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Transfer
Students will be able to independently use their learning to(real world purpose)
1. communicate complex topics to broad audiences using digital media.
2. evaluate scientific claims and analyze current issues involving science.
3. construct understanding of historical and current research.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
1. Why is globalization connected to
1. emergent diseases are likely to
emergent disease?
increase in number and virulence in
2. What kinds of cultural rituals (beliefs
the future and are a major cause of
and/or behaviors unique to a region
human suffering around the world.
or people) might facilitate disease
2. environmental change is a causative
transmission and/or serve as
factor for emergent diseases.
challenges to addressing epidemics?
3. there is a relationship among natural
3. How do viruses/bacteria evolve in
selection, adaptation, evolution and
response to their host?
emergent disease.
4. What issues of concern are associated
4. developing antiviral drugs is
with the treatment of bacterial and
challenging because they reproduce
viral pathogens?
inside host cells.
5. failure to immunize can lead to reemergence of disease.
Acquisition
Students will know
Students will be able to (Skills)
1. the basic structure of viruses and
1. utilize a light microscope to view
bacteria.
bacteria.
and antibiotics.
SC.912.L.14.4 Compare and contrast structure
and function of various types of microscopes.
SC.912.N.1.1 Define a problem based on a
specific body of knowledge and pose
questions about the natural world, conduct
systematic observations, examine books and
other sources of information, analyze and
interpret data, pose answers, explanations or
descriptions of events, generate explanations,
use appropriate evidence and reasoning to
justify explanations, communicate your own
research and evaluate the merits of the
explanations produced by others.
Geography
Standard 2 SS.912.G.2: Understand physical
and cultural characteristics of places.
Standard 5 SS.912.G.5: Understand how
human actions can impact the environment.
World Languages
WL.K12.IM.4 The student will be able to
present information, concepts, and ideas to an
audience of listeners on a variety of topics in a
culturally appropriate context in the target
language.
WL.K12.IM.5 The student will be able to
present information, concepts, and ideas to an
audience of readers on a variety of topics in a
culturally appropriate context in the target
language.
GLOBAL COMPETENCIES:
Investigate the world beyond their immediate
environment, framing signficant problems and
Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)
1. Before and After Messy Maps
2. Venn Diagram
3. Laboratory Investigation
4. Exit Slip via Google Docs
5. Mini online assessments/Close Reading
6. Stop Motion Video
Assessment OF Learning: (ex: performance
task, project, final paper)
1. Digital Media Presentation
II.
*Additional research time and presentation creation/support during world language and geography classes. Geography teacher will be focusing
on environmental and cultural factors that connect to emergent disease and language teachers will support development in second language
specific to student level.
*adapted from Understanding by Design Model
TGC FELLOWS UBD Lesson Template
Lesson Title: Ebola & Emergent Disease Subject: Biology Prepared by: Kerryane Monahan
Materials Needed: Laptops, white board, projector, access to internet
Global Competency: Investigate the world beyond students immediate environment, framing significant problems and conducting well-crafted
and age appropriate research.
Where is the lesson going?
LT: Student will be able to identify both biological and geographical concepts connected to emergent disease.
(Learning Target or SWBAT)
Hook:
Tailored Differentiation:
Start class with 3 minute video on Ebola Outbreak from The Guardian a web-based
international news organization
-Two-column notes with leading questions for
(http://www.theguardian.com/world/video/2014/oct/22/ebola-virus-how-it-spreadsstruggling readers or students with focus
video). Follow video with messy map activity to probe student background knowledge
challenges.
(volunteer student scribe to board, each student provides a piece of knowledge or
-Printed copies of article.
connection to identified topic, emergent disease as teacher asks probing questions).
-List of key vocabulary with definitions to
accompany article.
Equip:
Students independently read National Geographics Seeking the Source of Ebola while
creating two column notes identifying main ideas specific to biology and geography.
(http://ngm.nationalgeographic.com/2015/07/ebola/quammen-text).
Rethink and revise:
Students work in pairs to compare two column notes and modify based on discussion. Each
pair will share out one biology concept and one geography concept identified from article.
Student scribe will record notes from share-out in a google doc for all students to include in
their shared google folder. Teacher will facilitate discussion and help identify explicit
connections back to student prior kowledge identified at start of lesson.
Evaluate:
Student will conduct a google search on emergent disease. On an electronic exit slip
students will list 3 different emergent diseases (not including ebola) and for one disease will
identify 3 biology and/or geography concepts previously discussed specific to one of the
identified diseases.
Notes:
Organization:
1. Have video in tab and AppleTV connected.
2. Ensure all students bring laptops and have
access to power.
3. Remind students of directions for effective
google searches on course website.
4. Prep paper-based materials (make copies).