Students will have the chance to explore two diseases (communicable and non communicable). Students will research how diseases are spread, how they can be treated and explore the management of potential outbreaks within their communities.
Students understand that effective management of disease within a community requires education, access to healthcare and the equality of location.
Students are able to research a communicable disease and through their understanding of bacteria, infections etc apply their knowledge to preventing an epidemic.
Students value compassion when working with communities involved in epidemics!
Students are able to research a communicable disease and through their understanding of bacteria, infections etc apply their knowledge to preventing an epidemic.
Students value compassion when working with communities involved in epidemics!
1. Tapping into Understanding |
2. Finding Questions |
|
What disease do you know? What are the top 5 most deadly diseases?
Groups work together to discus the diseases they know. Students list the top 5 and write these on the board. Students make connections about these diseases and how people transmit the diseases? Introduction of Communicable & Non - Communicable Diseases What factors contribute to a disease spreading? Students brainstorm their ideas with their groups. Students select the top 3 reasons they believe disease spreads. Why do some countries have more disease than others? Groups bring their reasons and rank them, finding their top 3. Students discuss and make links to Treatment, Prevention and Transmission. 
|
What question do I need to ask to stop an epidemic?
Students group the questions under the titles of treatment, prevention and transmission? Students move into one of 3 (possibly) groups (Transmission, Prevention, Treatment) and investigate a given communicable disease. How will knowing how a disease is (Transmission, Prevention, Treatment) help stop an epidemic? Students present their information on the board. They need to write the questions they asked, the information found and a symbol, chart or diagram to demonstrate their understanding. Students do a gallery walk around the boards and write questions that they need to ask to better understand the area of inquiry. |
3. Exploring the evidence |
4. Constructing Theories |
|
Groups (mix the groups to include a participant from each area: prevention, treatment, transmission) select a communicable disease from the CDC.
Individuals in the group find a piece of evidence to answer their posed questions. The group looks at each piece of evidence and identifies the most reliable. Guiding questions:
|
Groups look at the information they have collected and construct a public health theory.
To prevent an epidemic what does the community need to know. Groups may need to go back to "finding questions" and brainstorm questions that help organise their information. Students create a PSA (Public Service announcement on their topic Treatment, Transmission and Prevention). The PSA should include the answer, picture / diagram, examples and evidence. Gallery Walk - students read each others work and write questions on post-its for the group. |
5. Testing Theories
Groups test there theory on the following discussion point.
If the disease changed would they need to change their original public health theory.
How would it change? Why would it change? Students may need to compile a list of vocabulary they do not know. Teacher list compiles of:
Bacteria
Viruses
Infection
Communicable
Non Communicable Disease
Pathogen
Vector
Epidemic
Pandemic
Prevention
Treatment
Transmission
If the disease changed would they need to change their original public health theory.
How would it change? Why would it change? Students may need to compile a list of vocabulary they do not know. Teacher list compiles of:
Bacteria
Viruses
Infection
Communicable
Non Communicable Disease
Pathogen
Vector
Epidemic
Pandemic
Prevention
Treatment
Transmission
6. Demonstrating Understanding |
7. Reflecting and Acting |
|
|
Students are to reflect on their learning.
What strategies did I use that benefited my learning? Which ones weren't? Since completing this unit on disease , I now understand that .... |
