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Pandemics

Title: Pandemics

Author: Jennifer Dwojakowski

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students will learn about and demonstrate their knowledge of past, present and future pandemics.

Focus Question:What impact did past pandemics have on societies and what is the potential of a current day pandemic?

Databases(s): Student Resource Center

Procedures:

Steps/Activities by teacher:

  1. Students should have prior knowledge of bacteria and virus’ before beginning this lesson.
  2. Have students’ access the Student Resource Center and search for the articleInfluenza pandemic of 1918. World of Health. Detroit: Gale Group, 2000.
  3. Handout a sheet of white paper to each student and instruct the students to create a timeline for the spread of the influenza virus as it is explained in the article as they read.
  4. Now using the Student Resource Center have the students access, When flu flies the coop: a pandemic threatens.(avian influenza virus H5N1). Ben Harder. Science News  168. 11  (Sept 10, 2005) : p171 (3).
  5. Read the article aloud in class and i nitiate a discussion that draws parallels between the two diseases and the current avian flu potential.
  6. Show the class the portion of the movie “Outbreak!” in which individuals are quarantined to their homes or cities.
  7. Incorporate Global Studies by initiating a class discussion about the rights of the government to quarantine individuals during a time of pandemic crisis. You can also discuss how this pandemic could impact society and how it functions on a daily basis.
  8. Using Gale Student Resource Center, access the article, Bird flu: Don't fly into a panic. Harvard Health Letter  (June 2006) : pNA.
  9. Initiate a class debate as to whether or not we are scaring ourselves by overreacting to this potential threat.
  10. Pass out one sheet of white paper to each student.
  11. Have the students create some persuasive device; TV announcement, bulletin board, website, etc. that educates individuals on past pandemic history, how it relates to avian flu and what people can do to protect themselves from becoming impacted by the potential pandemic, avian flu.
  12. Be sure to be specific on your expectations in terms of what the device should include.

Steps/Activities by student(s):

  1. Access the Gale Student Resource Center and search for the article Influenza pandemic of 1918. World of Health. Detroit: Gale Group, 2000.
  2. On a sheet of white paper, create a timeline for the spread of the influenza virus as it is explained in the article as you read.
  3. Now using the Student Resource Center access When flu flies the coop: a pandemic threatens.(avian influenza virus H5N1). Ben Harder. Science News  168. 11  (Sept 10, 2005) : p171 (3).
  4. Participate in helping to read the article aloud in class and give your input in a discussion that draws parallels between the two diseases and the avian flu potential.
  5. Watch the movie clip from “Outbreak!” being sure to reflect on how you would feel in this situation.
  6. Again participate in a class discussion about the rights of the government to quarantine individuals during a time of pandemic crisis.
  7. Using Gale Student Resource Center, access the article Bird flu: Don't fly into a panic. Harvard Health Letter  (June 2006) : pNA.
  8. Participate in a class debate about whether or not you feel the country is overreacting to this potential pandemic.
  9. On a sheet on white paper you will be creating a persuasive device; TV announcement, bulletin board, website, etc. that educates individuals on past pandemic history, how it relates to avian flu and what people can do to protect themselves from becoming impacted by this potential pandemic.
  10. Be sure to demonstrate your knowledge of avian flu and how people can protect themselves.

Outcome: Students will be able to effectively communicate information about pandemics, past and present and how people can protect themselves from them.

Related Activities: This activity is easily integrated with:

  • Math can be incorporated by:
    • Explore the idea of graphing populations that were impacted be past pandemics.
    • Calculating exponential growth of bacterial and viral colonies.
  • Global Studies can be incorporating by:
    • See lesson.
  • English can be incorporated by:
    • Students can write letters as if they were a flu victim quarantined to their home reaching out to the rest of society.
    • Debating topics of quarantine issues or other moral and ethical implications this disease could bring.

Standard Date: December 1994

Content Standard(s): NS.9-12.3(C) Biological evolution; Interdependence of organisms; Behavior of organisms; NS.9-12.6 (F) Personal and community health; Population growth; natural resources; Natural and human induced hazards; NS.9-12.7(G) Historical perspectives

Performance Indicators:

  • At Level 1, the student is able to:
    • Complete a reading and fill-in a timeline of pandemics past and present.
  • At Level 2, the student is able to:
    • Draw parallels between past and present pandemics and communicate those in class.
  • At Level 3, the student is able to:
    • Create a persuasive device that demonstrates their knowledge of pandemics.

Computer Literacy and Usage Standards 9-12:

  • The student will demonstrate proficiency in the care and use of computer-based technology
  • The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
  • The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

  • A2 Scientists usually inquire about how physical, living or designed systems functions; Results of scientific inquiry emerge from different types of investigations and public communication among scientists, Scientific explanations must adhere to criteria such as a proposed explanation must be logically consistent; must abide by the rule of evidence; it must be open to questions and modification; and it must be based on historical and current scientific knowledge
  • C3 Biological evolution
  • C4 Interdependence of organisms
  • C6 Behavior of organisms
  • E1 Identify a problem, Communicate a problem, process and solution
  • F1 Personal and community health

Information Power; Information Literacy Standards:

  • Standard 1: The student who is information literate accesses information efficiently and effectively
  • Standard 2: The student who is information literate evaluates information critically and competently
  • Standard 3: The student who s information literate uses information accurately and creatively
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