Jewel+Meikle

= TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE =
 * CONTENT AREA UNIT GAME Plan **

Unit: Section D: Disease and Its Impact on Humans
** General Objectives : Students should demonstrate: 1. a knowledge of the major groups of diseases which occur in living organisms; 2. an understanding of the principles of disease control; 3. an appreciation of the social and economic importance of disease control.
 * GOALS

Specific Objectives : Students should be able to: 1. Distinguish among pathogenic, deficiency, hereditary and physiological diseases, giving an example of each.

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2. Discuss the treatment and control of the differences among the four main groups of diseases, paying attention to the role of diet and exercise in controlling certain physiological diseases, such as diabetes and hypertension.======

5. Suggest appropriate methods of control of each stage of the life history of the vector, the mosquito or the housefly.
6. Discuss the social and economic implications of disease in plants and animals, emphasizing loss of productivity, loss of human life, livestock and agricultural crops, implications of STIs.

(There is no ISTE NETS-S in the Caribbean. However, I will add this to my unit plan.) 1. Creativity and Innovation Ö 2. Communication and collaboration Ö 3. Research and Integration fluency Ö 4. Critical thinking, problem solving, and decision-making. Ö 5. Digital Citizenship 6. Technology Operations and Concepts ** ACTIONS **
 * ISTE NETS-S**
 * Instructional Objectives **: Students will develop a strategic plan to contain an infectious disease within their high school.


 * Before class preparations **: Students have already been introduced to the new unit on disease and its impact on humans. They have been told the general objectives of the unit as essential external examinations, CXCs, requirements and have been informed about the instructional objectives, what it is that they should be able to demonstrate at the end of the unit. Students are familiar with each other in their groups of four and are already knowledgeable about the groups of diseases that exist, having already focused their attention on the group, infectious diseases. They are familiar with words such as vectors and life cycle history; however, they are to learn about methods of control and the effect these have on human, animal and plant populations. Students are familiar with using graphic organizers and have the steps of a sample communication strategic plan to help guide the process. Students shall carry out the first part of the problem-solving activity wherein they shall apply their previous knowledge as well as that which they shall discover to stem the spread of the infectious disease at the school. Students shall present their strategic plan as a graphic organizer at the end of the lesson as a means of assessment.


 * DURING CLASS **


 * ** TIME ** || ** INSTRUCTIONAL ACTIVITIES ** || ** MATERIALS AND RESOURCES ** ||
 * 15-20 minutes

20-25 minutes

5-10 minutes || The students are introduced to the present health problem at the high school- a nontyphoidal Salmonella outbreak as a result of the surrounding iguanas that frequent the school grounds from the surrounding community. The Health Department has advised the school to try and contain the disease without creating mass hysteria from the school population. Students will begin learning about the bacteria by visiting certain websites provided to inform them about the nature of the Salmonella organism. They shall brainstorm as a group and devise questions that will guide their quest for knowledge about Salmonella, how it is transmitted, how it can be controlled.

Within their groups, student shall use their researched facts on Salmonella to create a strategic plan to inform and educate the school population about the organism and how, as a school, they shall contain it. They shall brainstorm as a group, using the communication strategic plan as an example, to identify the aspects of the plan that they shall emphasize that will help the school contain the infection.

Students shall share their strategic plan to the entire class to set the stage for review and for further class discussion and clarification. Students shall use a checklist to monitor the progress that they have made as a group, in terms of personal, professional, technological and communication skills. || Handout with the information; Computer with Internet connection; one of the websites is - [] net.com/salmonella/ar ticle.htm

Computer with software, Smart Draw or Inspiration graphics; hard copy of the graphic organizer to show the plan.

Multi-media projector, computer, whiteboard, checklist

|| MONITOR ===Ongoing Assessments: LA students shall be monitored from the onset; guidance will be given especially at the question generation stage. Questions will be posed to them to help them formulate their questions for research. As they browse the Internet as well as the websites provided, they shall use a network tree graphic organizer to help collate the answers to their questions on a sheet of paper. The HA students will be periodically checked on to see how they are progressing. ===

====**Accommodations and Extensions**: The HA students will be allowed to use the Smart Draw software from the beginning to help them brainstorm as well as create their strategic plans. Students shall be encouraged to prepare for the upcoming lesson on social networking. The lesson will be used to teach the students about the relevance of strategic planning in the real work life reinforcing the job of health specialists in monitoring the transmission and control of diseases in the real world.====

Back-up Plan : Medical articles on Salmonella as well as textbook material on this bacteria and its epidemiology will be available in case the Internet fails. Hard copies of the network tree graphic organizer and the strategic communication plan will be available.
 * EVALUATION **


 * Lesson Reflections and Notes: ** If students have not completed their strategic plans, then this activity can be continued on another day. If there are some plans that lack vital aspects of a strategic plan, then the students will be allowed to adjust their plans to include additional ideas already mentioned by their peers on their organizers.