the flu vaccine grade 10 academic, strand:biology: tissues, organs, and systems of living things...
TRANSCRIPT
The Flu Vaccine
Grade 10 Academic, Strand:Biology: Tissues, Organs, and Systems of Living ThingsOverall Expectations:B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;Specific Expectations:
B1.3. describe public health strategies related to systems biology and assess their impact on societyB2.7. use a research process to investigate a disease or abnormality related to tissues, organs and systems of humans or plantsB3.5. explain the interactions of different systems within an organism
-Biology STSE Case Study Assignment-
David Balogh, Jennifer Chang, Satie Phagoo, Cecilia Poblete
Day 1: Agenda
Day #1: History of how Pandemics spread
Pandemic Influenza: (1918-2009)
Toronto Pandemic (2003) - SARS
Day #2: Introduction to Vaccines
Day #3: Division of Stakeholders, Concept Map
Day #4: Debate Activity
Day 1: History of Pandemics
Video: TED Education: History of How Pandemics spread
www.youtube.com/watch?v=UG8YbNbdac
Day 1: History of Pandemic Influenza
Activity: MIlling to Music
• Each student will share with other students paragraphs from the two documents referenced below .
http://www.health.alberta.ca/health-info/pandemic-influenza-history.html
http://www.toronto.ca/health/professionals/communicable_diseases/pdf/fs_sars.pdf
Day 1: The FLU and SARS
Activity: Share Circle - Discussion
• What do you know about the Flu?
• What have you heard and your past experiences?
• What have you heard about SARS?.
(note: The grade 10 students would
have been only 6 years old when SARS
occurred in Toronto in 2003, but
because they are familiar with
the city, it should be more relatable)
Day 1: History of a Pandemic
Activity: Interactive Smart Board
Day 1: History of a Pandemic
Activity: Interactive Smart Board
Day 2 : Introduction to Vaccines
Hook activity (10 mins)
Writing down examples of pandemics occurred in Toronto on a sticky note, and compile the list on the board and take up.
http://www.roadtoepic.com/wp-content/uploads/2012/02/stickynote-by-J_O_I_D.jpg
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
SMART board lesson (30 mins.)*reference: http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a
Day 2 : Introduction to Vaccines
Glitter Activity (10 mins.)*reference: http://www.atozkidsstuff.com/health.html
• Put glitters on one student’s hand and let all students shake hands for the next 5 minutes.
• Let about 5 students wash their hands in between.
• Observe how the glitter spreads and how those students who washed their hands have less glitter.
• Relate to the spread of the flu virus
picture: http://favim.com/orig/201105/16/alegria-glitter-hand-pixie-dust-sunset-Favim.com-46123.jpg
Day 2 : Introduction to Vaccines
Consolidation (10 mins)- community circle : name one thing learned about flu
picture: https://app.azdes.gov/nmanagerpro/assets/iStock_000003774391XSmall.jpg
Day 3 : Consequence Map
Students will be split into four groups and assume the role of one of the following stakeholders:
• the public
• medical professionals
• pharmaceutical companies
• the WHO or other health watchdogs
Students will be instructed to create a consequence map on their respective stakeholders
http://aggiefamilypack.ucdavis.edu/0907/disc_0907.html
Day 3: Consequence Map
Day 4: Debate
Based on their consequence maps, students will participate in a formal debate on behalf of their respective stakeholders
• students will be instructed to choose a side based on their evidence
• two stakeholders must be in support of the flu shot, two must be against
• students will be evaluated on their arguments, and a winner will be decided by the arbitrator (teacher)
http://school.phillipmartin.info/school_debate.htm