# MYP_unit_plan-_Global_Infe by 011z8k8

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```									MYP unit planner
Unit title                                                    Global Infectious Diseases

Teacher(s)

Subject and grade level             Science/Mathematics          MYP Year 3-5

Time frame and duration

Stage 1: Integrate significant concept, area of interaction and unit
question

Area of interaction focus                                                     Significant concept(s)
Which area of interaction will be our focus?                                What are the big ideas? What do we want our
Why have we chosen this?                                              students to retain for years into the future?

Health and Social Education- analysis and                                     Working collaboratively, people can better
understanding of personal decisions; global                                            control global disease.
health policies and globalisation

MYP unit question

How should we work together more effectively
to control diseases that impact people
everywhere?

Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?

Case studies – Malaria, HIV Aids (Science Criteria A and B)
Rise of the superbugs (Science Criterion C)
Practical Investigation – Antimicrobial (Science Criteria D, E and F)
Spread of Disease Simulation (Mathematics Criteria C and D)

Which specific MYP objectives will be addressed during this unit?

Science Objectives A, B, D, E and F
Mathematics Objectives C and D

Which MYP assessment criteria will be used?

Science Criteria A, B, D, E and F
Mathematics Criteria C and D

Stage 2: Backward planning: from the assessment to the learning
activities through inquiry

Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?

       Understand that infectious diseases can be spread by bacteria, viruses, protozoa and fungi
       Understand that scientists develop drugs to control infectious diseases and if these drugs
are not used properly they can encourage microbial resistance
       Gain some understanding of the evolution of microbial resistance
       Portray the perspective of a specialist in a real-life simulation of teams that work to control
infectious diseases
       Laboratory skills – to safely culture microbes and investigate the effect of antibiotics and
other antimicrobials
       Use probability models to generate data
       Select, create and use appropriate graphical representations of data
       Communicate mathematical thinking clearly and concisely
       Recognize and apply mathematical connections to real-world contexts

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Collaboration
Group practical work
Accepting others—including analysing others’ ideas, respecting others’ points of view, using ideas critically
Communication
Clear presentation of information using a variety of media
Understanding content specific terminology
Information literacy
Research effectively – learning to evaluate sources
Thinking
Applying knowledge and concepts
Forming opinions
Drawing conclusions
Transfer
Making connections between science and mathematics

Learning experiences and Teaching strategies

How will we use formative assessment to give students feedback
How will students know what is expected of them? Will        during the unit?
they see examples, rubrics, templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying         How are we differentiating teaching and learning for all? How have
these?                                                       we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will   educational needs?
we know?

In designing this unit, it was intended that the resources and ideas were targeted for the older ranges of
MYP (years 3-5). However, most of what is here could be adapted by teachers for younger years with
some explanation of key words.
The following is a sequence of activities that could be followed by teachers, but obviously as professionals
you may choose to use some of the ideas and activities in a different way or incorporate your own ideas to
add to these materials.
Items in red are ideas to help second language learners or students with special needs
       Introduction to World Health Day 2011 - http://www.who.int/world-health-day/en/
The WHO website gives a quick overview of the purpose of the day. The key theme is Antimicrobial
Resistance and its Global Spread. The key focus diseases are Malaria, TB and HIV/AIDS. Therefore most
of the following activities and resources focus on these specific issues and diseases.
       Possible Starter activities (What are diseases?)
You tube video – MRSA why, how and what happened – a 4 minute clip about staphylococcus aureus
and how it has become immune to antibiotics. This could be used as an initial trigger activity to get students
thinking/discussing about disease and antimicrobal resistance. The teacher could use this as a chance to
review students’ prior knowledge before they go onto one of the exercises below.
http://www.youtube.com/watch?v=WaxoyAsWWCA&NR=1
WHO Lesson Information sheet - this is a newsletter format information sheet which can be used as a
starter activity. It contains information on Microorganisms, Malaria, TB and HIV/AIDS. It could be used as
an introduction to the topic as a focused reading activity or a teacher could develop some questions for
comprehension.
It is provided as a .pdf file but also as a .publisher file. This means that teachers can adapt it as they wish.
The language could be adapted for second language learners, sections could be highlighted or sections
deleted as necessary.
Disease research student activity sheet – this sheet gets students to research their own information on
any of the diseases and gives many ideas on ways in which the information could be presented. There is a
list of web-site resources available on the activity sheet and of course they could use the previous WHO
lesson information sheet to help their research if you didn’t want the students just to research entirely on
the web.
The WHO information sheet above may be useful for students with special needs or language concerns as
the teacher will have a resource that they can help guide the students in terms of finding the information.
Teachers may want to vet the web-sites first and look for information that would be easy for second
language learners to extract and use. The language of the first web-site suggested is reasonably
straightforward (http://www.cdc.gov/DiseasesConditions/).

The activity ideas on the task sheet give some ways in which the task could be differentiated and teachers
could choose different ways for the students to feed back dependent on their ability and language level.

       Spread of Disease Simulation (How are diseases spread?)
Mathematical Modelling Exercise – Students use probability-based spinners to generate data about the
spread of a disease from one individual to a community, presenting their results in tabular and graphical
form and drawing conclusions. After an initial activity for all, groups use different spinners and rules to
represent factors that affect the speed and likelihood of transmission from one individual to another,
including access to health care, population density and antimicrobial resistance. This task could be
extended with students constructing their own scenarios. The task can be assessed under MYP
Mathematics Criteria C & D.
Practical game to simulate the spread of disease – the simulation game and the teacher instructions
can be downloaded from http://serendip.brynmawr.edu/sci_edu/waldron/#infectious
Questions 1-8 are directly related to the actual simulation game. The other questions are more general
questions about the spread of infectious diseases and teachers may decide to choose whether they want to
explore these questions as well. There is also a section on comparing the spread of infectious diseases
with population growth which teachers may feel is not relevant, but the resource is there if you wish to use
it.
Both of these have procedures which must be followed so would have to be explained to all the students
before they could carry out the exercise. Visual demonstrations in both cases of how to use the spinner
and how to carry out the cup exercise would be useful for all students, but particularly less able and second
language learners.
      Antimicrobial Practical Investigation (What are antibiotics?)
Antimicrobial investigation task sheet - students design a practical that looks at the effect of antibiotics
or other easily available antimicrobial substances on the growth of microbes - Science assessment cri D, E
and F. This resource gives students an idea on how to measure the effect of antibiotics, but leaves it up to
them to come up with the research question, hypothesis, controlling variables, etc. Students could work in
pairs or teams, choose the different ideas suggested and then present and share their findings with the rest
of the class. They could be oral presentations, posters or similar.
There is a technician’s instruction sheet available. Note that results will take 2-3 days before they are
available.
This task is differentiated very much by outcome – clearly having the students collaborate will help less
able students or second language learners.
      Rise of the superbugs (the development of antibiotic resistance)
Rise of the superbugs task sheet – this sheet can be downloaded from:
http://www.pbs.org/wgbh/rxforsurvival/series/about/episodes.html
This is a good resource to look at the effects of antibiotics on resistant bacteria. There is a detailed teacher
guide section which gives excellent background information for an initial discussion and the answers to the
student sheet. The initial activity should involve watching a video from the above site. However, there may
be issues with downloading the video. In that case there are alternative youtube videos that can be
downloaded which are useful for information (see below in this section).
The second part of the task sheet is a case study and then some data analysis. This could be assessed by
the criterion C science rubric attached.

This site has some reasonably simple animation games and information on natural selection which will
probably appeal to all students but are particularly useful for lower ability students or second language
learners as they are visual representations of what happens in natural selection. Although there are some
instructions with words that might need to be explained, the animations are short and relatively easy to
follow (http://science.discovery.com/interactives/literacy/darwin/darwin.html)

This site has information that uses relatively straightforward language and answers key questions about
what antimicrobial resistance is and why it develops
http://www.cdc.gov/getsmart/antibiotic-use/anitbiotic-resistance-faqs.html#d

Definition and misuse of antibiotics - http://www.youtube.com/watch?v=YiZJMTjd_54 – a short video,
not great visually, but easily understandable and gives clear information on the misuse of antibiotics

Antimicrobial resistance animation video – language is a little complex for younger students but good
animation makes it understandable. Available at: http://www.youtube.com/watch?v=OV9Nly4qY00

It would be beneficial to explain/research the following terms before watching the animation:
 Antimicrobial agents
 DNA
 Chromosome
 Enzyme
 Mutation
 Membrane protein

      Case Studies – Malaria and HIV resistance (the spread of antibiotic resistance)
Malaria case study task sheet – this has a directed reading section which is taken from a BBC website
and is a true situation. The students are then asked to role-play a team of specialists to assess the issue
and come up with a presentation to suggest solutions. They are given a set amount of money from the
WHO to tackle the rise of the resistant bacteria – again this is a true scenario.
HIV/AIDS case study task sheet – this has a synopsis of a scenario. The students can read the full story
on the web-site from a true situation. They are again asked to role-play a team of specialists to assess the
issue and come up with a presentation to suggest solutions.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?

       WHO lesson information sheet – in publisher format or .pdf
       Disease research student activity sheet
       Mathematical Modelling Exercise – the spread of infectious diseases
       Antimicrobial investigation task sheet
       Malaria case study task sheet
       HIV/AIDS case study task sheet

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

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