Team+2

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=What is a pandemic/epidemic and how does culture and geography impact pandemics/epidemics? How do pandemics/epidemics impact culture and geography?= = = Science Questions that lead to the answer.


 * 1) What does it mean to be sick?
 * 2) What is a “contagious” disease”
 * 3) What is a contagious “germ”? (organism)
 * 4) How are germs spread?
 * 5) How do germs survive and multiply (thrive)?
 * 6) What kills or slows down germs?
 * 7) Various cultural beliefs on germs and causes of disease?
 * 8) What causes pandemics?
 * 9) What are historic pandemics?
 * 10) What has been done in the past to end pandemics?

Social Studies


 * 1) What is or was Bubonic Plague/Black Death?
 * 2) How did it spread?
 * 3) How did lifestyle of Middle Ages impact the plague?
 * 4) What was done to try and stop the Plague from spreading?
 * 5) What were some of the beliefs from the average person concerning the Plague?
 * 6) How were the victims treated?
 * 7) How were the victims family treated?
 * 8) How was the discovered?Was it discovered?When was it discovered?
 * 9) What change/impact did the pandemic have on Europe?
 * 10) How did this pandemic change/affect future pandemics?
 * 11) What did future “health”/policies change as a result of this pandemic?

Science Lesson Plans

= //Introductory// //“Hook//  ”=
 * Youtube.com**- Monty Python clip“Bring out your Dead”.

Brainstorm what it means to be sick, how did you feel, what “sickness” did you have, what did you have to do when you were sick

Discuss what it means by a “Contagious Disease vs. Non-Contagious Disease”

//What is in the air we breathe-setting the stage//
The students in groups of 2-4 will take one index card each and smear a 2-3 cm Strip on the card with Vaseline. They will discuss where in the school they will Place their individual cards.

The students will generate hypotheses as to what they think will happen to their Index cards.This will ultimately lead to a written formal lab report from their Findings.The cards will be observed for 2 class periods.When the cards are Brought back to the lab, each group will use magnifying glasses to observe What is found on their cards.

//What is a disease and how do we protect ourselves?//
Students will brainstorm in groups beliefs and ideas about diseases. Discuss “old wives tales” of diseases and what it means to be contagious. Students will be given an introductory discussion/diagrams of skin. A diagram of skin for each student in their notebook.Using google.com Students will define: each ter

//Immunity Innate vs. Acquired//
Discuss difference between innate immunity and acquired immunity Discuss why the hiker almost lost his leg and why did he get so sick
 * Video clip** Discovery movie-US hiker accident in Africa

//Internet researchTerminology of Immunity//
Students using guided internet sites to define and scroll images of terms. Handout of terms to each students Students will create a **Glogster** page of terms/definitions.

//How are diseases spread activity//
[] (starch with iodide indicator) [] (multi-day unit demonstrating ways pathogens enter the body and strategies For staying healthy)

//How has society dealt with communicable diseases?//
**Typhoid Mary Video**

//Final Assignment- Product//
. Disease search Information to be collected on the internet using teacher directed websites for Appropriateness and readability

Options for presentation include but not limited to:
Student Wikis Glogster page Power Point Microsoft Publisher

Potential Web Sites

[] images of how immune system works(antigen and antibody)

[] one page to describe germs

http://www.cdc.gov//DiseasesConditions/ list of diseases

[] activity to determine pathogen that causes sickness

Mass Frameworks

Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other

__Social Studies Lesson Plan__ __The Bubonic Plague (Black Death)__

__Objective__ __:__ Students will be able to explain what the Black Death was and how it impacted Europe during the Middle Ages. Students will also practice research skills and practice creating a product on Glogster to exhibit understanding.

__MA Curriculum Standards:__ WH1.7-D

__ Materials and Resources : __ Research Guide Follow- Up Question Sheet []

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[|http://www.unitedstreaming.com]

__Procedures for The Black Plague Research Project__ 1)Intro:Research- Class Discussion- What is it?Why do it?How do we do it? (Big 6 Research Process Handout)

2)Introduce Topic- Bubonic Plague- Black Death - Anyone heard of it? - What does the word “plague” mean to you?Bubonic?Black Death?

3)This research is designed to coordinate with the Science research on disease that you will do or already have done Purposes of this research project Learn about a topic, Black Plague, that is a key topic you must know before high school Research an example ofenvironment and human interaction (key for this year)   Practice Research Process- Practice how to do research and learn why we do research (gathering and reading information, learning facts and details about a topic, think critically and analytically about what we learned to help it benefit us as learners and for it to mean something to us)

4)Introduce what the “Black Death” was all about- Students view 8 images from unitedstreaming.com and collectively analyze and ask critical questions about each image to help them want to learn more and give them expectations about what they are going to learn about

5)Introduce students to three key questions they will look to answer after completing the research 1)What was the Black Plague? 2)How did European culture and geography help perpetuate the Black Plague? 3)How did the Black Plague impact European culture and geography?

6)Teacher hands out Research Guide .The Research Guide includes the websites to be used and reading guide questions to be answered as students read and view each website.

7)Students spend three-four class periods researching the Black Death with their Research Guides.

8)Students complete Follow-Up Questions handout after Research Guide is completed.Students respond to follow-up questions to help them reflect on what they learned and as preparation for their presentation product.

9)Students complete their Glogster product.On the Glogster, students will make their presentation based on the answers they have for the Follow-Up Questions including images they were interested in either from the websites researched or ones they find elsewhere.The website will be linked to the class Wiki for public viewing after assessing them all.