Download Science and Social Studies – Bubonic Plague

Megan Ladley, Joe Gates, Ashley McNeil
Science and Social Studies – Bubonic Plague
OBJECTIVE/SWBAT: 1) Determine the rate of spreading of the Bubonic Plague
2) Recognize the cause and effect of the Bubonic Plague
3) Explain the symptoms present in Bubonic Plague victims
4) Name the socioeconomic groups that were affected by the
Bubonic Plague
5) Place the Bubonic Plague in a historical context
6) Locate the distribution of the Bubonic Plague on a map
7) Translate a current piece of prose from its historical context
SOL: Social Studies-9.2, 10.1, 10.9, 10.15
Science-Bio.2, Bio.4, Chem.6
Engage: Exchange of Fluids Activity
(This is designed to show students the fast spread of disease—This will be unknown to the students initially.) One
individual will have a tube with the “disease.” All students will exchange 1ml of fluid with each of four other
students, keeping track of which tubes and in which order they exchanged fluids. The class will then use an
indicator solution to determine which individuals were “infected” and which individual was originally infected.
1. Each student takes one numbered test tube with a pipette from the rack on the side bench.
2. A pair of students will draw 1ml of fluid from their tube and then exchange this fluid with the other student.
Each student should draw 1ml before the other student deposits the other 1ml into their tube.
3. Now move around the room and exchange fluid in the same manner with three other students.
4. Be sure to write down the tube number for each contact.
Go up to the instructor’s bench and add five drops of indicator solution to your tube to determine whether you
have been infected. Record reaction after 1 minute. The color of the solution in your tube is dependent on
whether you contracted the infection from the primary source, never received the infectious agent, or were the
original carrier.
Explore: Students will be assigned to groups (3 to 4 students).
In these groups students will discuss (and
note what is discussed) what they think has occurred, and also how they think that this might relate to the Bubonic
Plague. The teacher will ask the groups inquiry questions to get them thinking, such as:
1) Hypothesize as to why some tubes turned certain colors. 2) Look at and compare fluid colors with other
students with whom you exchanged fluids. 3) How does this relate to infectious disease, such as the Bubonic
Plague?
Explain:
The class will re-group and discuss the students’ findings. Then the teacher will explain in detail
“the exchange of fluids activity” and how it relates to the rate of spreading disease.
Yellow:
Green:
Clear blue:
Tube was the primary source of infection.
Tube was infected.
Tube was not infected.
Next the teacher will pass out a handout that the students will fill in while the teacher performs a power point
presentation on the historical and scientific aspects to the spreading of the Bubonic Plague. (The student handout
directly relates to the power point presentation.)
*See power point presentation!
Elaborate: The students will be able to locate and label countries and regions of the world that were
infected with the Bubonic Plague after the power point presentation specifies which areas were infected. The lyrics
to “Ring Around the Rosies” will be passed out to the students as a handout. They will be asked to read over it
and write line per line the meaning to the words. Then the teacher will go over the meaning to the lyrics.
(The history teacher is in charge of having copies of a blank map for the students. The science teacher will have
the song handout for the students)
*See song lyric handout!
Evaluation/Assessment (Rubric): The students will be assessed and evaluated using the
following rubric:
*The students will be graded on a 100 point scale: 25 points -- participation
25 points -- 3, 2, 1 process
50 points -- map
Participation (25 points)
Evaluation (points)
1. Student will participate in the
exchange of fluids activity.
2. Students will learn about the
and effect, the symptoms,
and the socioeconomic group
affected by the plague.
1. Students will discussion their ideas about the exchange of
fluids activity. (5 points)
2. Students will fill in a worksheet while the teacher covers the cause
Bubonic Plague to be checked at the end of class. (15 points)
3. Students will learn that many
famous poems/writings were
derived from historical events,
such as the Bubonic Plague.
3, 2, 1 Process (25 points)
3. Students will write line per line the historical meaning of
the words to the song “Ring Around the Rosies.” ( 5 points)
Evaluation (points)
1. Students will write and turn in three
things that they have learned from
the lesson.
( 10 points)
2. Students will write and turn in two
reactions, positive or negative, and
will explain what they are reacting to.
(10 points)
3. Students will write and turn in one
question they still have remaining
about the Bubonic Plague.
( 5 points)
Bubonic Plague Map (50 points)
Evaluation ( points)
1. Students will know where the
1.Student will color this area in correctly on the map. (10 points)
Bubonic Plague was first discovered.
2. Students will learn where the
Bubonic Plague was spread.
2. Students will color and label all of the other countries that the
Bubonic Plague was spread to in a different color. (15 points)
3. Students will learn the spread of
3. Students will draw arrows on the map showing the spread
the Bubonic Plague in chronological
order.
4. Students should organize their map.
of the Bubonic Plague from country to country according to
order. (10 points)
4. Students should construct a key for the teacher to follow the
logistics of the map. (15 points)