Gale Schools - Lesson Plans - Secondary - Math

Disease

Title: Disease Lesson

Grade Level: 9

Subject/Content: Integrated/Applied Mathematics

Summary of Lesson: Through the application of math concepts (listed above), the purpose of the investigation is to examine rates, matrices, histograms, line graphs, data analysis and data presentation in order to develop an understanding of how these concepts apply to a the effects of a specific disease.

Focus Question: How will an understanding of rates, matrices, histograms, line graphs, data analysis and data presentation play an important role in the creation of an evaluation model for a specific disease?

Databases(s): Academic ASAP, InfoTrac: Student Edition K12 Graphic Interface, Student Resource Center

Procedures:

Materials needed: "Appease a Disease" directions, Scientific Calculator, Internet access, graph paper (five divisions to the inch), clip board, loose leaf paper, pencils
After our general review of the prerequisites: rates, matrices, histograms, line graphs, data analysis and data presentation, students are asked to participate in the activity, as stated in the directions, in pairs.
Each person in the pair will participate in the "Appease a Disease" handout activities.
Students will participate in a research and creation of the visual portions of the final draft evaluation.
Students will explain answers to follow-up questions appropriately.

Steps/Activities by student(s):

Anticipatory Set: Students will view a video clips from the movie Outbreak and discuss how concepts in this movie relate to this lesson. If the appropriate movie cannot be obtained, clips to show can be found at http://www.thinkport.org/classroom/onlineclips/scienceclips.tp. The clips Cholera are particularly appropriate.
Key terms/skills: Students will review the prerequisites including these math ideas: rates, matrices, histograms, line graphs, data analysis and data presentation.
"Appease a Disease" worksheets can be duplicated by using the following information:
- Students will agree upon a disease that they'd like to research and evaluate. Here are some possibilities.
  - AIDS
  - Yellow Fever
  - Typhoid Fever
  - Tuberculosis
  - Tick-borne Encephalitis
  - Rubella
  - Polio
  - Pneumococcal
  - Measles
  - Hepatitis C
  - Mad Cow Disease
  - Malaria
  - Other:___________ (with teacher approval)
- Write up a proposal of what desired disease to research. Explain what format the data and deductions will be presented to the entire class.
  - Address and write out the answer to this question at this time. What do you and your partner want to know about the disease?
  - Generate keywords by mapping out your topic.
  - Utilize various search engines to find relevant information about your chosen disease.
  - Prepare to present information and data collected in one of the following formats
    - informational pamphlet or brochure using Microsoft Publisher
    - TV commercial
    - PowerPoint presentation
    - Webpage
    - Puppet show
    - Other:____________(with teacher approval)
- The following items should be included in the final product.
  - History/background on the disease.
  - Statistics on age, gender, ethnicity, and social class of people infected by the disease. At least three of the graph choices are required here.
  - Factors that cause the disease. How do consumption habits and proximity lead to the spread of the disease?
  - The disease's effects on life span and/or quality of life.
  - The cause of birth defects and/or spread of the disease to the fetus.
  - The frequency of birth defects and/or spread of the disease to the fetus. Several matrices and a graph choice are required here.
  - The effects that birth defects and/or spread of the disease to the fetus have on the life span and/or quality of life of the baby.
  - Calculate mean and median incident, mortality and relative risk rate for the disease.
D. Students should view and discuss information obtained at the Gale website in order to complete this lesson:
- Academic ASAP: Keyword search "epidemics." The next plague? Contagion through history. (The List) by Michael Slenske and A Fever's Deadly Path. The worst outbreak of Marburg fever isn't reigned yet. By Jill Jordan Sieder and, under the News tab, Epidemic proportions (AIDS) (interview) by Jeffery Goldberg, "mortality" Death Rates and Race brief article by the New York Times.
- InfoTrac: Student Edition K12 Graphic Interface. Keyword search "epidemic." Encyclopedia excerpt epidemic, under Periodicals, The black death: the greatest catastrophe ever by Ole J. Benedictow, subdivision statistics, The face of AIDS: United Nations warns of global AIDS catastrophe (student discussion), subdivision, causes of, The great smallpox epidemic of 1775-82 by Elizabeth A. Fenn.
- Student Resource Center: Keyword search "graphs and graphing." Gale Encyclopedia of Science and U*X*L Encyclopedia of Science, "statistics" Gale Encyclopedia of Science and U*X*L Encyclopedia of Science, "coordinate graphing" Math & Mathematicians: The History of Math Discoveries Around the World, and, under the Multimedia tab, "coordinate graph." "Median" Gale Encyclopedia of Science, "mean" Gale Encyclopedia of Science
Modeling: Students listen to teacher describe the lesson. Students take notes. Teachers can generate the needed handout from the information provided below.
Student Test for Understanding: Students will follow this list of procedures with teacher support.
- "Appease a Disease."
- The research as described above.
- The presentation of findings as described above.
- These questions should be addressed in essay format
  - Describe your hypothesis and how this changed throughout your research.
  - What is relevance of the various rates that you computed.
  - Is there still a problem with this particular disease? If so, in what parts of the world does the problem still exist? If not, explain how the problem could manifest itself again and the repercussions of this?
  - Is there any federal legislation related to the disease?
  - What did you learn about the prevention of diseases?
Recap – What did we learn? Explain verbally the important math skills that you utilized. What are ideas/skills needed in order to create an accurate disease evaluation?
Home link – Students answer these basic questions: Why is a sounds understanding of rates, matrices, histograms, line graphs, data analysis and data presentation important for this lesson? What is the major significance of one-rate types utilized? Why would you consider this to be an applied mathematics lesson? What does math have to do with your own lively hood? Why is this stuff important for you and your life?
Follow-up – Class presentation of the results. Students type a three paragraph summary in proper (Type III format – proper grammar, punctuation, spelling, 5-7 sentences per paragraph, at least ten word per sentence, no sentence starts with the same word in a paragraph.) Paragraph One explains what the lesson was about. Paragraph Two describes what the student learned. Paragraph Three explains how this applied to the individual's own current or future life. The highlights of paragraph three are verbally shared with the class by each student.

Outcome: Through the application of math concepts (listed above), the students gain at least an application level understanding of rates, matrices, histograms, line graphs, data analysis and data presentation that exists in the context of a disease evaluation.

Related Activities: H.O.T.S. (Higher Order Thinking Skills) -- Stresses Bloom's Syntheses and Evaluation levels. Students create a fictitious map of this (or a made-up/new disease) disease's spread and explain its movement. Students could invent and evaluated a disease. They could research historical information on the internet, in books, magazines, journals, and newspapers to support their information; or, they could simply use the data that they already have from the original lesson. They could present their mathematical data as in the original lesson. They could evaluate their own and others' disease information for credibility.

Standard Date: October, 1998

Content Standard(s):

1.1 Understanding numbers, ways of representing numbers
1.2 Understanding the meaning of operations and how they relate to each other
1.3 Use computational tools and strategies fluently and estimate appropriately
2.1 Understand various types of patterns and functional relationships
2.2 Use symbolic forms to represent and analyze mathematical situations and structures
2.3 Use mathematical models and analyze change in both real and abstract contexts
4.1 Understands attributes, units, and systems of measurement
4.2 Apply a variety of techniques, tools, and formulas for determining measurements
6.1 Build new mathematical knowledge through their work with problems
6.2 Develop a disposition to formulate, represent, abstract, and generalize in situations within and outside mathematics
6.3 Apply a wide variety of strategies to solve problems and adapt the strategies to new situations
6.4 Monitor and reflect on their mathematical thinking in solving problems
7.2 Make and investigate mathematical conjectures
8.1 Organize and consolidate their mathematical thinking to communicate with others
8.2 Express mathematical ideas coherently and clearly to peers, teachers and others
8.3 Extend their mathematical knowledge by considering the thinking and strategies of others
8.4 Use the language of mathematics as a precise means of mathematical expression
9.1 recognize and use connections among different mathematical ideas
9.2 Understand how mathematical ideas build on one another to build a coherent whole
9.3 Recognize, use, and learn about mathematics in contexts outside mathematics
10.1 Create and use representations to organize, record, and communicate mathematical ideas
10.2 Develop a repertoire of mathematical representations that can be used purposefully, flexibly, and appropriately
10.3 Use representations to model and interpret physical, social and mathematical phenomena

Learning Expectation: Students will apply understanding of concepts related to rates, matrices, histograms, line graphs, data analysis and data presentation within the context of understanding all aspects relative to the effects of a specific disease.

Performance Indicators:

At Level 1, the student is able to:

Write (show basic knowledge for) about the meaning of these: rates, matrices, histograms, line graphs, data analysis and data presentation.

At Level 2, the student is able to:

Comprehend and Apply these concepts: rates, matrices, histograms, line graphs, data analysis and data presentation.

At Level 3, the student is able to:

Synthesize new ideas related to and Evaluate concepts: rates, matrices, histograms, line graphs, data analysis and data presentation.

Computer Literacy and Usage Standards 9-12:

Students demonstrate a sound understanding of the nature and operation of technology systems
Students are proficient in the use of technology
Students understand the ethical, cultural, and societal issues related to technology
Students practice responsible use of technology systems, information, and software
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
Students use technology tools to enhance learning, increase productivity, and promote creativity
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works
Students use technology tools to process data and report results
Students use technology resources for solving problems and making informed decisions
Students employ technology in the development of strategies for solving problems in the real world

ISTE NETS for Students

Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal lifelong learning, and workplace needs
Make informed choices among technology systems, resources, and services
Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning
Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works

Information Power; Information Literacy Standards 1-4:

The student who is information literate accesses information efficiently and effectively
The student who is information literate evaluates information critically and competently
The student who is information literate uses information accurately and creatively
The student who is an independent learner is information literate and pursues information related to personal interests
The student who is and independent learner is information literate and strives for excellence in information seeking and knowledge generation
The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology