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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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Grade 10 Academic, Strand:Biology: Tissues, Organs, and Systems of Living Things
B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;
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: 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
Video: TED Education: History of How Pandemics spread
Activity: MIlling to Music
Activity: Share Circle - Discussion
(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)
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.
Glitter Activity (10 mins.)
Consolidation (10 mins)
- community circle : name one thing learned about flu
Students will be split into four groups and assume the role of one of the following stakeholders:
Students will be instructed to create a consequence map on their respective stakeholders
Based on their consequence maps, students will participate in a formal debate on behalf of their respective stakeholders