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Grade Level/Subject 8th Grade Unit: Life 8.L.1 Understanding by Design: Micro/Viruses Stage 1 - Desired Outcome Established Goals G District Transfer Goals: 1. Can demonstrate effective and creative written and oral communication in various formats appropriate for purpose and audience. 2. Can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and then construct arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. 3. Can solve real-world problems by applying various strategies. 4. Are self-directed learners who can self-evaluate using different perspectives. 5. Are responsible/respectful leaders/citizens who can empathize in various situations. CCSS and Essential Standards: 8. L.1. Understand the structure and hazards caused by agents of disease that effect living organisms Understandings: U Essential Questions: Q Patterns How do patterns allow for prediction? o Patterns allow for prediction How does repetition allow for the prediction of o Patterns have segments that are repeated patterns/orders? o Patterns have an internal order How do variables effect how systems interact with one Systems another? o Systems interact What happens to a system when there is a o A system may be influenced by other systems disturbance? o Parts of a systems are interdependent upon What types of movement generate change? one another and form symbolic relationships How can change be positive, negative, both, or Change neutral? o Change is inevitable Is change inevitable, why or why not? o Change can be either positive or negative How is the interaction of a system important for o Change can generate additional change maintaining order with a system? Relationships How do relationships result in change? o Everything is related How do interactions allow for survival? o All relationships are purposeful o Relationships change over time Misconceptions: o Microbes are not living things o Microbes are bad (including bacteria, viruses, fungi) o Bacteria are viruses o All bacteria are bad for you o I need antibiotics for my cold o Intestinal parasites such as hookworms and roundworms can only infect dogs, not people o All parasites are lethal to their host. o If I am vaccinated, I cannot catch the disease. Students will able to… S Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease Explain the difference between epidemic and Students will know. . Define and identify change Predict how movement generates change Distinguish between positive, negative, both , or neutral K Page 1 of 3 2013-14 pandemic as it relates to the spread, treatment and prevention of disease. Understand why change is inevitable Understand how systems influence other systems Stage 2 – Assessment Evidence Performance Tasks: Describe how microbes are classified. RAFT - My Life as a Protists o T R- You are a Protist. Choose one of the three: Amoeba, Paramecium, or the Euglena. A-The World F-Write a short biography or autobiography of a protist. T- You need to describe your environment, and other living things around you. You need to talk about how you move and most important how and what you like to eat. You must use personification (meaning that you are the protists). Identify microbes in the body. o Show Discovery's "Monster's Inside of Me" to the class and expose them to examples of diseases/disorders caused by microbes. Identify microbes that are pathogens. Compare and contrast viruses and bacteria. o Create a power point or prezi using the diseases that are listed on the guided notes for Bacteria and Viruses. Choose two to research. REMEMBER: Always cite your sources!! 1. Origin of disease 2. How it got its name 3. How one gets it? –Infectious or Non-infectious 4. Symptoms 5. Treatments or cures 6. Can it cause death? 7. Pictures 8. Are there any current epidemics in the nation at this time? 9. Cited Sources Describe how infectious disease spreads. o Infectious Diseases activity in Discovery Ed. Identify diseases caused by viruses, bacteria and protists. o The Good, the Bad, and the Ugly Webbquest: http://mrscienceut.net/MicroWebQuest.html Compare and contrast vaccines and antibiotics. o Venn Diagram Identify ways to reduce the risk of infection. Investigate products used for anti-microbial purposes Compare the major vectors. Investigate the vectors that caused major epidemics and pandemics. o Pandemic Game-http://pandemic3.org/ Describe the difference between an epidemic and pandemic. Identify ways to reduce the risk of infection. Other Evidence: Warm Ups Cornell Notes/Reflection Quia Edmodo Discovery Education.com Science Tech book Lab Write UP/ journal Class discussions Presentations/Power Points TASC Kit- Virus Tracker Activity Write to Learn Test Benchmark Quizzes OE Page 2 of 3 2013-14 o Virus Tracker Lab- TASC Kit Students will simulate the spread of a virus through a population of people. Students will make several exchanges of "saliva" (fake- it's only water) and among the group will be two "infected saliva". After completion of the lab, students will try to figure out just which two samples were originally infected. Stage 3 – Learning Plan Learning Activities: L Where is the unit headed? o Understand the structure and hazards caused by agents of disease that effect living organisms Hook the learner with engaging work. o Discovery Video- “Monster inside Me”-http://animal.discovery.com/tv-shows/monsters-inside-me o Demonstrations Equip for understanding, experience and explore the big ideas: o Labs; graphs; power points; webquests Rethink opinions, revise ideas and work: o Students reflect through Cornell notes, and through the scientific process evaluate and revise ideas; Think pair share activities; Revision of writings; self-grading worksheets Evaluate your work and adjust as needed: o Using data from test; oral, written, and performance task, to determine student understanding and reteach, retest and reevaluate; Teacher and student made Rubrics; Study Island Review; Journals; Reflections Tailor the work to reflect individual needs, interests, and styles. o Co operative learning groups, individual work, and involve AVID strategies. Follow students IEP, 504’s and LEP’s; Jig Saw; Pair Reading; Word Banks Additional Resources: Discovery Education Tech book Unit: Health and Disease Visual tour of different microbe types www.cellsalive.com TASC Kit- Virus Tracker “I am Legend” movie and questions “Contagion” movie and question www.pandemic3.org Page 3 of 3 2013-14