Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 2
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

 

Science/Strand III/Content Standard 2
High School

 

Science/Strand III/Content Standard 2/High School
Benchmark 2
Describe the life cycle of an organism associated with human disease.

Benchmark Clarification

Many disease-causing organisms have predictable stages in their life cycles. Different organisms have different stages in their life cycles.

For example, malaria is carried by the Anopheles mosquito.

Students will:

  • Research the life cycle of a disease-causing organism
  • Diagram the stages of the life cycle for a human disease-causing organism
  • Write a short description of each stage in the organism’s life cycle

Plasmodium
A sporazoan (Protista) that is transferred to humans by mosquitoes and produces malarial symptoms of fever and chills

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 2/High School/Benchmark 2
Key Concept
Infection process:

  • disease
  • parasite
  • host
  • infection

Observation tools:

  • microscope
  • hand lens

 

Science/Strand III/Content Standard 2/High School/Benchmark 2
Real World Context
Life cycle of organism(s) associated with a human disease(s):

  • Lyme disease
    • tick
  • malaria
    • mosquito
  • parasites

 

Science/Strand III/Content Standard 2/High School/Benchmark 2
Instructional Example

Benchmark Question: What is the life cycle of an organism that causes human disease?

Focus Question: How does a human disease-causing organism pass through its life cycle? What part does the human host play in perpetuating the life cycle?

Pairs of students will research in the library or on the web the life cycle of an organism causing human disease. Students should put the separate stages of the life cycle on individual cards and practice placing the cards in the proper order. Then they should diagram the life cycle of their organism and report to the class. Each student will write a paragraph comparing the life cycles of two different organisms presented. Each student will list ways that the organisms influence the human host.

Constructing: (SCI.I.1.HS.4), (SCI.I.1.HS. 5).

Reflecting: (SCI.II.1.HS.6).

 

Science/Strand III/Content Standard 2/High School/Benchmark 2
Assessment Example

Each student will report on the life cycle of a disease-causing organism and clearly explain the stages in his or her diagram.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Accuracy of diagram

Diagrams and labels a partially completed life cycle.

Diagrams and labels a life cycle missing one or two components.

Diagrams and labels a complete life cycle.

Draws and labels a complete life cycle with an explanation of each stage.

Completeness of presentation

Summarizes the life cycle with more than two errors.

Summarizes the life cycle with one or two errors.

Summarizes the life cycle accurately.

Summarizes the life cycle with additional information accurately.

Effectiveness of presentation

Speaks in an inappropriate or distracting manner.

Speaks unclearly or lacks clarity.

Speaks clearly and to the point.

Speaks with creative or engaging manner.

 

Science/Strand III/Content Standard 2/High School/Benchmark 2
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.2.HS.2.html

Deer Tick Ecology.
http://www.aldf.com/templates/DeerTickEcology.cfm/

Deer Tick Lyme Disease- Parasite Life Cycle.
http://www.biosci.ohio-state.edu/parasite/home.html