pandemic panic - smart board and projector

Note: This lesson was originally published on the old version of The Learning Network;
The link to the relevant times article will take you to a page on the old site.
Based on the content of the New York Times.
Overview of the lesson plan: In this lesson, students are interested in influenza (H1N1)
Consider the virus and pandemic from multiple perspectives and act as a consultant to share the factual information they have learned with classmates and the school community.
Click here to view companion courses in grade 3-5. Author(s)
: Amanda Christy Brown, kristin McGinn Mahoney, New York Times Learning Network Catherine Hutchins, New York Times Learning Network advice time allowance: 3-
5 class activities/procedures: Click here to view the companion courses in the third grade-5.
This lesson includes the use of the handout "introduction to influenza (H1N1)
"Swine flu", with explanatory text and a blog post from the subject page of The Times, you may also find these articles useful. 1. WARM-UP/DO-
Now: Note to the teacher: Today's main activities can be up or down or in and out for different levels, disciplines and time frames.
You may focus on science and health, history and citizens and/or the economy.
No matter what you focus on, the next activity will work for you.
Depending on how professional you want the discussion to become, you can also take the time to define key terms such as "flu" and "pandemic" for students early in the course to facilitate further discussion.
Your students may also consider the meaning of the name "swine flu", which health experts and government leaders had already disapproved by the time this report was written.
Before officials decided that the official term should be influenza A, resources have been created many times (H1N1)
"Swine flu" should not be used, both terms are used in this lesson.
Nevertheless, students may be primarily aware of swine flu, so it may be wise to have a brief discussion of the term.
Questions to ask may include: What is the meaning of "swine flu?
Why do you think experts and leaders are urging people to call this flu with H1N1 instead of "swine flu?
What is the effect of the word "swine flu?
What's the difference between hearing it's called "swine flu" and "h1 n1?
Here is a time report on the conversion of terms.
For more information about languages and labels in this context, see language art activities in the inter-disciplinary contact section of this course program.
At the beginning of the class, K/W/L charts are distributed to the students.
Instruct them to name their chart "influenza (H1N1)
And work in pairs to complete the "K" and "W" columns of the chart.
After giving students enough time to work, ask the students in the class what they know about the flu;
Write all their comments on the first column of the chart on the blackboard, or type them in a writable PDF using a smart board or computer and projector.
If there is a statement that has a problem or you know it is wrong, tell the class that you are not sure about it, and ask if they can express it as the questions listed in the column "what we want to know.
Use this opportunity to discuss how students can separate facts from fiction, hype from news.
After recording what the students know, discuss their questions and put them on the chart.
For science, the question may include what is the virus?
What makes H1N1 a "new" or "new" virus?
How does the virus change?
What does this virus mean by other known "parts" of swine flu, human flu and American bird flu?
How does this process happen?
How is the flu vaccine made?
Why do some viruses spread from humans to humans, while others are not (avian flu)?
How does Duffy work?
Scientists are worried that H1N1 may be resistant to Tamiflu.
How can this happen?
For the sake of health, the question may include how to get the virus?
How to avoid infection?
How can I help prevent the spread of the virus?
What are the benefits of hand washing?
Does a mask help reduce the spread of the disease?
What are the symptoms of "swine flu?
What are the similarities and differences between this flu and typical flu?
Do I need to worry if I get a flu shot?
How much should I worry about the flu?
How does the pre-existing situation affect the impact of this flu on people infected with the flu?
For history, citizenship, or economics, questions may include, what can past epidemics and flu bring to us?
Given the recession, how will this affect the global economy?
Which industries will be particularly hit hard?
What are the issues raised by the prevention of influenza transmission for individuals and human rights?
What do you think of the Obama administration's response?
How do other countries react to our own approach to dealing with this comparison/comparison?
How will this affect travel in and out of the country?
What is the impact of the flu outbreak on privacy?
Why did Mexicans die of H1N1?
Or complications)
But no Americans yet?
Are poor people more likely to be affected due to malnutrition, inadequate housing and/or crowded conditions?
If you have this technology in your classroom, play the Times video "about swine flu issues ".
Ask students to note down the answers to any of their questions while watching the video.
Before proceeding with the article, add what students have learned from the video to the "L" column of the class chart. 2.
Article question: as a lesson, reading and discussing "sounded the alarm?
"Swine flu virus" focuses on the following issues:.
What is the most predictable flu? b.
Why is the World Health Organization worried about swine flu? c.
In terms of communication, how can health officials be in a situation where "if they do, damn it? d.
What is the frequency of global transmission caused by influenza virus variation? e.
What information is needed to assess the flu outbreak? f.
What do scientists know about the difference between fatal and mild swine flu cases? g.
So far, how has swine flu compared to past bird flu and SARS outbreaks? h.
Why did the author of this article mention the swine flu outbreak in New Jersey in 1976? h.
What questions about swine flu mentioned in this article are still unanswered? i.
Is the fact that the author of this article is a doctor, not a layman (nonexpert)
Journalists influence you as readers? If so, how?
If not, why not? 3.
Activity: tell students that they will become "consultants" for the purpose of today's activity "(
"Scientific Advisor" and/or "health advisor" and/or "historical advisor" and/or "legal advisor" and/or "economic advisor ")
Responsible for this task: given the rapid changes in the nature of this outbreak, we all know and do not know the nature of it, what would you suggest if you could find information in your area of expertise?
Students can further break down according to the curriculum and key points;
Here are the suggestions :-
Scientific Consultant: specialist areas such as epidemiology, immunology, viruses, gene mutations, clinicians who treat patients, laboratory technicians, pharmaceutical or veterinary-
History consultant: 1918 Spanish flu, SARS, bird flu, 1976 flu outbreak and vaccine publicity. -
Citizen advisor: public health initiatives for vaccination, how the government limits individual freedom in this case, how the pandemic taxes the health care system in the United StatesS.
How poverty affects health, health care as a human rights issue, the role of the World Health Organization in the world, the impact on schools, travel, etc. -
Economic Advisor: The impact of past flu and other disease epidemics on the world economy, the impact of border closures on the economy of Mexico and the United StatesS.
So far, the impact of influenza on Mexico's economy, and the impact of "swine flu" on the pork industry
Global history or geography consultant: the impact of H1N1 on specific countries with confirmed cases leads students to wear professional hats and return to the basic K/W/L chart template, but this time in a more professional way.
Guide students to start by listing questions and facts specific to the sub-topics they specify.
Depending on how much classroom time you would like to invest, students may begin to study and get answers to questions using classroom internet or library resources.
The Times's theme page on swine flu, including an overview and update provided on that page, is a great place for students to start their investigation, except for the New York Times.
Search engine.
Other time resources include the following :-
Well, blog post: "Symptoms of swine flu"
Video of "coping with swine flu-
Slide "swine flu transmission "-
"Global response to swine flu" slide-
Reference Blog: Reader's question: swine flu outbreak "-
Podcast: take-out from Donald McNeil and Keith bradhill of The Times
Podcast: take-out for Andrew C of the timesRevkin -
Podcast: background story of The Times Mark Lacey
Interactive Picture: "tracking global swine flu cases "-
Interactive Image: "tracking swine flu" of course, the New York Times is adding more articles and resources.
The printing of Com and the New York Times, as well as reliable sources like The New York TimesD. C. and W. H. O.
Keep building websites.
Depending on the time of class and available resources, research can continue in class or at home.
As a final product, consultants will present their information on a class wiki about swine flu.
For example, in a science class, "epidemiology" may use their knowledge of the spread and control of swine flu to write an Op-
Ed Article responds to the New York Times article about "it's not feasible to contain flu, experts say"H. O.
Advice on not closing borders or restricting travel.
The "clinician" responsible for identifying and treating patients may create a wiki page for students if they suspect they or their classmates are infected with swine flu.
The "cardiologist" may create an evolving page in the wiki with the latest information about influenza (H1N1)
And its behavior.
"Veterinarians" may advise pig farmers, pet farms and zoos on how to respond to public fears, or comment on the practice of killing animals.
In history classes, "historians" may write memos to world leaders on how to act, as history shows this.
"Economists" may advise the pork Commission on how to address concerns about swine flu caused by pork products.
Students who study citizenship may post the latest information on travel restrictions, just like in the United StatesS.
This is the State Department.
Students studying citizenship may play the role of a "public health advisor" and advise on health care systems and policies that promote health and prevent outbreaks of this disease.
For more information and guidance on using wiki, please visit our guide "technical tools: Web 2 ".
0 in the classroom ".
Wiki is useful for presenting information from group projects, as members of the group can contribute to the same page both inside and outside the classroom. (
Google Docs is another app that promotes collaboration outside the classroom. )
Both tools implement simple collaboration, continuous editing and updates, and links to other web pages.
These tools also allow cross-cutting
Course cooperation between classrooms.
History students may use their knowledge of the 1918 flu pandemic, SARS or bird flu to add content to discussions about travel restrictions, culling of animals, school closures or vaccine supplies and programs.
Economic students may be liable for monetary losses related to travel restrictions, pork bans or commercial closures.
Alternative to creating a wiki :-
If the school administration allows, the student designs the poster to hang on the classroom or the school corridor to inform the student;
Other websites that need to be considered for poster presentation may include local libraries, community centers, clinics, etc. -
The course holds a mock talk show or group discussion during which, once the study is completed, the consultant presents their information to peers, gives the group time to plan and execute their projects, and do classroom demonstrations;
Provide students with time to explore materials from each other and provide feedback and time to ask questions about content. 4.
For homework or future classes: students personally record a news report on swine flu. (
You may want to use or adapt our New York Times Reading Journal handouts. )
Each student may be assigned a different day to share his or her findings with the class.
To minimize the panic about the story, you can encourage students to report not only grim statistics, but also useful and positive information, such as prevention tips, news of vaccine progress, or quote people who are infected with the flu and are healthy now.
You can also have students focus their news logs on all aspects of how H1N1 flu affects life: Travel/travel, schools, health care systems, and government policies, perhaps the responsibility to update classes for different student groups
Specify a wide news log in the category.
Related time resources: course plan: Plan for birds who understand the history of the 20 th century pandemic influenza outbreak: try to understand the 2004 flu vaccine shortage plan in the dark: do not sneeze when creating public service activities to convey information about bird flu Student Crossword games: 31 new flu cases occurred in New York on September 21, 1918.
Grip has now swept through 43 states since the October 4, 1918 s.
Since November 18, 1918, the number of flu deaths has far exceeded the loss of war.
31 new flu cases in New York reported on September 5, 1976 that the Ford government plans to vaccinate 0. 2 billion Americans with swine flu.
Since Ford proposed the plan in an article in December 17, 1976 on the suspension of the swine flu vaccination program, the plan has been plagued.
Vocabulary: bind, catastrophic, pandemic, virus, neurologist, Bird, potential, fatal, bioterrorism, ridicule, mutation, mutation, epidemiology, extreme lack, mysterious microorganisms, inherent, contagious, fatal, SARS, genetics, monitoring, toxicity, potential, disease, incubation period, bacteria, preferences, influenza, sensitivity, immunity, activity extension: 1.
With your classmates, list all the rumors you 've heard about influenza A (H1N1.
Then use the information you collect to eliminate the rumors.
Discuss news literacy and ways to classify facts from fiction and hype. 2.
With news of the "swine flu" pandemic spreading and prices of pigs falling, some countries have begun to restrict the import and sale of pork.
Read the Times article on the fight against swine flu in the pork industry.
What is the economic impact of people stopping consumption and banning pork?
Design an advertising campaign for the US pork industry to reassure consumers that eating pork will not spread swine flu and encourage them to continue buying pork products. 3.
Experts say it may take several months to read the Times article for the swine flu vaccine.
What is involved in manufacturing and manufacturing vaccines?
Why is it so long?
What are the risks of the new vaccine?
Investigate the controversial national influenza vaccination campaign in 1976. What happened?
What lessons can be learned from history? 4.
If someone in your family has symptoms of influenza A, please make an emergency plan (H1N1).
In the unfortunate event that family members are ill, what supplies or materials should you have on hand?
Who will take care of the sick family?
How will you prevent the flu from spreading to other members of your family and community?
Where will you receive medical care from health professionals if necessary? 5.
Physically, what happens when you get a virus?
How does the virus replicate in your body?
How does your immune system recognize and respond to viruses?
Why is antibiotics useless for viruses?
Finally, how does an antiviral drug, such as Duffy or riesha, fight the flu virus?
Use charts or drawings to tell the story of how your body has an anti-viral disease. 6.
Is the virus still alive?
On the website of scientific Americans.
What are the biological features?
Why does the virus blur the line between living and non-living?
What reason does the author provide for his assertion that whether alive or not, now is the time to "recognize and study viruses in the natural environment-in the network of life? ”7.
How to make a short"
Record video for children to wash their hands.
Includes tips and tricks on how to make your child wash their hands fun and more effective.
Send your video to school.
Cross-discipline: Journalism
Read the Times article "media drums amplify the coverage of the flu outbreak" and learn about the thin lines that the media must take when reporting the H1N1 flu.
In this case, what role should the media play?
How can the media educate people without panic?
Why do television, internet or print media make sensational reports about the story of the H1N1 flu?
Imagine you're the director of the newsroom.
Write a set of ethical guidelines for journalists working on the H1N1 flu report.
Language art-take a look at the Vocab blog post by short in April 29 and read the article named swine flu, which is a strange thing.
What's in the name?
Why is the name "swine flu" important?
Do you agree with the Minister of Israel that it should be renamed in order to avoid offending certain religious groups? Why or why not?
How does the name "swine flu" affect the pork industry?
To avoid problems in this industry, should it be addressed in a different way?
Studies of past disease outbreaks.
What is the name of these diseases?
Will their tags change over time? Why?
Searching for "swine flu" articles in The Visual Dictionary of Thinkmap is a good starting point for research.
Math-choose a disease that is historically prevalent and deadly, such as fever or polio.
The number of people who died from the disease over time.
Chart these numbers and create a schedule that shows when the vaccination was created and how widely it became available over time.
The Centers for Disease Control and Prevention are the right starting points for your research.
Calculate the rate of change for different decades.
When will the incidence change fastest? Most slowly?
When did the incidence not change at all?
Use graphs and calculations to explain the concept of the slope of a straight line.
Academic Content Standards: Grade 6-8, 9-
12 Health Standards 1-
Understand the availability and effective use of health services, products and information Health Standards 2
Understand the environmental and external factors that affect individual and community health standards 7-
Know how to maintain and promote personal health standards 8-
Understanding the basic conceptual behavioral research criteria for disease prevention and control 1-
Understanding the group and cultural impact contributes to research criteria for human development, identification and behavior 4-
Understand the conflict, cooperation and dependency between individuals, groups and institutions
Ideas on civic life, politics, and government civic standards
Understand the formation and implementation of public policy citizenship standards 23-
Understand the impact of major political and non-political developments on language and art Standards 1 in the United States and other countries
Ability to demonstrate general skills and strategies for writing process language art standards 7-ability to show general skills and strategies for reading various information texts language art standards 8-ability to show reading as learning science standards oral and listening tools 6-
Understanding the general structure and function of bioscience standards 11-cells
Understanding the nature of scientific knowledge scientific standards 12-
Understanding the essential scientific standards of scientific inquiry 13-
This lesson plan for understanding scientific enterprises can be used to solve the above academic standards.
These criteria are extracted from Content Knowledge: K-12 Education;
Version 3rd and 4, provided by Mid
Continental studies of education and learning in Aurora, Colorado.
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