Download Lesson Plan Summary (Please use brief statements for each item)

AGENDAS FOR THE WEEK:
MONDAY
Objective(s): SWBAT
*Identify important
characteristics of viruses
* Explain why viruses are
considered to be nonliving but
have certain characteristics of
life
* Identify important viral
diseases
MAFS/NGSSS:
HE.912.C.1.5
Analyze strategies for
prevention, detection, and
treatment of communicable
and chronic diseases.
SC.912.L.14.6
Explain the significance of
genetic factors, environmental
factors, and pathogenic agents
to health from the perspectives
of both individual and public
health.
SC.6.L.14.6
Compare and contrast types of
infectious agents that may
infect the human body,
including viruses, bacteria,
fungi, and parasites.
SC.912.L.14.52
Explain the basic functions of
the human immune system,
including specific and
nonspecific immune response,
vaccines, and antibiotics.
March 30th- April 3rd
TUESDAY
Objective(s): SWBAT
*Identify ways to prevent the
transmission of viral diseases
*Recognize the importance of
preventing the transmission of
infectious diseases
MAFS/NGSSS:
HE.912.C.1.5
Analyze strategies for
prevention, detection, and
treatment of communicable and
chronic diseases.
SC.912.L.14.6
Explain the significance of
genetic factors, environmental
factors, and pathogenic agents to
health from the perspectives of
both individual and public
health.
SC.6.L.14.6
Compare and contrast types of
infectious agents that may infect
the human body, including
viruses, bacteria, fungi, and
parasites.
SC.912.L.14.52
Explain the basic functions of
the human immune system,
including specific and
nonspecific immune response,
vaccines, and antibiotics.
WEDNESDAY
THURSDAY
FRIDAY
Objective(s): SWBAT
*Identify the difference
between beneficial and
harmful bacteria
*Identify the shapes and
arrangements of types of
bacteria
*Determine between types of
bacteria such as anaerobic and
aerobic
*Determine difference
between saprobes, autotrophs,
and heterotrophs
*Explain the importance and
role of endospores
Objective(s): SWBAT
*Identify between different
shapes and types of bacteria
*Identify important
characteristics of viruses
*Explain why viruses are
considered to be nonliving but
have certain characteristics of
life
*Identify the importance of
the immune system and how it
functions
Objective(s): SWBAT
* Identify between different
shapes and types of bacteria
*Identify important
characteristics of viruses
*Explain why viruses are
considered to be nonliving
but have certain
characteristics of life
*Review all information
covered regarding viruses and
bacteria
MAFS/NGSSS:
HE.912.C.1.5
Analyze strategies for
prevention, detection, and
treatment of communicable
and chronic diseases.
MAFS/NGSSS:
HE.912.C.1.5
Analyze strategies for
prevention, detection, and
treatment of communicable
and chronic diseases.
SC.912.L.14.6
Explain the significance of
genetic factors, environmental
factors, and pathogenic agents
to health from the
perspectives of both
individual and public health.
SC.912.L.14.6
Explain the significance of
genetic factors,
environmental factors, and
pathogenic agents to health
from the perspectives of both
individual and public health.
SC.6.L.14.6
Compare and contrast types of
infectious agents that may
infect the human body,
including viruses, bacteria,
fungi, and parasites.
SC.6.L.14.6
Compare and contrast types
of infectious agents that may
infect the human body,
including viruses, bacteria,
fungi, and parasites.
SC.912.L.14.52
Explain the basic functions of
the human immune system,
including specific and
nonspecific immune response,
vaccines, and antibiotics.
SC.912.L.14.52
Explain the basic functions of
the human immune system,
including specific and
nonspecific immune
response, vaccines, and
antibiotics.
MAFS/NGSSS:
HE.912.C.1.5
Analyze strategies for
prevention, detection, and
treatment of communicable
and chronic diseases.
SC.912.L.14.6
Explain the significance of
genetic factors, environmental
factors, and pathogenic agents
to health from the perspectives
of both individual and public
health.
SC.6.L.14.6
Compare and contrast types of
infectious agents that may
infect the human body,
including viruses, bacteria,
fungi, and parasites.
SC.912.L.14.52
Explain the basic functions of
the human immune system,
including specific and
nonspecific immune response,
vaccines, and antibiotics.
Engage (15-20 minutes)
Welcome students back from
spring break/ Discussion to
remind students of unit on
viruses.
Bribe them to finish note
transfer quickly (up through
page 2) with their group
question sheets.
Once they finish we will
discuss the answers quickly
before wrapping up the virus
notes up to the bacteria section
before watching the movie
contagion
P
Engage
Continue and finish Contagion.
Engage
Mythbusters video about what
is actually dirtier than a toilet
seat?
Ask students do you think
anything will be dirtier?
How would you test this?
What do you think is growing
there?
https://www.youtube.com/wa
tch?v=uLMUasyxkfA
https://www.youtube.com/wa
tch?v=dQgVn3AvJ8A
(*2nd one is longer but explains
the result better than first…)
*Desks should be in groups for
students when they walk in.
Each of the groups of desks
will have a number card taped
to the desk 1-5. (or 6
depending on the number of
students present)
Lab stations will be home
groups (Labeled on cards taped
to the walls A-D).
Home group is made up of one
person from each expert group
5 or less
If 20 students: 4 home groups
and 5 expert groups of 4
students
Engage
Discuss common myths about
viruses and bacteria seen here
Engage (3 minutes)
Remind students that their
test is on WEDNESDAY.
http://www.besthealthmag.ca/
best-you/cold-and-flu/top-10myths-and-truths-aboutviruses-andbacteria#BpSRAJEPQXVUY
9eR.97
Their packet is also due
Wednesday, file is included
of what they are to include.
(Emailed to Mr. Flamand)
Show on the board what they
must include in their packets.
Pull up website and read
aloud with students, have
them read the myths and see
what they think
Ask what is the most
interesting thing you have
learned this unit?
*Desks should be in groups
for students when they walk
in. Each of the groups of
desks will have a number card
taped to the desk 1-5. (or 6
depending on the number of
students present)
Lab stations will be home
groups (Labeled on cards
taped to the walls A-D).
Home group is made up of
one person from each expert
group
5 or less
If 20 students: 4 home groups
and 5 expert groups of 4
students
What was your favorite
activity?
Why is what you have
learned about viruses and
bacteria important?
What were some of the ways
to prevent the transmission of
infectious diseases?
L
Explore
Movie contagion. Each of the
students will be responsible for
answering the questions on the
Contagion sheet while
watching the movie.
Explore
Explain
Elaborate
(10 minutes in the middle may
be cut out depending on how
much of the movie is left so
that it may all be finished by
Tuesday)
Explain
Elaborate
Explain 1 (10-15 minutes)
Notes on bacteria up until
section that starts “Ways to
fight or prevent problem
bacteria” on notes or slide 42
Explain 1(10-15 minutes)
Notes on bacteria starting at
section that starts “Ways to
fight or prevent problem
bacteria” on notes or slide 42
(I can be working on slide with
groups based upon who is in
the classroom that day)
(I can be working on slide
with groups based upon who
is in the classroom that day, I
will keep consistent but adjust
for whoever is absent or
returning)
Explore 1 (10 minutes)
Bacteria jigsaw day 1. PPT on
instructions for jigsaw activity.
Timer will be displayed on the
board for all of the jigsaw
activities on both days.
TK: Language: Provide
written as well as verbal
instructions- The instructions
for the jigsaw activity will be
displayed on the PPT as well
as my telling the students and
explaining before beginning
A
TK: Visual-spatial processing:
Use large fonts- this way all
the students will be able to
access the informationinstructions here, notes on the
notes PPT
TK: Organization: Set
expectations for how much
time students should spend on
tasks-when working with their
home and expert groups the
timer will be up on the board
for the expectation of when
they should finish with their
discussions
I will have the slide up with
the numbers every student is
assigned based upon where
they are already sitting in
groups (I will finish while they
TK: Memory: Preview the
needed vocabulary prior to
the lesson- the students will be
introduced to the continuation
of the bacteria notes before
they break up into jigsaw and
begin using the new
vocabulary in their groups
TK: Attention: Break into
small groups and have them
report back to large group:
This is the main idea going on
in the jigsaw activity
TK: Psycho-social: Set clear
expectations for student
collaboration and individual
accountability in small
groups- It will be made clear
to the students that they are
not to be copying each other’s
work and that every student is
responsible for participating
in all of the discussions. I will
not be accepting the work into
their packets if I do not
believe that they were actively
participating to gain the
answers and information
during the class period and
will warn the students ahead
of time.
Explore: (25-30 minutes)
Students will be given review
sheet and work in partners to
complete them. Students will
be instructed to work
independently on first section,
and then compare with
partner. If their answers do
not match, discuss and see if
they can figure out why. I
will also be available to help
Explain: (15-20 minutes)
Assign students a number and
tell them to write it down on
their review sheet. Pull up the
random number generator.
https://www.random.org/
When a student’s number is
picked, they must provide the
answer to the next question
on the review sheet. This way
the students are engaged in
waiting for their number to be
picked but also getting the
correct answers to their
review sheets.
are taking notes)
Each of the groups will have
the section of questions to
work on in their home groups
where they sat down for the
day. Each of the groups will
have only the questions for
their group.
TK: Conceptual: Use hands on
investigations to build
understanding – the jigsaw
activity has them using the
information they have learned
and applying it
Explore 2 (15-20 minutes)
Once the students have
finished in their home groups
they will move to the expert
groups where they will have
the complete list of questions
to answer and discuss with the
other expert group members.
They may either staple or copy
over the answers they worked
on onto the complete sheet set.
Explain 2 (10 minutes)
Talk about jigsaw as class,
have volunteers to lead
discussion on all the questions
If any time remaining move on
with the rest of the bacteria
notes.
Explore 1 (10 minutes)
Bacteria jigsaw day 2.
I will have the slide up with
the numbers every student is
assigned based upon where
they are already sitting in
groups (I will finish while
they are taking notes)
Each of the groups will have
the section of questions to
work on in their home groups
where they sat down for the
day. Each of the groups will
have only the questions for
their group.
Explore 2 (15-20 minutes)
Once the students have
finished in their home groups
they will move to the expert
groups where they will have
the complete list of questions
to answer and discuss with the
other expert group members.
They may either staple or
copy over the answers they
worked on onto the complete
sheet set.
TK: Fine-Motor: Provide
handouts to minimize
copying- the students will be
allowed to staple their home
group’s work onto their final
papers
Explain 2 (10 minutes)
Talk about jigsaw as class,
have volunteers to lead
discussion on all the questions
AT: Learners demonstrate
skepticism, holding others
accountable for thinking: The
students will be discussing
with their expert groups and
questioning the answers
rather than just accepting
them by asking things such as,
“Where did you find that
evidence?” or “I still have
questions about” before they
move forward the goal is for
them to understand the
answers, rather than blindly
copying them
Elaborate (5-10 minutes)
EOC pages 69, 70, and 71
should be completed
Remind students of packets
that are due and put on board
list of assignments they must
turn in completed next week.
N
Resources:
Evaluate and Summary
Completed virus notes,
Contagion handout
Evaluate and Summary
Contagion handout finished
Evaluate and Summary
Notes and bacteria jigsaw day
1 completed
Evaluate and Summary
Virus and Bacteria Jigsaw
pages completed. EOC pages
done (photos on website). All
packet materials completed.
PPT, blank notes, group
question sheet, Contagion
handout, movie
Contagion handout
PPT, notes, bacteria jigsaw day
1
Bacteria jigsaw day 2 pages,
notes, PPT, EOC books
Evaluate and Summary
Students should have their
review sheets completed and
corrected by the end of the
lesson so that they may have
them to study for their test.
Review sheet. Random
number generator website.