Curriculum Framework

Principles of the Biomedical Sciences Unit 3 Lesson 1

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Explain the science of sickle cell disease to someone who is unfamiliar with the disease.
T2 Empathize with a patient diagnosed with sickle cell disease.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Sickle cell disease is caused by an abnormal type of
Q1 How is a persons life affected by sickle cell disease?
hemoglobin which causes red blood cells to become shaped like
Q2 Why does the abnormal type of hemoglobin cause adverse
crescents or sickles.
symptoms?
U2 - Sickle cell disease and anemia cause many health problems
and affect daily life for someone with the disease.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Explain the function of each of the major components of
S1 - Compare normal vs. sickle-shaped red blood cells. U1, U2
blood. U1, U2
S2 - Demonstrate how sickle-shaped red blood cells lead to
K2 - Recognize that anemia is a deficiency in red blood cells or
decreased oxygen flow to body tissues. U1, U2
hemoglobin. U1, U2
S3 Analyze how having sickle cell anemia affects a patients day
K3 - Recognize that a hematocrit, a test performed to determine
to day life. U2
if someone is anemic, is the percent of the volume of whole
blood that is composed of red blood cells. U2

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 3 Lesson 3.1 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate knowledge

and skills by
Learning about the pathology of sickle
cell disease (A3.1.1)
Students will
1. Compare normal and sickled
blood cells using microscopy
2. Determine if a patient has
anemia, a common
complication, using a
hematocrit test.

Investigating the complications of sickle

cell disease (A3.1.2)

Students will
1. Examine the health files
of three patients with
sickle cell disease and
write about their life
experience
2. Review Anna Garcias
medical records to learn
about her complications
and treatments
3. Identify the biomedical
professionals that treat
sickle cell anemia
patients
4. Update their theory on
Anna Garcias cause of
death.

Assessments
for Learning
Teacher will
introduce
check points
of
understanding
for each
section.
The
conclusion
questions will
be discussed.
Teacher will
review the
student
journal entries
throughout
the activity.
The
conclusion
questions will
be discussed.

Assessments of
Learning
Students will
record their
findings and
answer the
conclusion
questions.

Activities (A), Projects (P),

and Problems (B)
A 3.1.1
A 3.1.2

Learning Plan (stage 3)

Knowledge and Skills
K1, K2, K3, S1, S2
K2, S3

They will update

their theory on the
Anna Garcias
cause of death.
Students will
record their
findings and share
them with the
class.
They will answer
the conclusion
questions.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework PBS Unit 3 Lesson 3.1 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD