Curriculum Framework

Principles of the Biomedical Sciences Unit 1 Lesson 3

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Analyze medical evidence to determine cause of death or solve a medical mystery.
T2 Systematically approach and analyze a problem to find a solution.
T3 Recognize situations that require confidentiality and use their best judgement when dealing with sensitive situations.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - The purpose of an autopsy is to answer any questions about Q1 How do clues in or on a body help scientists determine the cause
the illness, cause of death, and/or any co-existing conditions.
of death?
U2 - Determining the manner of death involves the investigation
Q2 How do human body systems work together to maintain
of many aspects, including the medical condition of the victim,
homeostasis?
the internal and external examination of the body, the chemical
and microscopic analysis of tissues and body fluids, and the
analysis of all evidence found at the scene.
U3 - A comprehensive set of standards and practices is
necessary in order to give patients specific rights regarding their
personal health information.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Describe how an autopsy is performed and the types of
S1 - Interpret information from an autopsy report to predict the manner
information it provides to officials regarding the manner and
of death. U1, U2
cause of death. U1, U2
S2 - Analyze patient confidentiality scenarios. U3
K2 - Recognize that a variety of biomedical science professionals
are involved in crime scene analysis and determination of
manner of death in mysterious death cases. U2
K3 - Explain the importance of confidentiality when dealing with
patients, and describe the major patient protections written into
the Health Insurance Portability and Accountability Act (HIPAA).
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Curriculum Framework Course Unit 1 Lesson 1.3 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

U3

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Curriculum Framework Course Unit 1 Lesson 1.3 Page 2
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

Assessments for
knowledge and skills by
Learning
1. Teacher will
Identifying the organ systems
and performing a virtual autopsy
provide feedback
(A1.3.1)
on the body
Students will

1. Match an organ system with its

function and answer.
1. Perform a virtual autopsy.
2. Examine Annas autopsy
report.

system activity
and autopsy
report.

2. All the conclusion

questions will be
reviewed.

Assessments of
Learning

1. Students will
complete the
body system
activity.

Activities (A), Projects (P),

and Problems (B)
A 1.3.1
A 1.3.2

Learning Plan (stage 3)

Knowledge and Skills
K1, S1
K2, S1

2. They will
complete the
autopsy
report
resource
sheet.
3. Students will
answer the
conclusion
questions.

Examining the importance of

patient confidentiality. (A1.3.2)
Students will

1. Read and discuss the various

confidentiality scenarios.

Determining Anna Garcias

manner of death. (A1.3.3)
Students will

1. The teacher will

review the student
response sheet
and give
feedback.

1. Students will
complete the
student
response
sheet.

2. All the conclusion

questions will be
reviewed.

2. Students will
answer all
the
conclusion
questions.

1. The teacher will

review the case
report and career
journal and give

1. Students will
write a case
report.
2. They will add

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework Course Unit 1 Lesson 1.3 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

1. Determine the cause of Annas

death using previously
collected evidence.
2. Research careers that are
involved with conducting
autopsies.
3. Update the classroom case
evidence board.

feedback.
2. All the conclusion
questions will be
reviewed.

additional
careers to the
career
journal.
3. They will
answer all
the
conclusion
questions.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework Course Unit 1 Lesson 1.3 Page 4
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD