1 Name: Shelli Sorensen Lesson Title: Infectious and Non- Infectious Diseases SSI Topic: Spreading of diseases and patient treatment ethics Lesson Length (class periods): 1 day Grade Level(s): 6th Appropriateness for Middle/High School Students Describe the teaching strategies used in this lesson that address the needs and interests of your students and how they build a cohesive science/mathematics experience for students. In this lesson students will be using their background knowledge of infectious and noninfectious diseases to determine who would be treated for the flu if there were a shortage of vaccinations. Background Provide a description (150-250 words) of the SSI-based science/mathematics concepts covered in this lesson. The SSI-based science activity in this unit is looking at ethics on how we treat patients. It also deals with the outcome of diseases that are spread throughout our neighborhoods. Florida State Standards (NGSSS) List the Florida Sunshine State Standards (SSS) that directly applies to your objectives, as well as the NGSSS for relevant grade level(s) that you will connect the lesson content to. 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.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. HE.7.C.1.8: Classify infectious agents and their modes of transmission to the human body. HE.912.B.13.1: Determine the value of applying a thoughtful decision-making process in health-related situations. Performance Objectives State two or three objectives that relate to the science and/or mathematics concept(s) and state benchmarks for your lesson.
2 1. Students will identify, compare, and/or contrast the types of infectious agents that affect the human body. SC.6.L.14.6 SC.6.N.1.1 SC.6.N.2.2 Materials List and Student Handouts List the materials, equipment, and supplies needed for the lesson. Include the quantities required per group and/or per student. 5E Lesson Template In the left column, list all activities you are planning. Also include information on how the class will be organized (grouping; individual work). The right column contains only probing questions you intend to ask of your students to guide their learning. For each phase, complete a brief (2-3 sentence) overview of what will occur in the space provided. Consider the following during the Engage: Include an interesting attention grabber that focuses students interest and attention on the lesson content and activities. Introduce a guiding question that students should be able to answer at the end of the lesson. : Elicit prior knowledge and students experiences. ENGAGE The students will complete a Page Keeley Formative Assessment to Improve their questioning and response - The students will complete a Fact-First Questioning Formative Assessment with their shoulder partner. They will pass the paper back and forth. The teacher will be monitoring student responses. Once each group has gotten a turn to answer we will share out our answers. The flu is an infectious disease. Why is the flu an infectious disease? Breast cancer is a non-infectious disease. Why is breast cancer a non-infectious disease? Consider the following during the Explore: Explain how your students will explore the concept(s), relating specifically to SSI- LPAI elements when appropriate, including students interests shared during the Engage. :
3 Design questions that guide student explorations, evaluate student understanding, and facilitate student interaction and group collaboration. EXPLORE The students will explore who should be treated for the flu when there are limited vaccinations. The students will complete the Flu Pandemic worksheet on who should be treated for the flu. The students have to provide their reasoning how they made their decision. How do you choose who receives the flu vaccination? Consider the following during the Explain: Have students share and explain the results of their investigation. Connect to relevant SSI-LPAI elements. Add additional content, including definitions, explanations, and new vocabulary in the context of concepts explored. : Ask probing questions to deepen students conceptual understanding and skills of the concepts that the lesson is based upon. EXPLAIN The students will be sharing out their responses of who gets saved. There will be charts with each persons name on them. The students will be given 6 stickers. They will place 1 sticker (Modification of Page Keeley s Sticky Bar Formative Assessment) under each person they choose to save. Once the class is done with their responses; we will share out on why and how they came up with their decisions. Who did you save and why?
4 Consider the following during the Elaborate: Opportunity to provide students with the chance to transfer and extend (apply) the concepts and skills they have just learned to their interests and new situations. : Connect and apply the lesson to students interests outside the classroom. ELABORATE If given more information on the individuals would you change your mind on who gets vaccinated? The teacher will give the students more background knowledge on four of the potential vaccination candidates. The students will then either choose to keep their people or change who they saved. They will need to explain their answer for either choice. Will more background knowledge on a person change your opinion on who should receive vaccination? Why or Why not. Consider the following during the Evaluate: Utilize the grading rubric you designed for the formative assessment tool (during session 4) to assess the students mastery of all benchmarks. EVALUATE Review of infectious agents inside our body. The students will complete an exit slip with our essential question for the unit to show they understand what they different types of infectious agents are in the body. What are the different types of infectious agents that may infect the human body?
5 Ms. Sorensen Exit Slip Rubric 0 1 2 3 Did not answer question Answered in 1 sentence Answered in 2 sentences Answered in 3 or more sentences Did not answer question Partially answered question correctly Answered question correctly