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Transcript
Lesson Plan Title: Epidemics! Author(s): Author Affiliation and Location: (e.g. Duke, Beaufort, NC) Optional Author Website Optional Author Contact Information (e.g. email) Introduction/Abstr act to Lesson Plan (max. 100 Words) Include aspects of the lesson that are unique and innovative. Kayleigh O’Keeffe The University of North Carolina at Chapel Hill Chapel Hill, NC List of Standards Addressed Common Core, NC Essential Science, Next Gen, etc. (This should be list of all full standards addressed by the lesson) Optional: Standards Mapping Grid Learning Objectives using Measurable Verbs (what students will be able to do) NC Essential Science Standards: 8L.3.2- Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: • Coexistence and cooperation • Competition (predator/prey) • Parasitism • Mutualism Bio.2.1.3- Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems. Appropriate Grade Levels Group Size/# of students activities are designed for Setting (e.g. indoors, outdoors, lab, etc.) Grades 6, 7, 8 krokeeffe.wordpress.com [email protected] This lesson plan begins with students working through maps of epidemics over time, trying to compare and contrast what different epidemics have looked like. They will then learn what an epidemic is, how scientists study epidemics, and what conditions are needed for an epidemic. The students will then simulate epidemics among the classroom to see how certain factors affect the spread of disease. Students will be able to: understand what an infectious disease is and how it can lead to an epidemic name ways that infectious disease can be prevented, controlled, or cured graphically represent data created in a classroom simulation describe how a disease can spread rapidly among a population. explain how preventive measures help defend against infection. Whole class (Ideally 25-30 students) Classroom/outside (anywhere students can spread out for the simulations) Approximate Time of Lesson (Break down into 20-50 minute periods) Resources Needed for Students (e.g. scissors, paper, pencils, glue, etc.) Resources Needed for Educators (e.g. blackboard, Powerpoint capabilities, etc.) Apps/Websites Needed Lesson Activity (step by step description of activity) 10-20 minutes to look at videos, and go through vocabulary and background 45 minutes for hands-on epidemic simulations Paper and pencil/pen for note-taking Worksheet Infected/Healthy sign Blackboard/whiteboard Projector would be useful for images/videos, introduction to food webs, vocabulary, background information Stickers https://www.youtube.com/watch?v=XHGLGAcMRu8 https://www.youtube.com/watch?v=HG5599GjJuU Starting Activity Play videos of epidemics without them seeing the labels of the videos Ebola: https://www.youtube.com/watch?v=XHGLGAcMRu8 Black Death: https://www.youtube.com/watch?v=HG5599GjJuU Ask them to describe what they think is going on and any patterns that they see? One video is of the spread of Ebola over space over time, and the other video is of the spread of the black plague over time. Both start out slow and spread more quickly over time. Ebola was centered out of Africa and the black plague was centered out of Europe. Explain epidemics and the scientists that study epidemics Epidemics are widespread occurrences of an infectious disease in a community at a particular time. Scientists who study epidemics are called epidemiologists. Epidemiologists try to understand what is going on when a disease spreads in a community. They gather all the information they can through interviews and research, and try to come up with ways to inform people of ways to protect themselves against this disease. They may spend their days counting cases of disease, considering the distribution of cases across a region, and try to define the affected population. They may use this data to make guesses about how the spread of a disease will continue and how to respond. Vocabulary 1. Epidemic-a widespread occurrence of an infectious disease in a community at a particular time. 2. Pandemic-An epidemic that has spread across a large geographic region, like multiple continents or even worldwide. 3. Epidemiologist – a medical scientist who studies the transmission and control of epidemic diseases 4. Parasite – an organism that lives in or on another organism (its host) and benefits by deriving nutrients at the host’s expense 5. Infectious Disease – Diseases caused by parasites such as bacteria, viruses, or fungi. The disease can be spread, directly or indirectly, from one person to another 6. Immunity- the ability of an organism to resist a particular infection For additional resources: a. http://www.pbslearningmedia.org/resource/envh10.health.lp912/epidemiologists -disease-detectives/ Small Groups-Checking Understanding To ensure the students understand what an infectious disease, have them work in small groups and list some diseases that they think are infectious diseases. *May be helpful to note that a disease like cancer would not be infectious because it can’t be spread from person to person *After groups say diseases that they thought of, run through slides with examples of diseases that led to epidemics To get the students thinking about how epidemics start, have them work in small groups to think about what conditions are needed for a population of humans to experience an epidemic. Step by Step Activity 1. Have students make two signs. On the red piece of construction paper, write INFECTED, on the green piece of paper, write HEALTHY. Stick each paper to a popsicle stick (so that they are two signs) 2. Begin by drawing a data table on the board similar to the one on the worksheet. 3. Explain to the class that we are all going to be epidemiologists today, observing the spreading of Disease X in the class population. Explain that we will run several different simulations to see what affects how disease spreads. Each round will be 1 minute long, and one person will be marked as infected. Students will walk around the classroom randomly (not running away from or towards the infected student/s). An infected person tagging a healthy person transmits the disease (could also have the infected person use stickers to mark those they transmit to). When a healthy person is tagged, the tagged person puts up their INFECTED sign 4. Simulation 1: In this round, one person will be chosen as infected, and when the timer starts, that one person will walk around and tag people to transmit the disease. In this round, only this first person can infect people. The teacher will pause at 20 second intervals to tally how many people are infected and write it on the table on the board. 5. Simulation 2: In this round, one person will be chosen as infected, and when the timer starts, that one person will walk around and tag people to transmit the disease. In this round, once a healthy person becomes infected, they can also transmit the disease. (The original infected person will give those they infect their own sticker sheet to transmit disease with). The teacher will pause at 20 second intervals to tally how many people are infected and write it on the table on the board. 6. Students will go back to their desks and use the data in the tables to draw two graphs showing the number of students infected over time for each round. Round 1 should be a line, whereas Round 2 should show exponential increase. Have students work in groups once they have drawn their graphs to compare and contrast. 7. Ask students what they think might stop the spread of a disease. Have them work in groups to think about what happens with they get sick, and what they do to feel better. Potential answers could be isolating those who are sick, vaccinations, or treatments. Also have them work with their groups to think about how they can use the classroom simulations to see what treatment might work best. 8. Vocabulary: Vaccine (any preparation used as a preventive inoculation to confer immunity against a specific disease), Quarantine (A period of isolation decreed to control the spread of infectious disease. 9. Simulation 3: Medicine. In this round, one person will be chosen as a public health worker, and one person will be chosen as infected, and when the timer starts, that infected person will walk around and tag people to transmit the disease. In this round, once a healthy person becomes infected, they can also transmit the disease. After 10 seconds, the public health worker comes in and starts tagging people to give them medicine that makes them healthy again and immune. The teacher will pause at 20 second intervals totally how many people are infected and write it on the table on the board. 10. Simulation 4: Vaccine. Before this round, half of the students will be given post-its to put on their signs. This post-it represents a vaccine that makes them immune to Disease X. In this round, one person will be chosen as infected, and when the timer starts, that infected person will walk around and tag people to transmit the disease. In this round, once a Final Product/Assessme nt (e.g. quiz, blog, presentation, essay, etc.) Feedback Form for Teachers healthy person becomes infected, they can also transmit the disease. The teacher will pause at 20-second intervals totally how many people are infected and write it on the table on the board. 11. Students will go back to their desks and use the data in the tables to draw two graphs showing the number of students infected over time for each round. 12. Have students work in groups once they have drawn their graphs to compare and contrast. Which treatment seemed to work the best, and how was each different? Reflection/Assessment 1. For homework, have students write a paragraph on their own about a disease that has become an epidemic and have them explain why it became and epidemic, and if the spread was contained, how? 2. Students could also take their data from the later simulations to write about what they think the best treatment for epidemics might be. See above. I am always looking for feedback on my lesson plans! Please reach out and let me know how it worked for your classroom, what you would do differently, and any suggestions you may have to improve the lesson plan. I am also happy to answer any questions you may have or provide additional background information. Additionally, I study epidemics of plants, and I would be happy to talk about my research as part of an epidemic lesson. Feel free to reach me via email.