Physiological Determinants of Global Health

Appendix B

COMMON CORE SCIENCE LITERACY STANDARDS:

Source: http://www.corestandards.org

CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of process, phenomenon, or concept, resolving conflicting information when possible. Throughout this unit, students will use information from their environmental science, biology, and their chemistry classes. The learning activities for the first phase of this unit will require them to access prior knowledge and use it in their analysis of issues pertaining to global health. (Days 1-11)

CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions

The second phase of this unit relies on the extensive analysis of global health data. Throughout this part of the unit students will need to evaluate data, determine patterns, and propose explanations to their observations. These standards are relevant to these lessons, as each day’s work will require to them to evaluate statistical data and then use pertinent information to justify their analyses. (Days 12-18)

NEXT GENERATION SCIENCE STANDARDS:

Source: http://www.nextgenscience.org/msls3-heredity-inheritance-variation-traits

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

This standard focuses on the role that environmental factors have on internal processes of growth and development. It is a central guiding principal in this lesson and throughout the unit as health is determined by the interaction with the external environment. (Day 1)

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multi-cellular organisms.

This standard focuses on the interconnectedness of systems within the body. It is appropriate to this first lesson as homeostasis depends upon the interaction of many bodily systems that interact to maintain a consistent internal environment. (Day 2)

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

DNA replication and protein synthesis depend on the coordinated action of various cellular components. This standard supports this lesson’s learning goals as it focuses on the ways in the genetic code directs protein synthesis (Day 3)

It also focuses on the manner in which bacteria alter their genetic code to survive environmental pressures (lethal antibiotics). This standard is pertinent to this laboratory activity as it addresses the manner in which organisms alter their structure to benefit their function. (Day 3,6, 9, &11

HS-LS4-4 Construct an explanation based for how natural selection leads to adaptations of populations.

Our genotype, many of our bodily systems (specifically our immune system) have evolved in response to adaptive pressures from pathogens and toxins. This standard focuses on the fact that a species’ survival depends on its ability to successfully adapt to environmental factors (Day 4, 5, 7 & 8)