STAGE 1 DESIRED RESULTS

Established Goals:
 Students will analyze how relationships work between independent and dependent variables specifically
through discovering how technology can improve our lives. G
 Students will analyze how quantitative and quantitative values differ and how to use data collected to help in a
research process.
 Students will accurately collect data and discover how to stop virus’ spreading.
Understandings: Students will understand that… Essential Questions:
 Data points collected from patients and the U
 How would you design questions to capture
Q
symptoms they display. the data necessary to figure out how to stop
 Independent variables stand on their own and the spread of a virus?
dependent variables rely on independent variables.  What is the importance of asking the right questions
 Data points collected form a pattern and they’ll about a virus outbreak?
discover it through the relationship.  What kinds of data needs to be included in a chart?
 Viruses only affect specific cells in the body.  How fast does a virus spread?
 Different viruses affect specific cells and can change  How can a virus be contained?
over time.  What is the correlation between discovering a
 Difference between qualitative and quantitative data pattern of a virus and independent and dependent
and why each form of data is valuable to the variables?
research process.  How can technology be used to save lives?
 Domain and range play a part in data but also have
to make logical sense in real word application.

Students will know: Students will be able to:

 If the independent variable changes, what K  Identify the independent and dependent S
affect that will have on the dependent variables in any kind of situation and know
variable, specifically when a person has a virus and how one affects the other.
how that affects them.  Describe the different data collected and the
 How to find the domain and range given any kind of relationship between it and be able to make a graph
data. out of it (or flowchart).
 The difference between qualitative and quantitative  Students will debate on the best graph (or flowchart)
data and when to use which kind of data. and then decide which vaccine distribution will be
best and how technology could help with this.

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:
 Grading will be based on correct data T 
collected from the given sites. If the data
collected isn’t correct, students will have an
opportunity to adjust as needed.
 Group Presentations: groups will be formed and they
will present their graph (or flowchart) of data
collected with their analysis of how viruses can be
spread and contained/vaccinated. They will have to
be able to debate their case and include how
technology could be beneficial.
Other Evidence:
Students will have a digital catch all for their E
data. They will have their data points and
illustrations of it in at least 2 different ways (picture
and graph/flowchart). They will also have
quizzes/assignments that show the relationship
between dependent and independent variables.
 Several checkpoints to check for understanding
whether it is a warm-up, exit ticket or online survey.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

 STAGE 3 LEARNING PLAN
Summary of Learning Activities:
 Students will listen/watch several clips of videos in regard to virus outbreaks (real and fictional) (W, H)
 Think & share ideas of what could happen with virus outbreaks online (like padlet). (W, H)
 View video of real outbreaks of viruses (W, E, R)
 Discuss answers to questions students write down in regard to the video (E)
 Graph data of virus and population it affects (E, R)
 Actively talk to someone from the CDC (Google Hangout or Skype) and discover what their job entails (E)
 Relate virus outbreak to independent/dependent variables and their relationship (W, E, T)
 Activity - Independent vs. Dependent variable card sort (E)
 Watch ‘Mythbuster’ videos to practice independent and dependent variables in all different scenarios (E)
 Presentations from each group with their graphs/flowcharts showing the data they collected and best way to contain
virus (E, R, E, T)
 Students Vote on presentations that are most likely to work/succeed in stopping virus spread. (W, E, R, E, T)
 Poll students to find out what they actually learned from unit/activities and for them to ask questions (R, E)

W.H.E.R.E.T.O.
W – Ensure that students understand WHERE the unit is headed, and WHY.
H – HOOK students in the beginning and HOLD their attention throughout.
E – EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals.
R – Provide students with opportunities to RETHINK, RETHINK, & REVISE
E – Build opportunities for students to EVALUATE and self-assess
T – TAILORED to reflect individual talents, interests, styles and needs
O – Be ORGANIZED to optimize deep understanding
(From Wiggins & McTighe p. 197-198)

References

Fink, L.D. (2003). A self-directed guide to designing courses for significant learning. San Francisco:
Jossey-Bass.

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd edition). Alexandria, Virginia:
Association for Supervision and Curriculum Development.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)