Biology stse case study assignment david balogh jennifer chang satie phagoo cecilia poblete
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The Flu Vaccine Grade 10 Academic, Strand:Biology : Tissues, Organs, and Systems of Living Things Overall Expectations : B1 . evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

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Biology stse case study assignment david balogh jennifer chang satie phagoo cecilia poblete

The Flu Vaccine

Grade 10 Academic, Strand:Biology: Tissues, Organs, and Systems of Living Things

Overall Expectations:

B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

Specific Expectations:

B1.3. describe public health strategies related to systems biology and assess their impact on society

B2.7. use a research process to investigate a disease or abnormality related to tissues, organs and systems of humans or plants

B3.5. explain the interactions of different systems within an organism

-Biology STSE Case Study Assignment-

David Balogh, Jennifer Chang, Satie Phagoo, Cecilia Poblete


Day 1 agenda
Day 1: Agenda

Day #1: History of how Pandemics spread

Pandemic Influenza: (1918-2009)

Toronto Pandemic (2003) - SARS

Day #2: Introduction to Vaccines

Day #3: Division of Stakeholders, Concept Map

Day #4: Debate Activity


Day 1 history of pandemics
Day 1: History of Pandemics

Video: TED Education: History of How Pandemics spread

www.youtube.com/watch?v=UG8YbNbdac


Day 1 history of pandemic influenza
Day 1: History of Pandemic Influenza

Activity: MIlling to Music

  • Each student will share with other students paragraphs from the two documents referenced below .

    http://www.health.alberta.ca/health-info/pandemic-influenza-history.html

    http://www.toronto.ca/health/professionals/communicable_diseases/pdf/fs_sars.pdf


Day 1 the flu and sars
Day 1: The FLU and SARS

Activity: Share Circle - Discussion

  • What do you know about the Flu?

  • What have you heard and your past experiences?

  • What have you heard about SARS?.

    (note: The grade 10 students would

    have been only 6 years old when SARS

    occurred in Toronto in 2003, but

    because they are familiar with

    the city, it should be more relatable)


Day 1 history of a pandemic
Day 1: History of a Pandemic

Activity: Interactive Smart Board


Day 1 history of a pandemic1
Day 1: History of a Pandemic

Activity: Interactive Smart Board


Day 2 introduction to vaccines
Day 2 : Introduction to Vaccines

Hook activity (10 mins)

Writing down examples of pandemics occurred in Toronto on a sticky note, and compile the list on the board and take up.

http://www.roadtoepic.com/wp-content/uploads/2012/02/stickynote-by-J_O_I_D.jpg


Day 2 introduction to vaccines1
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines2
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines3
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines4
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines5
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines6
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines7
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines8
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines9
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines10
Day 2 : Introduction to Vaccines

SMART board lesson (30 mins.)

*reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a


Day 2 introduction to vaccines11
Day 2 : Introduction to Vaccines

Glitter Activity (10 mins.)

*reference:http://www.atozkidsstuff.com/health.html

  • Put glitters on one student’s hand and let all students shake hands for the next 5 minutes.

  • Let about 5 students wash their hands in between.

  • Observe how the glitter spreads and how those students who washed their hands have less glitter.

  • Relate to the spread of the flu virus

    picture: http://favim.com/orig/201105/16/alegria-glitter-hand-pixie-dust-sunset-Favim.com-46123.jpg


Day 2 introduction to vaccines12
Day 2 : Introduction to Vaccines

Consolidation (10 mins)

- community circle : name one thing learned about flu

picture: https://app.azdes.gov/nmanagerpro/assets/iStock_000003774391XSmall.jpg


Day 3 consequence map
Day 3 : Consequence Map

Students will be split into four groups and assume the role of one of the following stakeholders:

  • the public

  • medical professionals

  • pharmaceutical companies

  • the WHO or other health watchdogs

    Students will be instructed to create a consequence map on their respective stakeholders

http://aggiefamilypack.ucdavis.edu/0907/disc_0907.html



Day 4 debate
Day 4: Debate

Based on their consequence maps, students will participate in a formal debate on behalf of their respective stakeholders

  • students will be instructed to choose a side based on their evidence

  • two stakeholders must be in support of the flu shot, two must be against

  • students will be evaluated on their arguments, and a winner will be decided by the arbitrator (teacher)

http://school.phillipmartin.info/school_debate.htm


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