverse
cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in
personal, work and community contexts
Description of activities: Todays lesson will start off with an activity that demonstrates how it
feels to have a smokers lung. Students will receive two sizes of straws that represent different
types of smoker lungs. Before they can explore the topic using the straws, they must first run in
place for approximately a minute getting their heart rate up and breathing heavy. Students will
turn to their classmates and discuss how it feels to run. Next, they will each receive a normalsized straw and repeat the process. As the teacher, I will begin asking probing questions that get
students thinking about how a smoker feels after doing exercise of any kind. Students should
note that it gets increasingly difficult to breathe. The normal straw represents a smoker who has
had this habit for up to five years. Students should have some more time to discuss and then
repeat the process again with the coffee stirrer straw. This represents smokers who have smoked
at least ten years. Have a conversation again about how they feel and how this could affect their
daily lives. Students will then take a break and will have an internet workshop to explore
different lifestyles that have harmful habits such as obesity, drugs, and alcohol. I will have
provided to them a list of websites they should access to gain more information on their topic. As
an exit ticket, students will hand in a KWL chart to show what theyve learned about a specific
harmful habit and/or smoking.
Assessment(s) used:
Summative/Formative: KWL Chart/Exit Slip- Using a KWL chart as a means of assessment in
this lesson has the potential of being both summative and formative depending on where in the
lesson it is utilized. In this case, having it at the end of the lesson allows me as the teacher to
assess the mastery of learning while simultaneously allowing me to see where the lesson has
created gaps in their learning. I also chose the KWL chart so that it could be revisited later in the
interdisciplinary unit as well as a review of prior concepts that have been covered.
Day 5:
English Language Arts: Annotating Mental Health

Standards:
CCSS.ELA-LITERACY.WHST.6-8.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.WHST.6-8.2.C
Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.WHST.6-8.2.E
Establish and maintain a formal style and objective tone.
How do risks that I take have the potential to affect my health and wellbeing?
How do poems convey feeling and emotion for an individual?
Objectives:
I will be able to annotate and analyze the meaning of a poem.
I will be able to construct my own poem that mirrors the format of an example.
Description of Activities: The class will engage in a shared reading of the following poem:
http://www.glencoe.com/sec/health/pdf/alive.pdf. After reading the poem, students should
individually attempt to annotate its meaning. The class will come together to discuss the poem as
a whole and then to break down the meaning piece by piece. After analyzing the meaning of the
poem, students will be asked to answer the following questions about the piece:
What is the poets point of view in terms of risk taking? Provide examples from the
poem.
What are different safety precautions that the author mentions throughout the poem? Are
these relevant to everyone in the audience? Why or why not?
After answering these questions, students will be creating their own poems based on components
of their own mental health and decision-making abilities.
Assessment(s):
Summative: By asking students to construct their own poem similar to that of the one read in
class, students are demonstrating their comprehension of simple poem construction, as well as
the relevance to their own health.
Rubric:
3- Poem clearly discusses the students mental health and decision making abilities. It follows
the same format as the one shown as an example in class. There are no spelling or grammar
errors.
2- Poem discusses the students mental health and decision making abilities. It follows a similar
format at the one read in class. There are 1-2 spelling or grammar errors.
1- Poem discusses one of the two components required in the directions. It does not follow the
same format as the one read in class. There are more than 3 spelling or grammar errors.
0- No attempt made
Math: "Healthy Lifestyle Survey Part 1"

CCESS:
How does surveying a larger group of people improve the reliability of my data?
What kinds of correlations can be made by comparing multiple healthy lifestyles via
graphs?
How can we gather evidence to support our opinions on a topic?
Objectives:
I will be able to recognize patterns in data and graphs.
I will be able to create graphs that show the relationship of healthy individuals and their
respective lifestyle.
I will be able to construct a survey that is effective in gaining information from a diverse
range of individuals and interpret that data accurately.
21st Century Goals:
Effectively analyze and evaluate evidence, arguments, claims and beliefs
Description of Activities: Students will be charged with the task of creating a survey in class
that asks its participants to offer their experiences as a lifestyle choice whether it is healthy or
not. In this lesson, students will interpret the data they gathered in this lesson and construct a
graph that they will present before a small panel of faculty, staff, and community members.
Students will also prepare a quick speech based on their data; this should recommend to the
audience healthy lifestyle choices that need to be adopted in the school.
Assessment(s) Used:
Summative: The Survey/Graph/Presentation to panel- The survey is a summative assessment
in the form of a created product. Students will show mastery of learning in the creation of the
graph because it shows that students can accurately interpret data and transform it into data
points on a graph. In a similar vein, the students will show the level of mastery by being able to
effectively communicate their findings as well as grounding their opinions based on quantitative
and qualitative data.
Survey Rubric:
5- The survey is well designed with questions that are probing innovative and thoughtful.
3- The survey is somewhat organized, with questions that are useful but may not be effective
1- The survey has no clear structure, with questions that are limited in scope
0- No attempt
Social Studies: Origins of American Nursing

Standards:
NCESS:
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives
CCSS:

CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
Objectives:
I will know the origins of the American Nursing profession.
I will be able to compare and contrast early nursing with the nursing of today.
I will be able to read a primary source document.
I will be a collaborative team member.

I will be able to create brief, succinct ideas while using technology.

Hook: Students will respond to the prompt on the board by writing in their journals. Afterwards,
students will share their thoughts in a brief class discussion.
Image:
Prompt: What do you think this quote means? The surest test of discipline is its absence. Clara Barton
Lesson: Students will be looking at the origins of the American nursing profession by focusing
on Clara Barton, the founder of the American Red Cross, during the Civil War period. It is
assumed that at this point in the year, students have already covered the Civil War and are now
focusing on health across time in this unit. Therefore, the students have a preliminary
understanding of the war and the teacher should do a very brief refresher to get students on track.
Students will be divided into small groups in order to analyze primary source documents written
by Clara Barton during the Civil War. These documents detail Bartons experiences with nursing
on the battlefield and her drive to make nursing a profession. In small groups, students will
participate in literature circle in order to analyze the text. Students will have the ability to choose
their own role, but roles must not overlap in the same group.
Primary Sources for Groups:
Clara Bartons diary, comments on soldiers: http://www.civilwarhome.com/cbarton.htm
Clara Bartons letter to cousin, Fredericksburg:
http://www.brotherswar.com/Fredericksburg-16.htm
Clara Bartons notes on Antietam:
http://www.nps.gov/clba/learn/historyculture/antietam.htm
Clara Bartons Red Cross Pamphlet:
http://www.nps.gov/clba/learn/historyculture/rcwhat.htm (One group focus on the top
half, one group focus on articles part towards bottom)
Literature Circle Roles:
Question Commander - write questions that prompt discussion, focus on main ideas
Word Wizard - find words that may be puzzling or worth knowing, what do they mean
and why are they important
Illustrious Illustrator - make a visual that represents the reading
Uncanny Connector - make three connections between the reading and the real world
today, explain connections
Media Marvel - find a piece of media that relates to the reading
Literary Illuminator - find pieces of the text that are worth talking about, why are they
important
Assessment: Students will be formatively assessed based on their analysis of the primary source
readings through the roles that they select. Students will turn in this work to the teacher so they
teacher can determine whether or not they fully understood the reading material. In addition, for
homework, students will create three tweets from Clara Barton using #ClarasRedCross. Tweets
should describe Bartons experience in the battlefield, addressing patients, and/or her
development of the nursing profession. This will also be a formative assessment that is meant to
solidify students understanding of the nursing profession.
Science: "Earth vs. Humans: A healthy relationship?"

NCESS Standards:
8.P.2 Explain the environmental implications associated with the various methods of obtaining,
managing, and using energy resources.
8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming
and distributing energy.
EQ:
Why should we care about the consequences of the energy sources we use?
How can we reduce the amount of waste that comes from the use of alternative sources of
energy? How does waste affect my health?
What are ways that I contribute to the obtaining, managing, and distributing of energy
that help me to stay healthy?
Objectives:
I will be able to list the alternative energy sources that help us live a healthier life.
I will be able to explain how they can help reduce the carbon footprint our energy sources
leave behind.
I will be able to demonstrate their understanding of the relationship between the healths
of the environment on their own.
21st Century Goals:
Demonstrate knowledge and understanding of the environment and the circumstances and
conditions affecting it, particularly as relates to air, climate, land, food, energy, water and
ecosystems
Demonstrate knowledge and understanding of societys impact on the natural world (e.g.,
population growth, population development, resource consumption rate, etc.)
Investigate and analyze environmental issues, and make accurate conclusions about
effective solutions
Take individual and collective action towards addressing environmental challenges (e.g.,
participating in global actions, designing solutions that inspire action on environmental
issues)
Description of activities: In this lesson, students will be going on an excursion around the
school to do an environmental survey. This survey will include observations of the types of waste
found such as foliage from trees, oil spills from cars, and littered trash. Students will be put into
groups that correspond to a specific area of the school grounds. This survey is important for
students to understand that their own health is related to their environment's health. While on the
survey, students will be bringing trash bags, rakes, and iPad's to help them collect data. This
lesson is intended not only to coincide with the theme; of health in this unit but to also instill the
idea that we all are a part of a global community. After the trash and other waste have been
retrieved, students will return to the classroom to analyze their results. The data will be submitted
in a Google doc and then translated into a graph and collage for the class bulletin board.
Assessment(s) used:
Summative: Bulletin Board- The bulletin board is a summative assessment because it is a
product that visually shows the mastery of content by the students as a whole.
Math: Whats Inside My Gym Equipment?

CCSS:
CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and
use them to solve real-world and mathematical problems.
How can math be applied to every day healthful living?
Objectives:
I will know the volume formulas for cones, spheres, and cylinders.
I will be able to use the formulas in basic math problems.
I will be able to properly measure objects.
I will be able to apply the volume formulas to real-world scenarios.
21st Century Goals:
Utilize time and manage workload efficiently
Know when it is appropriate to listen and when to speak
Conduct themselves in a respectable, professional manner
Description: Students will focus on learning the volumes of cones, cylinders, and spheres. To
begin class, the teacher will go over the formulas for each and provide students with a copy of
these formulas. The teacher will work through a few examples of each in order to help students
grasp the concept. Afterwards, the teacher will set out several basketballs, soccer balls, dive
weights (cylinders), and plastic gym cones in different stations around the room. The students
will travel from station to station measuring the sports equipment and finding the volumes for
each. At the end of this activity, students will turn in their papers and the class will go over the
findings. Then, students will fill out an exit slip saying on a scale of 0 - 5 how confidently they
feel about using the math learned in class.
Formulas:
Cone - V = r^2*(h/3)
Sphere - V = (4/3)*r^3
Cylinder - V = r^2*h
Volume Activity: Coach Billybob is working to fix up some of the old sports equipment in the
gym storage room because he does not have the money to buy new equipment. He is focusing on
fixing the basketballs, soccer balls, diving weights, and plastic gym cones. The basketballs and
soccer balls are deflated, so he needs to fill them up with air. The plastic gym cones and diving
weights are too light, so he needs to fill them with sand. He wants to know exactly how much air
each ball will hold and how much sand the diving weights and cones will hold. Coach Billybob
is busy coaching track right now and needs your help to complete this task.
Go around to each station, measure the height of each piece of equipment using a ruler, choose
the appropriate formula for each, and determine the volume of each object. Please show all work.
Assessment: Students will be formatively assessed on their ability to apply the formulas for
volume to real world objects. It is already assumed that they already know how to measure using
a ruler. Students are required to turn in their work before going over the answers so they do not
feel compelled to change anything if they got something incorrect. This way, the teacher will be
able to determine whether they fully understood the math or not. In addition, the exit slips will be
another form of formative assessment. If the students feel confident about finding volume of
three-dimensional objects, the teacher can incorporate enrichment opportunities in the future. If
the students do not feel confident, the teacher should re-teach this concept.
Day 6:
English Language Arts: Wanted- Dead or Alive

Standards:
CCSS.ELA-LITERACY.WHST.6-8.7
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
Draw evidence from informational texts to support analysis, reflection, and research.
How do bacteria differ from one another?
What are common differences among different bacteria?
Objectives:
I will be able to identify common characteristics of bacteria.
I will be able to use accumulated knowledge from previous lessons to complete a mastery
of learning product.
creative efforts
Utilize multiple media and technologies, and know how to judge their effectiveness a
priori as well as assess their impact
Manage the flow of information from a wide variety of sources
Description of Activities: Students will create Wanted posters for different forms of
bacteria/viruses. Students will be randomly assigned a harmful activity by selecting sticks out of
a cup. After receiving their bacteria, students will collect research about their bacteria in order to
create a Wanted poster. This poster will include the name of the bacteria, a photo of the
bacteria, illnesses that it can cause if not caught, ways to prevent it from spreading, ways to
catch it (treat it), a reward for its capture, and any other information that could aid in its arrest
(interesting facts, statistics, etc.). These wanted posters will be completed individually over the
course of 2 days to allow students enough time to gather an influx of research, as well as to use
classroom resources to create the poster.
Assessment(s):
Formative: Students will collect research about assigned bacteria and will demonstrate their
knowledge of the bacteria by creatively demonstrating the information. Students will check in
with the teacher prior to the end of each class to assess student progress and to make sure that
students are headed in the right direction.
Summative: Students will create a poster that demonstrates the students knowledge of the
bacteria by creatively expressing the content information.
Rubric:
Wanted Poster:
3- Poster contains all elements required in the directions. The poster is neat and it is evident that
the student was thoughtful during its construction. There are no spelling or grammatical errors.
2- Poster contains most of the elements required in the directions but is missing at least one
element. The poster is neat and easy to read. There are 1-2 spelling or grammatical errors.
1- Poster is missing most of the elements required in the directions. The poster is messy and hard
to read. There are more than 3 spelling or grammar errors.
0- No attempt made
Science: "Bacteria and Viruses attack!"

NCESS:
8.L.1 Understand the hazards caused by agents of diseases that affect living organisms.
8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the
spread, treatment and prevention of disease.
EQ:
What's the difference between viruses and bacteria?

How do viruses and bacteria affect my health?
Outcomes:
I will be able to define and characterize viruses and bacteria respectively.
I will be able to compare and contrast viruses and bacteria.
I will be able to give examples of infectious diseases related to virus and bacteria
21st Century Goals:
Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
Description of Activities: In order to better understand how infectious diseases are spread,
students will undergo a simulation of the exchange of bodily fluids under the premise they will
be interacting with the HIV virus. To do this, two students will receive a test tube filled with the
fake bodily fluid (Potassium Hydroxide Solution) and the rest of the class will receive tubes of
water. At controlled time intervals, students will swap their bodily fluids with a partner and
return to their seats. Students will repeat the procedure two more times. Before testing the
solutions for the infection, have students predict by show of hands how many they think have
been infected. Then, to test who has become infected, have students administer 2-3 drops of the
PH indicator (phenolphthalein). If they have been infected (most will), the contents of their test
tube will turn pink. After the lab is over, students will use the Aurasma app on their iPads to
explore images, diagrams, videos, and web articles to explore the structure and characteristics of
bacteria and viruses. Students will post 2 interesting facts they learned and 1 question they still
have to the Padlet link I have provided them at the beginning of class.
Assessment(s) used:
Formative: Padlet- Students will be able to post their discoveries onto the online blackboard site
called, "Padlet." This will take the place of a formative assessment so that the students can track
their progress as well as seeing what other students have learned. The teacher can then better
prepare for an infectious disease lesson later on in this unit.
Social Studies: The Vampire of the South

Standards:
NCESS:
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in
North Carolina and the United States
CCSS:

Objectives:
I will be able to understand the hookworm crisis in North Carolina.
I will read primary and secondary sources independently.
I will make a plan of action.
I will be able to explain the importance of healthy living.

persuade)
Hook: Students will respond to the daily prompt by writing in their journals. A brief class
discussion will follow.
Prompt: What do you do daily that helps prevent the spread of germs? How do these actions
help?
Lesson: Students will be learning about the importance of sanitation and public health based on
early efforts to eradicate hookworm in North Carolina. Students will fill out an anticipation guide
saying whether they agree or disagree with the statements below. At the end of class, students
will return to the anticipation guide and explain whether they still agree or disagree with their
original responses. This will be considered a formative assessment that measures how much
students knew before the lesson and what they gained afterwards. The teacher will go over some
basic information about hookworm so that students have an understanding of how the disease
works before sending them out on their own. After this short explanation, students will
independently look at the year 1909 on the Health and Healing in North Carolina Interactive
Timeline and read about the hookworm crisis that plagued the state, including the newspaper
article primary source. During this time, students will take their own notes.
Anticipation Guide Statements:
People should pay for their own medicine.
Its okay to walk everywhere without shoes on.
Outhouses are breeding grounds for diseases.
Hookworm only happens to cats and dogs.
Its necessary to provide communities with information about public health safety.
Health and Healing in North Carolina Interactive Timeline: http://www.nchealthandhealing.com/
Assessment: In groups of four or so, students will assume the role of public health personnel
from the North Carolina State Board of Health and the Rockefeller Foundation in 1909. Students
will create a plan that describes how they would distribute information about hookworm
prevention to the people of North Carolina. Students will also describe the steps of prevention
and explain the importance of being healthy. Students may organize their mini-project in any
form of their choosing (chart, poster, glogster, paper, etc.). This will act as a summative
assessment for the lesson.
Rubric:
5 - Plan for information distribution is highly logical and involves multiple steps, preventative
measures are very detailed and easily understood, well-thought out explanation of importance of
good health, well-organized, no grammatical errors
3 - Plan for distribution is logical and involves at least two steps, preventative measures are
detailed and understandable, solid explanation of importance of good health, organized, few
grammatical errors
1 - Plan for distribution is not logical and involves only one step, preventative measures are
vague and hard to understand, weak explanation of importance of good health, unorganized,
many grammatical errors
0 - No attempt
Math: Tracking Track Times - Part 1

CCSS:
CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships
between two quantitative variables. For scatter plots that suggest a linear association,
informally fit a straight line, and informally assess the model fit by judging the closeness of
the data points to the line.
How can math be applied to healthful living?
Objectives:
I will understand the mathematical concept of scatter plots.
I will understand the use of linear association.
I will gather data about myself and prepare to apply it to math.
I will be a cooperative partner.
21st Century Goals:
Description: For part one of this two-part lesson, students will learn about scatter plots and
linear association. At the beginning of class, the teacher will do a very short mini-lesson on this
concept while students take notes. The teacher will explain what a scatter plot is and provide
examples of this and linear association. During this time, students will informally write down
two things they learned and one thing they still have a question about and give it to the teacher.
After the mini-lesson, the class will go to the gym or outside track. Students will be divided into
groups of two and given a stopwatch. One partner will be the timer while the other runs a lap.
The timer will record their partners lap time on a piece of paper. Then, the partners switch roles
and the old timer will now run. This process will be repeated so that each student has run a total
of five laps. Students will save their data for part two of this lesson.
Assessment: Students will be formatively assessed on their understanding of scatter plots and
linear association during the mini-lesson using the 2-1 slips. The teacher will use this information
and determine what else needs to be covered during part two of this lesson.
Day 7:
English Language Arts: Wanted- Dead or Alive (Continued)

Standards:
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
Draw evidence from informational texts to support analysis, reflection, and research.
How do bacteria differ from one another?
What are common differences among different bacteria?
Objectives:
I will be able to use accumulated knowledge from previous lessons to complete a mastery of
learning product.
creative efforts
Description of Activities: Students will create Wanted posters for different forms of
bacteria/viruses. Students will be randomly assigned a harmful activity by selecting sticks out of
a cup. After receiving their bacteria, students will collect research about their bacteria in order to
create a Wanted poster. This poster will include the name of the bacteria, a photo of the
bacteria, illnesses that it can cause if not caught, ways to prevent it from spreading, ways to
catch it (treat it), and any other information that could aid in its arrest (interesting facts, statistics,
etc.). These wanted posters will be completed individually over the course of 3 days to allow
students enough time to gather an influx of research, as well as to use classroom resources to
create the poster.
Assessment(s):
Summative: Students will create a poster that demonstrates the students knowledge of the
bacteria by creatively expressing the content information.
Rubric:
Wanted Poster:
3- Poster contains all elements required in the directions. The poster is neat and it is evident that
the student was thoughtful during its construction. There are no spelling or grammatical errors.
2- Poster contains most of the elements required in the directions but is missing at least one
element. The poster is neat and easy to read. There are 1-2 spelling or grammatical errors.
1- Poster is missing most of the elements required in the directions. The poster is messy and hard
to read. There are more than 3 spelling or grammar errors.
0- No attempt made
Science: "Mr. Parasite Sir, I'm a Fungus too!"

NCESS:
EQ:
How do fungi and other small organisms affect my health?

What are the basic characteristics of fungi and parasites?
Outcomes:
I will be able to define and characterize fungi and parasites respectively.
I will be able to compare and contrast fungi and parasites.
I will be able to give examples of infectious diseases related to different kinds of fungi.
Description of Activities: In today's lesson, students will be examining under the microscope
samples of fungi and mold that I have brought in using petri dishes and agar gel. Before it
actually begins, students will post on a Today's Meet link that I have prepared as they walk into
class. Although students wouldn't be allowed to touch the mold grown on the dishes, they can
make observations of the structure and appearance of the specimens. Students will record their
observations in their science journals using diagrams and Cornell notes. After students are done
looking through the microscopes and writing their observations down, I will move on to a Pecha
Kucha presentation on different kinds of fungi and the illnesses that your body can contract.
Assessment(s) used:
Formative: Today's Meet- Today's Meet will be used to gauge students prior knowledge
concerning fungi and the illnesses they are related to. Students can collaborate to answer each
other's questions or add to what they know as the class goes along.
Social Studies: The Path to Curing Polio

Standards:
NCESS:
8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals
and groups in North Carolina and the United States (e.g. advancements in transportation,
communication networks and business practices).
CCSS:

Objectives:
I will know about the Polio epidemic in the United States.
I will understand how Polio affected people.
I will conduct independent research.
I will be able to take notes on my research.
I will be able to select significant pieces of text and explain my reasoning.
persuade)
Hook: Students will respond to the prompt on the board by writing in their journals. A brief
Image:
Prompt: What is that machine and what is it used for?

Lesson: The teacher will play a short video about Polio in the United States during the early
1900s. After the video, students will dive in and focus on one person/group who was mentioned
in the video or who experienced Polio and explore that persons interaction with the disease.
Students will choose from one of the topics and resources listed below. Students will take notes
on the person/group of their choice using the active reading concept map note-taking strategy.
Video: https://www.youtube.com/watch?v=v-P1Wc83mY8
Topics & Resources:
Franklin Delanor Roosevelt - http://www.fdrlibrary.marist.edu/aboutfdr/polio.html
March of Dimes - http://www.history.com/this-day-in-history/franklin-roosevelt-foundsmarch-of-dimes
Dr. Jonas Salk - http://www.scienceheroes.com/index.php?
option=com_content&view=article&id=191&Itemid=190
Wilma Rudolph - http://gardenofpraise.com/ibdwilma.htm
Assessment: After students research one of the topics above, they will create a digital
commemorative stamp based on their topic. This can be done using Publisher or newhive.com.
Students will select an image of the person/group to be the face of the stamp. Next, students will
select a number value for the stamp. The number should be significant to the person/group
chosen. Around the frame of the stamp, students will write a quote or phrase that is also
significant to the person/group selected. Afterwards, students will write a paragraph explaining
the selection of the number value and phrase. This will be considered a summative assessment
for the lesson.
Rubric:
5 - Image selected is accurate to the person/group, well-thought out selection of number value,
phrase/quote selected holds significance and is thoroughly described, organized, no grammatical
errors
3 - Image selected is accurate to the person/group, solid reasoning behind selection of number
value, phrase/quote holds significance and is described, organized, few grammatical errors
1 - Image selected is not fully accurate of the person/group, little to no reasoning behind
selection of number value, phrase/quote selected is vaguely described and is not very significant,
unorganized, many grammatical errors
0 - No attempt
Math: Tracking Track Times - Part 2

CCSS:
CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships
between two quantitative variables. For scatter plots that suggest a linear association, informally fit a
straight line, and informally assess the model fit by judging the closeness of the data points to the
line.
How can math be applied to healthful living?
Objectives:
I will understand the mathematical concept of scatter plots.
I will understand the use of linear association.
I will be a cooperative partner.
I will apply mathematical concepts to real-world situations involving health.
21st Century Goals:
Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
Description: In the last class, students gathered data as they ran five different laps. In this class,
students will apply this data to scatter plots and describe the linear association that is featured.
The teacher may need to re-introduce the concept for students who may not have grasped it the
last class. After this, students will pair up with the same person they were with during the
running. On a piece of poster paper, each student will create a graph and plot their times.
Students will label the Y-axis Time, which will increase in increments of 20 seconds. Students
will label the X-axis Lap and will be labeled 1-5. Students will create one graph per group, so
that both students data is written in different colors on the same graph. After plotting the data,
students will use a straight edge to create an informal linear association for their lap times. At the
bottom of the graph, each student will describe the linear relationship between their data points
and explain whether a linear model is a good fit for this type of data. (It is predicted that
students lap times will increase the more laps they ran) Afterwards, students will do a gallery
walk of all of the posters.
Assessment: This activity will be treated as a summative assessment for this concept. Students
will have been given enough examples so that they should understand scatter plots and linear
association. Below is the rubric that they will be graded on.
Rubric:
5 - Graph is extremely neat and readable, line of informal linear association is present, all five
points of data are present, and description is logical and thorough and makes sense based on the
students data
3 - Graph is neat and readable, line of informal linear association is present, all five points of
data are present, and description is logical and makes sense based on the students data
1 - Graph is messy and hard to read, line of linear association is not clear, less than five points of
data are present, description is not logical based on students data
0 - No attempt
Day 8:
English Language Arts: Antibiotics: The Great Bacteria Detective

Standards:
How does my accumulated knowledge of writing strategies aid to the strength of my
writing?
Objectives:
I will be able to gather research about a subject and demonstrate my knowledge in the
form of a research paper.
I will be able to demonstrate my ability to plan a piece of writing by using an effective
outline.
creative efforts
Description of Activities: After the student completes the poster, they will be required to write a
short research paper discussing the information that they found using components from previous
lessons (creating an outline, point of view, vocabulary, etc.). Students will meet with the teacher
before the end of each class to check in and to see where in the research process the student is to
keep them on track. Students will be given 2 class days to complete their research paper using
the research that they collected for the Wanted posters.
Assessment(s):
Summative: Students will complete a research paper that will provide a written representation of
the research they collected on their assigned bacteria. This research paper will demonstrate
student comprehension of their bacteria.
Rubric:
Research Paper/Outline:
3- Research paper contains relevant facts related to the topic. Main ideas are presented and at
least 3 supporting details are provided. The outline demonstrates thoughtful planning. There are
0-2 spelling or grammatical errors.
2- Research paper contains relevant facts related to the topic. 2 supporting details are provided
for each main topic. The outline demonstrates some planning. There are 3-5 spelling or
grammatical errors.
1- Research paper contains few relevant facts related to the topic. Only 1 supporting detail is
provided for each main topic. The outline demonstrates little to no planning. There are more than
6 spelling or grammatical errors.
0- No attempt made
Science: "Infectious diseaseyou could be next!"

NCESS:
8.L.1.2 Explain the difference between epidemic and pandemic as it relates to the spread, treatment
and prevention of disease.
EQ's:
How could infectious diseases affect my life?

How can we prevent infectious diseases?
How fast do various infectious disease spread?
Objectives:
I will be able to explain the differences between an epidemic and a pandemic.

I will be able to construct a list of treatments, causes, and preventive measures in relation
to infectious diseases.
21st century learning goals:

Description of Activities: Students will receive a jigsaw puzzle of infectious diseases where the
names are jumbled up. Working with a partner, students have to unscramble the words. Once the
words have been unscrambled, go over it with the class. Ask students if they have heard about
these before and have them explain how. Students will then be assigned a specific infectious
disease to research. As a final product, students will construct an I-poem from the perspective of
their disease. Students will need to generate a multi-entry notebook of their research before
writing their poems. Poems will be displayed around the room. The multi-entry notebook and Ipoem should information about prevention, related diseases, and medicinal cures.
Assessment(s) used:
Formative: Infectious disease puzzle- This puzzle is used as an engage activity to see what
students recognize about infectious diseases prior to coming to class. The discussion that follows
will inform my teaching before proceeding onward.
Summative: The I-poem- This poem asks students to take what they have researched and
transform it into another medium. This task shows mastery of material in both knowledge and
understanding.
I-Poem Rubric:
5- Uses multiple examples of figurative language, intriguing grade-level appropriate vocabulary,
proper grammar
3- Uses some examples of figurative language, average grade-level vocabulary, is mostly
grammatically correct
1- Uses few examples of figurative language, basic vocabulary, and has several grammatical
errors
Social Studies: The Ebola Frenzy - Part 1

Standards:
NCESS:
8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and
the United States (e.g. Columbian Exchange, slavery, and the decline of the American Indian
populations)
CCSS:

Objectives:
I will understand how Ebola affects the body.
I will distinguish fact from hype.
I will independently read informational texts.
Hook: Students will respond to the prompt on the board by writing in their journals. A brief
Prompt: Do you think it is possible for a disease to wipe out the planet?
Lesson: In this extended series of lessons, students will focus on current health issues on a
global scale. Students will explore Ebola, how it has affected Africa, and how it worked its way
into the United States. To begin with, the teacher will ask students what they know about Ebola.
There will probably be a great deal of hysteria built around what students already know. Next,
the teacher will play the video below that explains how Ebola affects the body. On the board, the
class will create a Venn diagram comparing and contrasting the hysteria around Ebola and the
scientific facts about Ebola. After this discussion, students will independently read the article
U.S. and British troops head to West Africa to help fight Ebola virus on NewsELA. The
teacher can give different students different lexile versions of this text based on their reading
level. After reading the article, students will log onto a class popplet on popplet.com. Students
will write down three facts they learned, two interesting ideas, and one question they still have.
Lastly, students will be divided into groups of five or so. At the end of part three, students will
turn in a documentary that they created with their group about the Ebola epidemic. At this point,
students will meet with their group members and begin brainstorming ideas.
Video: https://www.youtube.com/watch?v=sRv19gkZ4E0
Article: https://newsela.com/articles/ebola-response/id/5157/
Assessment: This lesson utilizes informal, formative assessments. The teacher will assess how
much knowledge the students have about Ebola before discussing the topic. The teacher will also
formatively assess how much the students understood the science behind the disease after
watching the video during the Venn diagram activity. The 3-2-1 is a form or formative
assessment that allows the teacher to determine how much the students understood from the
reading.
Math: What Am I Feeding Myself?

Standards:
Objectives:
Description of Activities: Students will bring in nutritional facts labels off of foods around their
kitchens. They will cut out any identifying information from the label but will write the name of
the product on the back of the label. As a whole class, the students will place the nutritional facts
labels in order by caloric count. After this is done, students will look at the remaining nutritional
facts on the label in an attempt to identify each food product. They will number from 1-30 in a
journal and record their responses about the corresponding food label. After students finish, the
labels will be flipped over to reveal their identity, but they will be kept in the same order.
Students will observe the different food products listed and will attempt to group them according
to their placement on the scale: are sweets more prominent at the higher end of the spectrum? Is
dairy at the lower end of the spectrum? Students will record their observations in their journal.
Furthermore, students will look at 3 different food products from the same group (dairy, grain,
meat, etc.) and will place them in order by nutritional information. By allowing students the
opportunity to place different food products on a number scale they are impacted greater due to
their first-hand experience with the nutritional information. Using the 3 food products from the
same group, students will graph their nutritional information on the same graph to allow for a
visual comparison of their nutritional value.
Assessment(s):
Summative: Students will create a graph using 3 food products from the same category. They
will write a short narrative to explain what is being represented in the graph. In this short
narrative, students should address which food product is the healthiest option, the unhealthiest
option, as well as the nutritional facts found on the label that can help to determine them as a
healthy versus an unhealthy food.
Rubric:
4- The graph created has 3 different food products displayed as well as the different components
of their nutritional facts. The graphs are completed neatly and the information is displayed in a
way that can be clearly read. The narrative offers thoughtful insight about the 3 food products
that are being represented.
3- The graph has 3 different food products displayed and most components of their individual
nutritional facts. The graphs are fairly neat and the information is displayed in a way that can be
read fairly well. The narrative offers decent insight about the 3 food products being represented.
2- The graph has less than 3 different food products displayed and most components of the
nutritional facts are missing. The graphs appear rushed and the graph is somewhat difficult to
read. The narrative offers below basic insight about the 3 food products being represented.
1- The graph has less than 3 different food products displayed and all components of the
nutritional facts are missing. The graph is sloppy and difficult to read. The narrative offers little
to no insight about the 3 food products being represented.
0- No attempt made
Day 9:
English Language Arts: Antibiotics: The Great Bacteria Detective

(Continued)
Standards:
How does my accumulated knowledge of writing strategies aid to the strength of my
writing?
Objectives:
I will be able to gather research about a subject and demonstrate my knowledge in the
form of a research paper.
I will be able to demonstrate my ability to plan a piece of writing by using an effective
outline.
creative efforts
Description of Activities: After the student completes the poster, they will be required to write a
short paper discussing the research that they found using components from previous lessons
(creating an outline, point of view, vocabulary, etc.). Students will meet with the teacher before
the end of each class to check in and to see where in the research process the student is to keep
them on track. Students will be given 2 class days to complete their research paper using the
research that they collected for the Wanted posters.
Assessment(s):
Summative: Students will complete a research paper that will provide a written representation of
the research they collected on their assigned bacteria. This research paper will demonstrate
student comprehension of their bacteria.
Rubric:
Research Paper/Outline:
3- Research paper contains relevant facts related to the topic. Main ideas are presented and at
least 3 supporting details are provided. The outline demonstrates thoughtful planning. There are
0-2 spelling or grammatical errors.
2- Research paper contains relevant facts related to the topic. 2 supporting details are provided
for each main topic. The outline demonstrates some planning. There are 3-5 spelling or
grammatical errors.
1- Research paper contains few relevant facts related to the topic. Only 1 supporting detail is
provided for each main topic. The outline demonstrates little to no planning. There are more than
6 spelling or grammatical errors.
0- No attempt made
Science: "The Great Debate Part 1"

NCESS:
8.L.2 Understand how biotechnology is used to affect living organisms.

8.L.2.1 Summarize aspects of biotechnology including:
Specific genetic information available
Careers
Economic benefits to North Carolina
Ethical issues
Implications for agriculture
EQ's:
How can biotechnology help me live a healthy life?
Why is it important for North Carolina to invest in biotechnology?

Which microorganisms are used to make medicine that is used in biotechnology?
Objectives:
I will be able to define the term "biotechnology."
I will be able to explain some of the biotechnologies used in medicine.
I will be able to list and describe some of the jobs in the pharmaceutical field of
biotechnology.
Demonstrate originality and inventiveness in work and understand the real world limits to
adopting new ideas
persuade)
Demonstrate ability to work effectively and respectfully with diverse teams
Exercise flexibility and willingness to be helpful in making necessary compromises to
accomplish a common goal
Description of Activities: For this lesson, students will be learning about a small sector of
biotechnology, namely medicinal biotechnology. As an engage, students will receive a bag of
play-dough with black and green colorations. Students will be charged with creating a creature
out of the material and explaining why they chose to do so. I will then inform them that what
they have just done is a created a piece of biotechnology at a microscopic level. Since
biotechnology is such a broad topic, I will give a lecture on biotechnology as it is applied to
medicine. Periodically, I will ask the students to do a talk and turn with prompted questions or
ideas. At the end of the class, I will give roles for a debate they will have in the next lesson.
Between this lesson and the next, students are charged with researching the role they've been
given in relation to ethical issues raised against biotechnology.
Assessment(s) used:
Formative: Play-dough creations: This formative assessment is helpful in gauging students
prior knowledge about biotechnology. It is an active, engagement piece that gets students talking
about what biotechnology is by talking about genetic engineering.
Formative: Turn and Talks- This kind of assessment is useful in that it allows both the teacher
and the student to see how much they have learned during the lecture. If I take small pauses
during the lecture, students will have a chance to share experiences and understanding in such a
way that makes the lecture seem more like a class discussion instead of talking at them the entire
class period.

Standards:
NCESS:
populations)
CCSS:

Objectives:
I will understand what makes a documentary effective.
I will synthesize information to create a greater understanding of a global issue.
I will use my creativity to make a movie.
adopting new ideas
persuade)

Lesson: The class will begin with a clip from a BBC documentary called The People Vs. Ebola:
Inside Sierra Leone. Afterwards, the class will discuss aspects of the documentary that made it
effective. Next, students will break out into their small groups and begin working on their
documentaries, which will be filmed using flip cameras from the library. Students may use
laptops to look up extra information as needed. The specific description for this project is listed
below.
Video: https://www.youtube.com/watch?v=-flBix-nCSo (stop video at 5:35)
Project Description: In groups of five, students will work together to film a mini documentary
on Ebola using flip cameras from the school library. This documentary should largely be
creative, but must be ground in fact. During the documentary, students must explain what Ebola
is, how it has affected West Africa, how it traveled to the United States, and what is being done.
Not all of this information will be covered in class. Therefore, students must take the initiative to
look up additional information on their own.
Assessment: During group work, the teacher will formatively assess each groups progress. This
will be the perfect opportunity to help students figure out what direction they want to take their
documentaries and redirect groups who may be straying off-topic.
Day 10:
English Language Arts: Bacteria Be Gone!

Standards:
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific
expectations.)
How can I incorporate aspects from previous lessons to improve my presentation skills?
Objectives:
I will be able to demonstrate my mastery of my bacteria by giving a presentation on it.
I will excel at providing relevant and interesting information on my bacteria by
incorporating aspects from both the Wanted poster and the research paper.
creative efforts
Description of Activities: After completing the Wanted posters and the research paper on their
assigned bacteria, students will present their posters to the class. Students will use the deepercontext information included in their research papers to increase their presentation skills and to
improve their overall knowledge of the content. Students who are not presenting are expected to
provide their classmates with their full attention.
Assessment(s):
Summative: Students will demonstrate their mastery of their assigned bacteria by giving a
presentation on the topic. Students will excel at providing relevant information by incorporating
components from the Wanted poster and the research paper together.
Rubric:
Presentation:
3- Presentation appears well rehearsed. There are minimal pauses. Student does not read straight
from the poster but includes additional information as well. Student speaks loud and clearly for
classmates to understand. Student gives classmates his or her full attention during other
presentations.
2- Presentation appears somewhat rehearsed. There are a few obvious pauses. Student uses the
poster to present the topic but also incorporates some additional information. Student is
sometimes hard to understand. Student offers classmates his or her full attention most of the time
during other presentations.
1- Presentation needed more rehearsing. There were numerous obvious pauses. Student relies on
the poster to present information and does not include any other additional information. Student
is difficult to understand. Student pays little to no attention to classmates during other
presentations.
0- No attempt made
Science: "The Great Debate Part 2"

NCESS:
8.L.2 Understand how biotechnology is used to affect living organisms.

8.L.2.1 Summarize aspects of biotechnology including:
Specific genetic information available
Careers
Economic benefits to North Carolina
Ethical issues
Implications for agriculture
EQ's:
How can biotechnology help me live a healthy life?

Why is it important for North Carolina to invest in biotechnology?
Which microorganisms are used to make medicine that is used in biotechnology?
What are different perspectives regarding biotechnology?
Objectives:
I will be able to define what biotechnology is.
I will be able to explain some of the biotechnologies used in medicine.
I will be able to list and describe some of the jobs in the pharmaceutical field of
biotechnology.
I will be able to demonstrate through a speech, controversial perspectives on
biotechnology and its uses.

adopting new ideas
persuade)
Description of Activities: This lesson will be a continuation of the last in that students will
partake in a debate on the ethical issues raised by the use of biotechnology and its implications.
Before the debate takes place, students will split off into their groups to collaborate on the
information they have gathered since the last class. I will go around while students are discussing
their information and see where students stand in the process of taking a side to the ethics of
biotechnology. After 20 minutes or so, students will be split into as many groups of 4 as
necessary, each representing a role and a side on the debate of ethics. Each side will have ten
minutes apiece to present their perspective on the topic and then a another 10 minute period will
be used to actually debate between the two sides. While the students are watching another group
debate, they should be taking notes on what's being said which might include interesting
comments or questions.
Assessment(s) used:
Formative: The Debate- Having students participate in a debate shows a mastery of learning in
the form of students having to understand the information they have learned over time and
transform that through another perspective. Students may not agree with their role but even so,
this allows students to more intimately know the information and shows a mastery of learning for
the teacher.

Standards:
NCESS:
populations)
CCSS:

Objectives:
I will be able to finalize a product.
I will treat my classmates respectfully.
I will critical critique projects.
adopting new ideas
persuade)
Lesson: Students will finish last minute filming and editing their documentaries. Afterwards,
students will present their films to the class. While students are watching others movies, they
will write down one positive comment and one suggestion for each. At the very end of class, the
teacher will go over the image below and briefly discuss Ebola numbers as of today.
Image:
Assessment: The documentary project is obviously summative. The purpose of the project is to
get students to synthesize information surrounding the Ebola epidemic. Below is the rubric for
the project. Students also have the ability to assess each other through the positive comments and
suggestions.
Rubric:
4
Research &
Preparation
Note cards
indicate that the
group members
developed
questions about
the assigned
topic, consulted
at least 3
reference
sources,
developed a
position based on
their sources, and
correctly cited
their sources.
Note cards
indicate that the
group members
consulted at least
3 reference
sources,
developed a
position based on
their sources, and
correctly cited
their sources.
Note cards
indicate that the
group members
consulted at least
2 reference
sources,
developed a
position based
on their sources,
and correctly
cited their
sources.
There are fewer

than two
notecards OR
sources are
incorrectly cited.
Teamwork & Students meet

Collaboration and discuss
regularly. All
students
contribute to the
discussion and all
are listened to
respectfully. All
team members
contribute a fair
share of the
work.
Students meet
and discuss
regularly. Most
students
contribute to the
discussion and
are listened to
respectfully. All
team members
contribute a fair
share of the
work.
A couple of team
meetings are
held. Most
students
contribute to the
discussion and
are listened to
respectfully. All
team members
contribute a fair
share of the
work.
Meetings are not

held AND/OR
some team
members do not
contribute a fair
share of the work.
Concept
Team has a fairly

clear picture of
what they are
trying to achieve.
Each member can
describe what
they are trying to
do overall but has
trouble
describing how
his/her work will
contribute to the
final product.
Team has
brainstormed
their concept, but
no clear focus
has emerged for
the team. Team
members may
describe the
goals/final
product
differently.
Team has spent

little effort on
brainstorming and
refining a
concept. Team
members are
unclear on the
goals and how
their
contributions will
help them reach
the goal.
Team has a clear

picture of what
they are trying to
achieve. Each
member can
describe what he
or she are trying
to do and
generally how
his/her work will
contribute to the
final product.
Math: Are Soft Drinks Soft on my Health?
Standards:
8.F.4 Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the function
from a description of a relationship or from two (x, y) values, including
reading these from a table or from a graph. Interpret the rate of change
and initial value of a linear function in terms of the situation it models,
and in terms of its graph or a table of values.
8.F.5 Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function is increasing or
decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
How does my decision to drink soft drinks over other beverages harm my health?
Objectives:
I will be able to convert quarts into gallons.
I will be able to construct a line graph using a set of numbers.
I will be able to observe health detriments caused by choosing soft drinks over other
beverage options.
using such information and services in ways that enhance health
Description of Activities: Students will be researching how their soft drink consumption
compares with the rest of the nation. Invite students to read the following article:
http://www.glencoe.com/sec/health/pdf/softdrink.pdf. After reading the article, have students
discuss their consumption habits based on those presented in the article. Following discussion,
ask students to complete the following:
If a teen drinks three 12-ounce cans of soda per day, how much sugar, according to the
reading, will he or she consume within one week?
What micronutrients do teens miss out on when they choose soda over milk?
o Which of these micronutrients start to disappear from the body during the adult
years?
What diseases risks are associated with a lack of these nutrients?
How many quarts of water do health experts recommend drinking daily? How many
gallons of water, then, should you drink in a year?
Create a line graph that demonstrates the change in beverage consumption by teens in the
1970s compared to those in the 2000s.
Assessment(s):
Summative: Students should be active participants during the lesson to demonstrate their process
of learning. Students will complete the above questions in their journals.
Rubric:
1- Student was actively involved in the activities throughout the lesson
0- Student was not involved in the activities
Day 11:
Introduction to Culminating AssessmentTeam Wide

All of the standards, essential questions, objectives, and 21st century goals will be covered by the
projects as a whole through day 15 of this unit.
Standards:
Language Arts:
CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims
and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
Math:
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in

a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).
NCESS:
Science:
8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body
(emphasis on the relationship between respiration and digestion).
Social Studies:
8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the
United States.
Why is it important to be an informed citizen when it comes to your health?
How can health information be shared in a way that is received and understood by
others?
Objectives:
I can seek my own knowledge.
I can share my knowledge with others in a professional manner.
I can use technology to create an informational brochure and visual presentation.
I can synthesize information from all four disciplines on a specific topic.
I can cite my sources appropriately.
I will understand the ways in which healthful living is beneficial to my life.
21st Century Goals:

creative efforts
persuade)
Apply a fundamental understanding of the ethical/legal issues surrounding the access and
use of information
Utilize time and manage workload efficiently
Go beyond basic mastery of skills and/or curriculum to explore and expand ones own
learning and opportunities to gain expertise
Description: For this culminating assessment, students will be given the task of creating an
informational brochure and presentation about a health-related topic that they must present to
local elementary school children. Students can choose to do this project with a partner or
independently. Students will complete any necessary research that is required by the topic they
choose. All projects must somehow incorporate all four subjects. Therefore, students must
explain how their topic relates to language arts, social studies, science, and math. This can be
done through the use of charts, stories, background information, and history for the topic.
Students will create an informational brochure for their topics and construct a presentation based
on their brochure. Lastly, students will be divided into separate groups. Some students will
present their information to local elementary students, while the others present their information
to 6th and 7th grade classes. Students have the flexibility to take this project in any direction of
their choosing. While the basis for their projects should be ground in fact, it should largely be
creative. On this introductory day, team teachers will introduce the project to students. The
teachers will explicitly go over each expectation and component. Students will choose their
groups and begin brainstorming ideas.
Possible Project Topics:
Exercise
Sports
Healthy Eating
A Specific Disease (Polio, Smallpox, Malaria, Hookworm, Ebola, etc.)
Social/Emotional Health
Nursing/Health Professions
Recreation
Disease Prevention
Spread of Germs
Three Rubrics for Culminating Assessment:

Informational Brochure:
4
Organization Each section in

the brochure has
a clear beginning,
middle, and end.
Almost all
sections of the
brochure have a
clear beginning,
middle and end.
Most sections of
the brochure
have a clear
beginning,
middle and end.
Less than half of

the sections of the
brochure have a
clear beginning,
middle and end.
Content
All facts in the

brochure are
accurate. All
four-core subjects
are accurately
represented.
99-90% of the
facts in the
brochure are
accurate. All
four-core
subjects are
accurately
represented.
89-80% of the
facts in the
brochure are
accurate. The
four subjects are
represented, but
not equally.
Fewer than 80%

of the facts in the
brochure are
accurate. One or
more of the
subjects is
missing.
Grammar
There are no
grammatical
mistakes in the
brochure.
There are less

than 2
grammatical
mistakes in the
brochure.
There are 3
grammatical
mistakes in the
brochure.
There are more

than 3
grammatical
mistakes in the
brochure.
Knowledge
Gained
Student can
accurately
answer all
questions related
to facts in the
brochure and to
technical
processes used to
create the
brochure.
Student can
accurately
answer most
questions related
to facts in the
brochure and to
technical
processes used to
create the
brochure.
Student can
somewhat answer
most questions
related to facts in
the brochure and
to technical
processes used to
create the
brochure.
Student appears
to have little
knowledge about
the facts or
technical
processes used in
the brochure.
Use of
Graphics
Graphics go well
with the text and
there is a good
mix of text and
graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the brochure
seems "textheavy".
Graphics do not
go with the
accompanying
text or appear to
be randomly
chosen.
Sources
Careful and
accurate records
are kept to
document the
source of 95100% of the facts
and graphics in
the brochure.
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
graphics in the
brochure.
Careful and
accurate records
are kept to
document the
source of 84-75%
of the facts and
graphics in the
brochure.
Sources are not

documented
accurately or are
not kept on many
facts and
graphics.
Informational Presentation:
4
Organization Each section in

the presentation
has a clear
beginning,
middle, and end.
Almost all
sections of the
presentation have
a clear beginning,
middle and end.
Most sections of
the presentation
have a clear
beginning,
middle and end.
Less than half of

the sections of
the presentation
have a clear
beginning,
middle and end.
Content
All facts in the

presentation are
accurate. All fourcore subjects are
accurately
represented.
99-90% of the
facts in the
presentation are
accurate. All
four-core subjects
are accurately
represented.
89-80% of the
facts in the
presentation are
accurate. The
four subjects are
represented, but
not equally.
Fewer than 80%

of the facts in the
presentation are
accurate. One or
more of the
subjects is
missing.
Grammar
There are no
grammatical
mistakes in the
presentation.
There are less

than 2
grammatical
mistakes in the
presentation.
There are 3
grammatical
mistakes in the
presentation.
There are 4 or
more
grammatical
mistakes in the
presentation.
Knowledge
Gained
Student
can accurately
answer all
questions related
Student can
accurately answer
most questions
related to facts in
Student can
somewhat
answer most
questions related
Student appears
to have little
knowledge about
the facts or
to facts in the
presentation and
to technical
processes used to
create the
presentation.
the presentation
and to technical
processes used to
create the
presentation.
to facts in the
technical
presentation and processes used in
to technical
the presentation.
processes used to
create the
presentation.
Use of
Graphics
Graphics go well
with the text and
there is a good
mix of text and
graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the brochure
seems "textheavy".
Graphics do not
go with the
accompanying
text or appear to
be randomly
chosen.
Sources
Careful and
accurate records
are kept to
document the
and graphics in
the presentation.
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
graphics in the
presentation.
Careful and
accurate records
are kept to
document the
and graphics in
the presentation.
Sources are not

documented
accurately or are
not kept on many
facts and
graphics.
Preparedness Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.
Student does not

seem at all
prepared to
present.
Stays on
Topic
Stays on topic all

(100%) of the
time.
Stays on topic
most (99-90%)
of the time.
Stays on topic
some (89%-75%)
of the time.
It was hard to tell

what the topic
was.
Speaks
Clearly
Speaks clearly
and distinctly all
(100-95%) the
time, and
mispronounces
Speaks clearly
and distinctly all
(99-95%) the
time, but
mispronounces
Speaks clearly
and distinctly
most (94-85%) of
the time.
Mispronounces no
Often mumbles
or cannot be
understood OR
mispronounces
more than one
Presentation to Students:
4
Content
no words.
one word.
more than one

word.
word.
Shows a full
understanding of
the topic.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to

understand the
topic very well.
Day 12:
Culminating Assessment: Work Day 1Team Wide

Description: On this day, students will be working on their projects. While this is going on, team
teachers will be going around to each group of students and conferencing with them individually.
All team teachers should focus on meeting with each group of students on this day. They should
also focus on providing students who are struggling with extra help. There will also be a brief
check-in at the start of the class period to gauge student progress.
Day 13:
Culminating Assessment Work Day 2Team Wide

check-in at the start of the class period to gauge student progress. In addition, students will be
engaging in peer conferencing with their classmates. This way, students will have the opportunity
to give feedback to each other and listen to other students perspectives.
Day 14:
Culminating Assessment Work Day 3Team Wide

check-in at the start of the class period to gauge student progress.
However, on this day there will be chunks of time set aside for students to practice their
presentations in front of the class in order to prepare for the next day. Students will have the
opportunity to make note cards and finish up any last minute details regarding their project.
Day 15:
Culminating Assessment Presentation DayTeam Wide

Description: On this day, students will be presenting their brochures to their individualized
audience, which has been predetermined by the team teachers. One team will go to the
elementary school, another to the 6th grade classes, and another to the 7th grade classes. Within
each team, they will be split into three smaller groups of presentations, which will be held in the
schools' auditoriums or gyms, depending on availability. Team teachers will be going and
assisting where necessary in presentations. Each presentation will be video taped at least one
time out of the day to be evaluated later in the week. We anticipate this assessment to take a
substantial chunk out of the instructional day.
References
Informational:
Social Studies:
1909: Hookworm. (2015). Retrieved October 5, 2015, from
http://www.nchealthandhealing.com/
Berish, A. (2014). FDR and Polio. Retrieved October 5, 2015, from
http://www.fdrlibrary.marist.edu/aboutfdr/polio.html
Clara Barton Surmounts The Faithlessness Of Union Officers. (2002, February 10).
Retrieved October 5, 2015, from http://www.civilwarhome.com/cbarton.htm
Diarrheal Diseases: Oral Rehydration Therapy. (2015). Retrieved October 5, 2015, from
http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/diarrheal_diseases_case_study.pdf
Franklin Roosevelt Founds March of Dimes. (2009). Retrieved October 5, 2015, from
http://www.history.com/this-day-in-history/franklin-roosevelt-founds-march-of-dimes
HIV Case Study: Ryan White and Activism. (2015). Retrieved October 5, 2015, from
http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/HIV_case_study.pdf
Jonas Salk: His Polio Vaccine Rescued the World's Children and Parents from Fear.
(2010). Retrieved October 5, 2015, from http://www.scienceheroes.com/index.php?
option=com_content&view=article&id=191&Itemid=190
Los Angeles Times. (2014, September 9). U.S. and British troops head to West Africa to
help fight Ebola virus. Retrieved October 5, 2015, from
https://newsela.com/articles/ebola-response/id/5157/
Malaria: A Global Story. (2015). Retrieved October 5, 2015, from
http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/malaria_case_study.pdf
Settle, M. L. (2015). Jamestown. (N. Egloff, Rev.). The New Book of Knowledge.
Retrieved October 3, 2015, from Grolier Online http://nbk.grolier.com/ncpage?
tn=/encyc/article.html&id=a2015320-h&type=0ta
Smallpox Case Study. (2015). Retrieved October 5, 2015, from
http://apps.nlm.nih.gov/againsttheodds/pdfs/ss/smallpox_case_study.pdf
The American Civil War: The Battle of Fredericksburg - Clara Barton - Letter to her
cousin. (2012, December 1). Retrieved October 5, 2015, from
http://www.brotherswar.com/Fredericksburg-16.htm
United States National Park Service. (2015, October 4). Notes on Antietam. Retrieved
October 5, 2015, from http://www.nps.gov/clba/learn/historyculture/antietam.htm
United States. National Park Service. (2015, October 4). The Red Cross of the Geneva
Convention. What It Is. Retrieved October 5, 2015, from
http://www.nps.gov/clba/learn/historyculture/rcwhat.htm
Wilma Rudolph Biography. (2013). Retrieved October 5, 2015, from
http://gardenofpraise.com/ibdwilma.htm
Language Arts:
http://www.glencoe.com/sec/health/pdf/bodydec.pdf
http://www.glencoe.com/sec/health/pdf/Exercise.pdf
http://www.glencoe.com/sec/health/pdf/alive.pdf
Science: N/A
Math:
http://www.glencoe.com/sec/health/pdf/softdrink.pdf
Images:
Social Studies:
http://www.nativeweb.org/pages/legal/amherst/drawing.jpeg
http://www.nps.gov/anti/learn/historyculture/images/Clara-Barton_1.jpg
http://www.ndstudies.org/media/images/Iron_Lung.jpg
http://www.nowmedia.co.za/Ebola/content/images/Ebola%20Africa%20Map.jpg?v=7
Language Arts: N/A
Science: N/A
Math: N/A
Clips:
Social Studies:
http://www.history.com/topics/jamestown/videos/life-in-jamestown?
m=528e394da93ae&s=undefined&f=1&free=false
https://www.youtube.com/watch?v=v-P1Wc83mY8
https://www.youtube.com/watch?v=sRv19gkZ4E0
https://www.youtube.com/watch?v=-flBix-nCSo
Language Arts: N/A
Science: N/A
Math: N/A

Unit Plan - Health

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Ashley Waldroup

Social Studies, Theme Approach, Culminating Assessment Rubrics, Day 11-14

Science, Timeline & Framework, Day 11-15

English Language Arts, Adolescent Connections, Uniform Formatting

3 Math lessons each

Timeline & Framework:

Socratic Seminar on Point of Documentary on a Current

8.H.1.1 Construct charts, graphs, and historical narratives to

8.H.1.2 Summarize the literal meaning of historical

8.SP.1 Construct and interpret

8.H.2.1 Explain the impact of economic, political, social, and

8.H.3.1 Explain how migration and immigration contributed

8.H.3.2 Explain how changes brought about by technology

measurement data to investigate

Day 11: Introduce Culminating Assessment

Launching the Unit - Red Dot Activity - Team Wide

English Language Arts: Healthy Brain, Healthy Life

Healthy Brain, Healthy Life:

I know what this

Im familiar with this

Math: "The Cost of a Habit"

Knowing how to make appropriate personal economic choices

Social Studies: Diseases: How Do They Find Me?

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary

Essential Question(s): Why is it important to be healthy?

I will understand the causes and symptoms of a disease.

21st Century Learning Goals:

Science: The Essential Biological Needs

How much does it take to keep us healthy?

English Language Arts: Is the Pretty Worth the Pain?

Body Decorating and the Risks

Social Studies: Im Taking Your Land; Heres Some Smallpox

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and

Science: Food- Natures Energizer Bunny

How does food give our bodies energy?

21st Century Goals:

Math: "Healthy Lifestyle Survey Part 1"

21st Century Goals:

English Language Arts: Seeing Things Eye to Eye

Social Studies: Could You Survive in a Colony?

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and

Science: Grasping at Straws

Why is it important to exercise?

Establishing and monitoring personal and family health goals

English Language Arts: Annotating Mental Health

Math: "Healthy Lifestyle Survey Part 1"

Social Studies: Origins of American Nursing

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary

I will be a collaborative team member.

21st Century Learning Goals:

Science: "Earth vs. Humans: A healthy relationship?"

Math: Whats Inside My Gym Equipment?

English Language Arts: Wanted- Dead or Alive

Access information efficiently (time) and effectively (sources)

Evaluate information critically and competently

Manage the flow of information from a wide variety of sources

Science: "Bacteria and Viruses attack!"

What's the difference between viruses and bacteria?

Social Studies: The Vampire of the South

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary

Using available information to make appropriate health-related decisions

Math: Tracking Track Times - Part 1

English Language Arts: Wanted- Dead or Alive (Continued)