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Unit Theme: Public Health in the Progressive Era

Grade: 10th grade


Timeline: 1 week
Team Members Sarah Erin Kylee Kathia
Subjects Biology Psychology English History
Rationale: The progressive era (which was a part of Theodore Roosevelt’s administration) in
the United States impacted many Americans including their health. At a time where people
were working long hour for minimum pay in unsafe work conditions there was injury that
were occuring in workplaces. Students will look at the impact that the tough work conditions
had on American workers physical, mental, and social health. During the progressive era a
clean living movement was also started in which emphasized public health movements,
hygiene, and healthy food choices . The intent will be have students analyze what the health
problems along with the health movements that happened during the Progressive Era.
Student Learning Outcomes
Focus Standards Biology Strand 2, Concept 1, PO. 4.
Strand 3, Concept 1, PO. 3.
Strand 3, Concept 3, PO. 1.
Strand 4, Concept 3, PO. 1 and 2
Social Standard Area 1, Content Standard 1, PS 1
Studies:Psychology Standard Area 1, Content Standard 1, PS 2
Standard Area 1, Content Standard 2, PS 3
Standard Area 4, Content Standard 3, PS 1
Standard Area 7, Content Standard 1, PS 1
(National high school psychology standards as
defined by the American Psychological
Association)
English Literature 9-10.RL.2, 10.RL.5, 9-10.RI.2, 9-10.RI.6, 9-
10.W.4, 9-10.SL.4, 9-10.L.6

United States History Concept 7, PO1 D; Concept 7, P0 2 C; Concept


7, PO 3 C.

Enduring  The differences between Theme-  During the


Understanding: health standards in the early Related progressive
Important 20th century compared to Essential era, which
Concepts now. Questions legislation
 Integrate productive thought passed related
process by assigning to public
strategic groups. health had the
 Analyze different aspects of most impact
The Jungle and show on american
examples on how to look at society?
given themes from different  Why did the
points of view. Spanish
Influenza
become such
an epidemic
and how does
the body
combat
viruses?
 What were
some major
breakthroughs
in the
discipline of
psychology
and its
understanding
during the
Progressive
Era that have
shaped the
way
psychology
has been
viewed ever
since?

Interdisciplinary Poster board with groups presentation


Project that each
content area is Students will create one poster board showing what they learned about
working toward: health issues in the progressive era. The poster will be split up into four
sections and they will use each section to show what they learned in each
class. They will share their posters in groups during each class, only
describing the section used for that specific class. They will end up
sharing everything they learned from each class to four different groups
by the end of the day.

An example of the posterboard:

Health Movements in the Progressive Era

What I learned in English… What I learned in History…


What I learned in Psychology.... What I learned in Biology....

 During English class on Friday, students will present to a small


group of 3-4 what they learned about The Jungle and the health
movements in the progressive era referring back to their poster
board project.
 During History class on Friday, students will present to a small
group of 3-4 what they learned about___________ and the health
movements in the progressive era referring back to their poster
board project.
 During Psychology class on Friday, students will present to a
small group of 3-4 what they learned about both mental health
stigma and the psychological breakthroughs of the time--both of
which still carry an influence in the field to this day--and how
they coincide with the other various health movements in the
Progressive Era referring back to their poster board project.
 During Biology class on Friday, students will present to a small
group of 3-4 what they learned about the immune system and the
Spanish Influenza in the progressive era referring back to their
poster board project.

Selecting and Evaluating Print Digital Resources for Unit Plan:

Resour Whic Author / Link to original How will resource be used in


ce h Publisher or citation class (describe whether it will
team be a Read Aloud, collaborative
mem reading, independent
ber research, etc)
used
this
sour
ce?
Website Erin “The https://www.very This website, especially this
#1 Origins of wellmind.com/a- article, will be assigned for
Psycholog brief-history-of- independent reading to be done
y: from psychology- before class in order to provide
Philosophi through-the- for more in-depth lessons in
cal years-2795245 class. It will be a valuable
Beginning resource as it is informative
s to the about the state of psychology at
Modern the time, in addition to providing
Day” by students with connections to
Kendra contemporary psychology.
Cherry
and
Steven
Gans, MD
Published
by:
Verywell
Mind
Website Kath The http://www.indian This website will be looked by
#2 ia Progressiv a.edu/~engs/aboo students to get a general
e Era’s k/SAMPLE.html understand of health during the
Health progressive era and the social
Reform changes that occured with it.
Movement
:A
Historical
Dictionary
Informa Erin “The http://www.sanma This article details the story of a
tional Clifford teo.networkofcare man who was a muckraker when
Text #1 Beers .org/mh/library/art it came to mental health
Story: The icle.aspx?id=2604 practices in the early 20th
Origins Of Century by publishing a memoir
Modern about his horrible experiences in
Mental asylums. It will be used in
Health collaborative reading and
Policy” by research exercises.
Michael B.
Friedman

Published
by: Trilogy
Integrated
Resources

Informa Sara Why Was http://sciencecase This case study will be used to
tional h the 1918 s.lib.buffalo.edu/c bring together what students
Text #2 Influenza s/files/1918_influe know about the immune system
So nza.pdf and what they know about the
Deadly?
An
Intimate progressive era to learn about
Debate the Spanish Influenza epidemic.
Case
Online Sara Immune https://www.youtu These videos will be used in
Video h System, be.com/watch?v= class on days 2 and 3 to give
Parts 1 GIJK3dwCWCw students a basic understanding
and 2 of the immune system.
https://www.youtu
be.com/watch?v=
2DFN4IBZ3rI
Childre Kyle “Where’s https://www.amaz This will be an option for
n’s e the beef?” on.com/Wheres- students to choose and do a
book by Mia E. Beef-Mia- reflection on for their final project
Lindsey Lindsey/dp/14907 at the end of the week.(Poster
34678 Board) They will read the
children's book, find connections
to The Jungle and talk about if
Lindsey, Mia E.
Where's the Beef? kids should learn all the facts
Trafford Publishing, about eating meat or not.
2014.

Trade Kath “Urban https://www.goodr Parts of this book will be read by


book #1 ia Green: eads.com/book/s students so that they get an
Nature, how/23371445- understanding of how life was for
Recreation urban-green industrial workers in Chicago and
, and the how some of them when they
Working had time off from work would go
Class in the park to relax from the
Industrial stresses of their work.
Chicago”
By Colin
Fisher

Trade Kyle “The Sinclair, Upton. Independent Reading &


book #2 e Jungle” by The Jungle. Collaborative Reflection for
Upton Penguin Books, Understanding
Sinclair 1985.
Individual Unit Theme: The Spanish Influenza
Subject: Biology Grade Level: 10th
Focus Standards
High School Science Standards
Strand 2, Concept 1, PO. 4: Analyze how specific cultural and/or societal issues promote or
hinder scientific advancements.
Strand 3, Concept 1, PO. 3: Assess how human activities can affect the potential for hazards.
Strand 3, Concept 3, PO. 1: Analyze social factors that limit the growth of a human
population, including: affluence, education, access to health care, cultural influences.
Strand 4, Concept 3, PO. 1: Identify the relationships among organisms within populations,
communities, ecosystems, and biomes.
Strand 4, Concept 3, PO. 2: Describe how organisms are influenced by a particular
combination of biotic (living) and abiotic (nonliving) factors in an environment.

Enduring Understanding Learning Outcomes


Important Concepts: Students will know and be
 The immune system and its response to infection able to do:
 The structure of a virus and its mode of reproduction  List the parts of the
 The history of the Spanish Influenza and its effect on the immune system and
human population explain how they
interact with one
another
 Compare and
contrast an animal
cell and a virus
 Demonstrate how a
virus infects a cell
 Compile reasons
for the Spanish Flu
Epidemic
 Use their acquired
knowledge to
create a creative
authentic
assessment
Texts used: Assessment
Why Was the 1918 Influenza So Deadly? An Intimate Formative: Summative
Debate Case- (How will : (May not
http://sciencecases.lib.buffalo.edu/cs/files/1918_influenza. you quickly be done on
pdf check for this day but
Visual Texts: understandin eventually
Immune System, Parts 1 and 2- g during this during the
https://www.youtube.com/watch?v=GIJK3dwCWCw lesson?) five days
https://www.youtube.com/watch?v=2DFN4IBZ3rI of plans)
Formative The
assessments summative
will be in the assessment
form of will be an
informal authentic
questions assessment
from the in the form
teacher, as of a RAFT
well as activity
several in- that they
class group make for
activities that their
create poster.
diagrams or
written
Learning Plan Day 1: Scope and Sequence Differentiation

30 min: On day one, the class will review the parts of the animal Students who work better
cell. In teams they will create a cell metaphor, in which they alone will be allowed to
draw a visual metaphor that includes all of the parts of the cell work alone for this project.
(ex. the cell as a school: cell wall is the fence, nucleus is the
office, vacuole is the cafeteria, etc.). Students will have the
option to write down
10 min: Then we will have a conversation with the students that comments instead of
segways to the immune system. The instructor will work to raising their hands during
connect students’ previous knowledge of different cell functions the conversation, and the
to their purposes in the body. written comments can be
given to the teacher after
10 min: The day will close with an introductory video to the the class.
immune system:
https://www.youtube.com/watch?v=GIJK3dwCWCw. Students If written notes are
will be encouraged to take notes because the information will be difficult, diagrams are a
important the next day. good alternative.
Additionally, the link will
Learning Plan Day 2: Scope and Sequence be given to the students so
that they have the option to
go home and rewatch it.
10 min: Day two will begin with part two of the immune system The link will be given to
video: https://www.youtube.com/watch?v=2DFN4IBZ3rI the students on the
previous day so that they
20 min: Students will work in new teams to create a detailed and have the option to go home
accurate diagram of the components of the immune system. and prewatch it.
They may then either copy the diagram into their notes or take a
picture of it for later study.
Students who work better
10 min: The concept of a virus will be introduced. Students will alone will be allowed to
be shown diagrams of an H1N1 virus that detail all of its parts. work alone for this project.
They will then be asked to compare and contrast it with the parts
of a regular cell. They will be asked to figure out how it could
possibly reproduce.

10 min: The instructor will accept student input on what they


thought of the virus. They will then explain how a virus
reproduces if the students did not figure it out.

Learning Plan Day 3: Scope and Sequence The text will be provided
to every student
15 min: Students will be introduced to the Spanish Influenza individually so that they
case study using the reading stations strategy in which key have the option to spend
sentences of the reading are placed around the room and the more time on it at home.
students are given a minute or two to read and discuss at each Additionally, if needed, I
station before moving around the room. can run the text through a
lexile level changer, so that
15 min: As a whole group, we will read and dissect the first page they have a second
of the case study. Students will take turns reading the sentences resource to help them
out loud, and interpreting them into understandable concepts if understand the first version
need be. Words that are difficult will be assigned to individual of the text.
students to look up and explain as we go through the text.

20 min: Students will be split into four large groups. Two groups
will be given the Team A part of the case study and two groups
will be given the Team B part. The students will then have
twenty minutes to read through their material and write a
summary of what they have read.

Learning Plan Day 4: Scope and Sequence

10 min: The students will reconvene in their groups and refresh


themselves on what their paper’s content was about. Students who feel the need
to comment, but were not
30 min: Now that the students are intimately familiar with their chosen for the pinwheel
side of the case study, we will conduct a pinwheel-style discussion may write their
discussion. The four large teams of students will each choose a comments down on sticky
notes and post them on the
representative to send to the pinwheel. The pinwheel will discuss wall which can be
for 10 minutes, then the representatives will go back to their reviewed during last five
groups to receive feedback and prep their next representative for minutes of group
5 minutes. Another round of pinwheel discussion will take place, discussion.
after which the students will be given five minutes in their
groups to reflect on the arguments put forth in the discussion. For students who have a
low literacy level, they
10 min: During the last ten minutes of the class, each student may create a diagram or
will write a reflection, explaining what they thought lead to the graphic that explains their
Spanish Influenza and why. point of view.

Learning Plan Day 5: Scope and Sequence

The last day will be devoted to working on their poster. Students


will be broken up into small groups of 3-4, preferably with their
group members that they formed in the other classes when
working on this multi-disciplinary poster. They will then be
asked to summarize on the poster what they learned by
completing a RAFT detailed below.
Cell Metaphor/Day 1
Teacher: Subject:
Sarah Jones Biology
Standards:
1. Strand 4, Concept 1, PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular
components.
2.
3.
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., lab, etc):
This is a whole class activity, done after students have already learned about the parts of the cell.
___________________________________________________________________________________________
Objective (Explicit):
To review the parts and processes of the eukaryotic cell.
Evidence of Mastery (Measurable):
90 % of student teams will create cell metaphors in which all of the cell organelles are included, and their
metaphors are consistent with the actual purpose of that organelle.
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to complex
 Students will recall the parts of the cell.
 Students will demonstrate their understanding of the organelles’ functions through the Cell Metaphor
Activity.
Key vocabulary: Materials (graphic organizers, specific books,
CELL MEMBRANE SMARTBoard, etc.,) :
CYTOPLASM
NUCLEUS Paper
ENDOPLASMIC RETICULUM Colored Pencils or markers
RIBOSOMES
GOLGI BODY
LYSOSOMES
MITOCHONDRIA
VACUOLES
Opening (state objectives, connect to previous learning, and make relevant to real life)
When class starts, students will be reminded that they have already learned about the cell earlier in the
year. The key vocabulary words will be put up on the board and the students will be asked to perform
and open sort, categorizing the words based on any knowledge that they have about them. They will be
encouraged to look up the words to re-familiarize themselves with the vocabulary.
Teacher Will: Student Will:
Instructional Input

Explain to the students the activity of the Cell Actively pay attention and write down the
Metaphor, in which the goal is to find a visual instructions that are given.
metaphor that references an organelle and its
function. The teacher will then provide an example,
for example, the cell as a school: cell wall is the
fence, nucleus is the office, vacuole is the cafeteria,
etc.
Co-Teaching Strategy (if applicable) :
 Which co-teaching strategy will you use to maximize student achievement?
Co-teachers could pass around an example of previous student work that was made for a cell
metaphor.

Teacher Will: Student Will:

The teacher will guide the class through a few more Students will help the teacher by volunteering
creations of cell metaphors by asking for example ideas for cell metaphors as a class.
from the students. This way, the whole class will be
prepared for the assignment and will have an idea
of the rigorousness that the teacher is looking for in
Guided Practice

their metaphors.

Co-Teaching Strategy (if applicable) :


A co-teacher may discuss the cell metaphor idea with students who are particularly quiet in
order to ensure that they are going to be comfortable with the activity.
____________________________________________________________________________________
Differentiation Strategy:
Students will be limited, such that they must let other students have a chance at participating
before they can volunteer another idea.

Teacher Will: Student Will:

Instruct students to team up with their tablemates Students will team up to create a cell metaphor,
to create a cell metaphor. They will assign students in which they draw a visual metaphor that
Independent Practice

roles such as Checklist Master (who makes sure includes all of the parts of the cell and write down
none of the organelles are missed) and Metaphor explanations for their metaphor.
Scribe (who writes down the metaphor
explanations). The teacher will then circulate the
room to guide students and keep them on task.

Co-Teaching Strategy (if applicable):


A co-teacher will also circulate the room to help students.
____________________________________________________________________________________
Differentiation Strategy:
Students who work better alone will be allowed to complete the activity individually.
Closing/Student Reflection/Real-life connections:
Students will have the opportunity to share their group’s creation with the rest of the class.
The class will then carry on to the beginning of Lesson 2: The Immune System
The Immune System/Days 1-2
Teacher: Subject:
Sarah Jones Biology
Standards:
1. Strand 3, Concept 2, PO 2. Recognize the importance of basing arguments on a thorough understanding of the
core concepts and principles of science and technology.
2. Strand 4, Concept 3, PO 1. Identify the relationships among organisms within populations, communities,
ecosystems, and biomes
3. Strand 4, Concept 5, PO 5. Describe the levels of organization of living things from cells, through tissues,
organs, organ systems, organisms, populations, and communities to ecosystems.
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., lab, etc):
This is completed with a whole classroom and in small groups over the course of two days.
___________________________________________________________________________________________
Objective (Explicit):
Students will understand at basic level the parts of the immune system and how it functions.
Evidence of Mastery (Measurable):
Students will create an accurate diagram of the immune system and all of its basic components.
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to complex
 Students will take notes on the parts of the immune system
 They will demonstrate their knowledge by creating a diagram of the immune system
 Students will be able to differentiate the innate and the adaptive immune system.
Key vocabulary: Materials (graphic organizers, specific books,
Innate immune system SMARTBoard, etc.,) :
Surface barriers
Inflammation Pencils and paper
Complement system
Cellular barriers
Natural killer cells
Adaptive immune system
Lymphocytes
Killer T cells
Helper T cells
Gamma delta T cells
B lymphocytes and antibodies
Opening (state objectives, connect to previous learning, and make relevant to real life)

After having completed the Cell Metaphor Activity, the teacher will have a conversation with the classroom that
segues
to the immune system. The instructor will work to connect students’ previous knowledge of the fact that within
the cell, organelles have different functions to the fact that within the body, cells also have different functions.
Teacher Will: Student Will:
The teacher will close the first day with an Students will watch the immune system videos
introductory video to the immune system: and take notes on the different parts of the
https://www.youtube.com/watch?v=GIJK3dwCWC immune system and their functions.
w. The teacher will encourage students to take
notes because the information will be important
the next day
Instructional Input

On day two, the teacher will begin with part two of


the immune system video:
https://www.youtube.com/watch?v=2DFN4IBZ3rI
Again, the teacher will encourage students to take
notes.

Co-Teaching Strategy (if applicable) :

_____________________________________________________________________________________
Differentiation Strategy:
Students may be provided with the links to videos so that they may watch the videos on their
own time and be able to take better notes.

Teacher Will: Student Will:

The teacher will explain to students that they will Students will help the teacher figure out a way to
be creating a diagram that lists all the parts of the organize the parts of the immune system and
immune system and explains their functions. create a template for their diagram.
Together with the students, the teacher will create
Guided Practice

a template on the board for organizing the types of


immune systems processes, innate and adaptive.

Co-Teaching Strategy (if applicable) :


A co-teacher may work on a different board and create an alternative template if students come up with
more than one way to organize the diagram.
____________________________________________________________________________________
Differentiation Strategy:
Students who are not happy with either of the diagram templates may present their own version to the
teacher when the next activity begins.
Teacher Will: Student Will:
Independent

The instructor will have students work in new teams Students will work in teams to create a detailed
Practice

to create a detailed and accurate diagram of the and accurate diagram of the components of the
components of the immune system. The teacher immune system. They will then either copy the
will tell students to then either copy the diagram diagram into their notes or take a picture of it for
later study.
into their notes or take a picture of it for later
study.

As the students are working, the instructor will


circulate the classroom to make sure students are
on task.

Co-Teaching Strategy (if applicable):


A co-teacher will also circulate the room to help students.
____________________________________________________________________________________
Differentiation Strategy:
Students who have trouble taking accurate notes may be provided with a list of immune system
parts and their functions. Students are also allowed to re-watch the video if they have
headphones.
Closing/Student Reflection/Real-life connections:

Students will pair up with other teams and review each other’s diagrams to make sure that they have made and
accurate depiction of the human immune system.
Viruses/ Day 2
Inquiry Lesson Plan: Engage, Explore, Explain
Teacher Candidates: Topic: Grade Level:
Sarah Jones Biology 10
Title of Lesson: What is a virus and how does it function?

Standard:
1. Strand 4, Concept 5, PO 5. Describe the levels of organization of living things from cells, through tissues,
organs, organ systems, organisms, populations, and communities to ecosystems.
2. Strand 4, Concept 3, PO. 1: Identify the relationships among organisms within populations, communities,
ecosystems, and biomes.
3. Strand 4, Concept 3, PO. 2: Describe how organisms are influenced by a particular combination of biotic
(living) and abiotic (nonliving) factors in an environment.
Learner Outcomes: (Worded for clarity, these must all be evaluated for achievement) Students will be able to:
To learn the parts of a virus, how it reproduces, and to be able to compare and contrast it with the
eukaryotic cell.
Evidence of Mastery:
Students will be able to verbally explain the difference between a eukaryotic cell and a virus when
questioned.
Process Skills: (Skills are you introducing or reinforcing: ex: observation and measuring)
I am reinforcing student’s drive to discover and predict things based on a limited set of information and
background knowledge.
Lesson Summary and Justification: (Summary gives detailed information about what students are doing. Justification –
why is this lesson being taught)
Students will be trying to figure out how a virus works when given a diagram of a virus and all its parts. This
lesson will highlight the difference between the reproductive styles of viruses and eukaryotic cells. It will
also make clear the parasitoidic nature of viruses, and why they cause disease in humans.
Background Knowledge: (What do students need to know to complete this lesson?)

To complete this lesson, students will need to have been in class for the previous two lessons where they
refreshed themselves on the parts of a cell and learned about the immune system.
Alternate Conceptions:

Students may not know what a virus is or how it functions.


Key vocabulary: (list and define) Materials: (list item and possible quantity)
Virus 1. Virus diagram
Replication 2. Notes from cell organelles
RNA
DNA
Engage: Get the students interested in the topic and provide a direction for the lesson.

Teacher Will:
Teacher will show the students a picture of an H1N1 virus that has all its parts labeled. The teacher will ask
the students to note how it differs from a eukaryotic cell.
Explore: A hands-on activity for the students to explore the topic.

Teacher Will: Students Will: (list all steps)


Teacher will instruct students to turn to a partner and Students will turn to their partner and discuss the
discuss the differences and similarities that they came differences and similarities that they came up
up with. The teacher will also ask students to with. They will also synthesize an idea that
synthesize an idea that explains how a virus can explains how a virus can replicate.
replicate.
Co-Teaching Strategy/Differentiation
A co-teacher may help a group of students come up with ideas if they are struggling.
Explain: In this section the following three things occur: (1) students share what they discovered in
Exploration, (2) through questions teacher guides students to discover concepts and introduces
vocabulary, and (3) at end of Explain teacher states exactly what students should have learned from
lesson.
Teacher Will: Students Will:
The teacher will ask for what the students came up Students will volunteer their ideas about virus
with regarding virus replication. replication, backing up their claims with facts that
they know about the physiology of both viruses
If the students did not figure out the true mode of viral and eukaryotic cells.
replications, then through questioning the students,
the will guide them to the truth. They will participate in a whole-class discussion to
discover the true mode of viral replication.

Co-Teaching Strategy/Differentiation
A co-teacher may draw diagrams on the board of the different ideas that students share so that the other
students have an easier time grasping their classmates’ ideas.
Students who feel that they had very good ideas, but did not get the chance (or were too shy) to share the
information with the class, may write them down and give them to the teacher after class.
References Used:
Example diagram of the immune system parts:
https://www.myvmc.com/uploads/VMC/Anatomy/Immune_system_large.jpg
Example of diagram of the H1N1 virus:
https://www.alamy.com/stock-photo-diagram-of-an-h1n1-swine-flu-virus-particle-with-section-labels-
52079429.html?pv=1&stamp=2&imageid=47122E6E-D74D-4B1A-BA64-
A1E274807E8A&p=191819&n=0&orientation=0&pn=1&searchtype=0&IsFromSearch=1&srch=foo%3Dbar%
26st%3D0%26sortby%3D2%26qt%3Dmembrane%2520envelope%2520diagram%2520h1n1%26qt_raw%3D
membrane%2520envelope%2520diagram%2520h1n1%26qn%3D%26lic%3D3%26edrf%3D0%26mr%3D0%2
6pr%3D0%26aoa%3D1%26creative%3D%26videos%3D%26nu%3D%26ccc%3D%26bespoke%3D%26apalib%
3D%26ag%3D0%26hc%3D0%26et%3D0x000000000000000000000%26vp%3D0%26loc%3D0%26ot%3D0%2
6imgt%3D0%26dtfr%3D%26dtto%3D%26size%3D0xFF%26blackwhite%3D%26cutout%3D%26archive%3D1
%26name%3D%26groupid%3D%26pseudoid%3D%26userid%3D%26id%3D%26a%3D%26xstx%3D0%26cbst
ore%3D1%26resultview%3DsortbyPopular%26lightbox%3D%26gname%3D%26gtype%3D%26apalic%3D%2
6tbar%3D1%26pc%3D%26simid%3D%26cap%3D1%26customgeoip%3D%26vd%3D0%26cid%3D%26pe%3D
%26so%3D%26lb%3D%26fi%3D0%26langcode%3Den%26upl%3D0%26cufr%3D%26cuto%3D%26howler%3
D%26cvrem%3D0%26cvtype%3D0%26cvloc%3D0%26cl%3D0%26upfr%3D%26upto%3D%26primcat%3D%2
6seccat%3D%26cvcategory%3D*%26restriction%3D%26random%3D%26ispremium%3D1%26flip%3D0%26
saveQry%3D%26editorial%3D1%26t%3D0%26edoptin%3D
The Spanish Influenza/Days 3-5
Teacher: Subject:
Sarah Jones Biology
Standards:
1. Strand 2, Concept 1, PO. 4: Analyze how specific cultural and/or societal issues promote or hinder scientific
advancements.
2. Strand 3, Concept 1, PO. 3: Assess how human activities can affect the potential for hazards.
3. Strand 3, Concept 3, PO. 1: Analyze social factors that limit the growth of a human population, including:
affluence, education, access to health care, cultural influences.

Classroom Scenario (small group, whole class, self-contained, resource, gen. ed., lab, etc):

This activity is completed as a whole class, individually and in groups.


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Objective (Explicit):
To apply their knowledge of biology to the human even know as the Spanish Influenza epidemic to attempt to
determine its cause.
Evidence of Mastery (Measurable):
Students will create a RAFT assignment using at least five facts from the knowledge that they have
gained over the past week for their interdisiplinary group poster.
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to complex
 Students will read about the Spanish inlfuenza and dissect the reading for vocabulary that they do not
know.
 Students will be able to hold a pinwheel discussion about the causes of the Spanish influenza, using
evidence from their readings and what they have learn during the week.
 Students will creatively express their knowledge that they gained.
Key vocabulary: Materials (graphic organizers, specific books,
Influenza SMARTBoard, etc.,) :
Virus Influenza handout
Epidemic Posterboard
Pencils
Markers
Opening (state objectives, connect to previous learning, and make relevant to real life)
Students will be introduced to the Spanish Influenza case study using the reading stations strategy in
which key sentences of the reading are placed around the room and the students are given a minute or
two to read and discuss at each station before moving around the room.

Teacher Will: Student Will:


Instructional

As a whole group, the teacher will guide the The students will take turns reading the
Input

students in reading and dissecting the first sentences out loud, and interpreting them
page of the case study. They will orchestrate into understandable concepts if need be.
the class as the students take turns reading the Words that are difficult will be assigned to
sentences out loud, and interpreting them into individual students to look up independently
understandable concepts if need be. Words and explain to the class as we go through the
that are difficult will be assigned by the teacher text.
to individual students to look up and explain as
we go through the text.

The teacher will split the students into four Students will be split into four large groups.
large groups. They will give two the Team A Two of the groups will be given the Team A
part of the case study and two groups will be part of the case study and two groups will be
given the Team B part. They will then tell given the Team B part. They will then have
students that they have twenty minutes to twenty minutes to read through their
read through their material and write a material and write a summary of what they
summary of what they have read. have read.

Co-Teaching Strategy (if applicable) :


The co-teacher may set up a station where students can go to if they need help defining words or
understanding concepts. After students who have visited the station undertand the word or concepts,
they should write down the explanation and leave it at the station for other groups who have trouble
with the same word.
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Differentiation Strategy:
The text will be provided to every student individually so that they have the option to spend more time on
it at home. Additionally, if needed, I can run the text through a lexile level changer, so that they have a
second resource to help them understand the first version of the text.

Teacher Will: Student Will:

Day 4 Day 4

The teacher will give the students some time to The students will reconvene in their groups
reconvene in their groups and refresh and refresh themselves on what their paper’s
themselves on what their paper’s content was content was about.
Guided Practice

about.
The four large teams of students will each
Now that the students are intimately familiar choose a representative to send to the
with their side of the case study, the teacher pinwheel. The pinwheel will discuss for 10
will conduct a pinwheel-style discussion. They minutes, then the representatives will go
will help keep the discussion on track as well as back to their groups to receive feedback and
time each of the discussion and feedback prep their next representative for 5 minutes.
sections. Another round of pinwheel discussion will
take place, after which the students will be
given five minutes in their groups to reflect
on the arguments put forth in the discussion.
Co-Teaching Strategy (if applicable) :
A co-teacher may help students when they reconvene in their groups for feedback. They may also write
down main arguments made during the discussion on the board.
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Differentiation Strategy:
Students who feel the need to comment, but were not chosen for the pinwheel discussion may write their
comments down on sticky notes and post them on the wall which can be reviewed during last five
minutes of group discussion.

Teacher Will: Student Will:


During the last ten minutes of the class, the During the last ten minutes of the class, each
teacher will have the students write a student will write a reflection, explaining what
they thought lead to the Spanish Influenza and
Independent Practice

reflection, explaining what they thought


why.
lead to the Spanish Influenza and why.
They may circulate the room to help
students as needed.
Co-Teaching Strategy (if applicable):

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Differentiation Strategy:
For students who have a low literacy level, they may create a diagram or graphic that explains their point
of view.
Closing/Student Reflection/Real-life connections:
The last day will be devoted to working on their poster. Students will be broken up into small groups of 3-4,
preferably with their group members that they formed in the other classes when working on this multi-
disciplinary poster. They will then be asked to summarize on the poster what they learned by completing a RAFT
detailed below.
Role/Audience: Mix and Match Format, paired with Topic
adjacent topic

A Spanish Influenza Virus Love letter The difficulties of making a


relationship work

One aspect of the immune Urgent telegrams Intercepted by the enemy that relay
system: ex. skin, natural killer vital information of confidential
cells, phagocytes information and plans

Patient sick with the flu Old-Timey The use and benefits of that the Role
Advertisement can offer the Audience

Doctor News Article Relaying important information about


the best way to stay safe and healthy
during the recent outbreak.