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November 3, 2014
Grade Level _6_Lesson Plan
Controlling Disease
Lesson Title:
Disease and Your Body
AKS/CC Objectives,
Essential Question:
AKS Booklet
identify strategies for preventing, detecting, and controlling non-infectious
diseases (GPS) (6HE_D2009-4)
Standards of Learning :
1. Explain how health is influenced by the interaction of body systems.
2. Analyze how environment and personal health are interrelated.
3. Describe ways to reduce risks related to adolescent health problems.
4. Describe how lifestyle, pathogens, family history, and other risk factors
are related to the cause or prevention of disease or other health problems.
5. Explain the relationship between positive health behaviors and the
prevention of injury, illness, disease, and premature death.
Materials/Resources
Needed:
Day 1 – 5 GREEN Decisions on Health Book, Disease power points, paper,
pencil, health-related newspaper articles for reference, computer as needed.
…
Anticipatory Set :
Day 1: Ask students to write an answer to the following question: What is
the difference between an infectious disease and a noninfectious disease?”
Day 2: This activity will have students list three ways to stop the spread of
disease.
Day 3: List three common infectious diseases, and list the type of pathogen
that causes each disease.
Day 4: Students will write an answer to the following question: “What are
some ways the human body protects itself from disease?”
Day 5: Students brainstorm about the benefits of free flu shots.
…
At end of class SWBAT:
Day 1: Explain the difference between genetic disease and congenital
disease.
Day 2: Identify common noninfectious diseases.
Day 3: Identify five common STDs.
Day 4: Discuss two ways to protect yourself from infectious diseases.
Day 5: Describe how the human body fights disease.…
Teacher Input: (Model,
Background Knowledge
etc)
Day 1: To assess student knowledge about diseases, students will answer the
Health IQ questions on page 256, green book.
Day 2: Students will discuss the pros and cons of hand washing habits.
Day 3: Students discuss the use of vaccines for diseases that aren’t common.
Day 4: Students will prepare “did you know?” posters about STDs.
Day 5: Students note the difference between infectious and noninfectious
disease.…
Guided Practice: (whole
group, pair and share,
elbow partners, etc)
MONITORED
LEARNING
FEEDBACK
Day 1: Students examine the first lines of defense against disease, (skin).
Day 2: Students will research “infectious diseases” make a pie chart or bar
graph showing the five most common ways infectious diseases are spread.
Day 3: Students model the spread of pathogens.
Day 4: Students will prepare a multimedia presentation that highlights ways
to avoid STD’s.
Day5: Students research and discuss how noninfectious diseases can be
controlled by diet.
Day 1: Students will research how and why their skin is a defense against
Independent Practice:
(when you know you know) pathogens.
Day 2: Students will complete a “Directed Reading”, the worksheet guides
students and ELL students through the lesson content.
Day 3: Students will research one of the common infectious diseases, list the
symptoms of the disease, what causes the disease, and how the disease can
be prevented.
Day 4: Students model the spread of pathogens.
Day 5: Students will research the pros and cons of advertising prescription
medicine.…
Closure:
Chapter Test, Concept review with daily lesson review day 1 – 5
November 3, 2014
Grade Level __7__Lesson Plan
Infectious Disease_____
Lesson Title:
What is an Infectious Disease
What is an Non Infectious Disease
AKS/CC Objectives,
Essential Question:
AKS Booklet
identify strategies for preventing, detecting, and controlling infectious
diseases (GPS) (7HE_D2009-4)
identify strategies for preventing, detecting, and controlling infectious
sexually transmitted diseases (GPS)
(7HE_D2009-5)
Standards of Learning :
1 Describe how lifestyle, pathogens, family history, and other risk factors are
related to the cause or prevention of disease and other health problems.
2 Explain how appropriate health care can prevent premature death and
disability.
3 Distinguish between safe and risky or harmful behaviors in relationships.
4 Predict how decisions regarding health behaviors have consequences for self
and others.
5 Explain how health is influenced by the interaction of body systems.
Materials/Resources
Needed:
Day 1 – 5 RED Decisions on Health Book, Disease power points, paper,
pencil, health-related newspaper articles for reference, computer as needed.
Anticipatory Set :
Day 1: Students write an answer to the following question: “How does a cold
or flu spread from one person to another?”
Day 2: Students will list as many infectious diseases as they can.
Day3: Students will name and describe three bacterial infections.
Day 4: Students explain the difference between an infectious disease and a
non infectious disease.
Day 5: Write as many phrases as you can using the term heart.
…
At end of class SWBAT:
Day 1: Describe the difference between infectious diseases and contagious
diseases.
Day 2: List four common ways that contagious diseases are spread.
Day 3: Identify three common bacterial infections and their symptoms.
Day 4: Identify three causes of noninfectious diseases.
Day 5: Identify two noninfectious diseases of the circulatory system.
…
Teacher Input: (Model,
Background Knowledge
Day 1: Students describe recent illnesses, including symptoms and recovery.
Day 2: Draw stick figures on the board to illustrate for students how a
etc)
contagious disease can spread to family and classmates.
Day 3: Students research and then debate ear piercing, focusing on safety
issues and risks.
Day 4: Students list five of their activities and decide if these activities put
them at risk for noninfectious disease.
Day 5:
…
Guided Practice: (whole
group, pair and share,
elbow partners, etc)
MONITORED
LEARNING
FEEDBACK
Day 1: Students pass a secret “infected” handshake to see how contagious
diseases spread.
Day 2: Students work in pairs to role-play a scenario showing safe ways to
express concern for a friend with an illness.
Day 3: Students respond to pictures in their text and discuss strep throat.
Day 4: Exponential Growth Pattern of Bacteria graph, use this graphic to
help students understand the rapid reproduction of bacteria.
Day 5: Students make a concept map using key concepts and vocabulary from
the lesson.
…
Day 1: Students research and write a report about the specific actions of
Independent Practice:
(when you know you know) different antibiotics.
Day 2: Students will complete a “Directed Reading”, the worksheet guides
students and ELL students through the lesson content.
Day 3: Students will list as many body organs and systems they know.
Day 4: Students use a table in their text to analyze the differences between
three common viral infections.
Day 5: Students real life lesson is to learn about chickenpox and shingles.
…
Closure:
Chapter Test, Concept review with daily lesson review day 1 – 5
November 3, 2014
Grade Level _8__Lesson Plan
Infectious Disease
Lesson Title:
1 What is an Infectious Disease?
2 Common Bacterial infections
3 Common Viral infections
4 What is an Noninfectious disease?
5 Sexually Transmitted Diseases
AKS/CC Objectives,
Essential Question:
AKS Booklet
explain causes, symptoms, prevention strategies, treatment, and control of
non-communicable and communicable
diseases (GPS) (8HE_D2009-4)
Standards of Learning :
1 Describe how lifestyle, pathogens, family history, and other risk factors are
related to the cause or prevention of disease and other health problems.
2 Describe how lifestyle, pathogens, family history, and other risk factors are
related to the cause or prevention of disease and other health problems.
3 Describe situations requiring professional health services.
4 Distinguish between safe and risky or harmful behaviors in relationships.
5 Predict how decisions regarding health behaviors have consequences for self
and others.
6 Explain the relationship between positive health behaviors and the
prevention of injury, illness, disease, and premature death.
Materials/Resources
Needed:
Day 1 – 5 Blue Decisions on Health Book, Disease power points, paper,
pencil, health-related newspaper articles for reference, computer as needed.
Anticipatory Set :
Day 1: Students will describe three ways in which infections can be spread.
Day 2: Students will answer if they were ever treated with an antibiotic and
what type of infection they had.
Day 3: Students to write an answer to the following question: “How does your
body defend itself against disease?”
Day 4: Students write an answer to the following question: “What is the best
way to avoid catching the cold or flu?”
Day5: This activity asks students to explain the difference between infectious
and noninfectious diseases.
…
At end of class SWBAT:
Day 1: Identify five types of infectious agents.
Day 2: Describe ways in which infection can spread.
Day 3: Describe bacterial and viral infections.
Day 4: Explain what a noninfectious disease is.
Day 5: Explain the relationship between risk factors and noninfectious
diseases. Identify three strategies for preventing noninfectious diseases.
…
Teacher Input: (Model,
Background Knowledge
etc)
1 Students will write about an infectious disease they once had including
symptoms, diagnosis, length of illness, treatment, and how they became
infected.
2 Students will identify their body’s response to an illness and create a
flowchart of the progression of that sickness.
3 Students will work in groups to create pamphlets/poster explaining
precautions that can be taken to guard against getting a cold or the flu.
4 Students will classify diseases as infectious or noninfectious.
5 Students will discuss their experiences with insect bites and effects.
…
Guided Practice: (whole
group, pair and share,
elbow partners, etc)
MONITORED
LEARNING
FEEDBACK
Day 1: Students will organize and learn information about bacteria and
viruses.
Day 2: Infectious Agent and Disease Chart-Students will use this graphic to
help understand infectious diseases.
Day 3: Students will create a graph and answer questions about bacterial
reproduction.
Day 4: Students will explain how germs are trapped in the body’s physical
barriers.
Day 5: Students explore ways to say “no” to friends who pressure them to
try alcohol, tobacco and drugs.
…
Day 1: Students read a scenario and consider choices they may have to make
Independent Practice:
(when you know you know) about daily activities to keep them from getting sick.
Day 2: Students will complete a “Directed Reading” the worksheet guides
students and ELL students through the lesson content.
Day 3: Students will explain why you sometimes get a fever when you are
sick.
Day 4: Students will list what are three home remedies that their family uses
to treat a cold or the flu?
Day 5: Students will complete the concept map to identify six common STDs.
…
Closure:
Chapter Test, Concept review with daily lesson review day 1 – 5