TGC

Fellow Unit Template *

Prepared by: Dr. Kerryane Monahan School/Location: Saint Edwards School
Subject: Biology/Interdisciplinary (Languages & Geography) Grade: 9 Unit Title: Emergent Disease Time Needed: 7 classes
Unit Summary: Emergent diseases are diseases that appear for the first time or have recently become a new problem and can be a
major cause of human suffering around the world. There is a connection between globalization and emerging diseases as humans
and microbes that have not evolved together come together. Biology, economics, education, culture and geography interconnect
when it comes to disease transmission and treatment. The recent outbreak of Ebola in western Africa is representative of emergent
disease epidemics and the challenges they pose to humanity.

Stage 1 Desired Results

ESTABLISHED GOALS:
From the Nextgen Science Standards:
HSLS-4.
Construct an explanation based on
evidence for how natural selection
leads to adaptation of populations.
HSLS4-5.
Evaluate the evidence supporting
claims that changes in environmental
conditions may result in: (1) increases
in the number of individuals of some
species, (2) the emergence of new
species over time, and (3) the
extinction of other species.
HSLS4-1.
Communicate scientific information
that common ancestry and biological
evolution are supported by multiple
lines of empirical evidence.

From the Florida State Standards:
Science
SC.912.L.16.7 Describe how viruses and
bacteria transfer genetic material between
cells and the role of this process in
biotechnology.

SC.912.L.14.52 Explain the basic functions of
the human immune system, including specific
and nonspecific immune response, vaccines,

Transfer
Students will be able to independently use their learning to(real world purpose)
1. communicate complex topics to broad audiences using digital media.
2. evaluate scientific claims and analyze current issues involving science.
3. construct understanding of historical and current research.


Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS

Students will understand that
1. Why is globalization connected to
1. emergent diseases are likely to
emergent disease?
increase in number and virulence in
2. What kinds of cultural rituals (beliefs
the future and are a major cause of
and/or behaviors unique to a region
human suffering around the world.
or people) might facilitate disease
2. environmental change is a causative
transmission and/or serve as
factor for emergent diseases.
challenges to addressing epidemics?
3. there is a relationship among natural
3. How do viruses/bacteria evolve in
selection, adaptation, evolution and
response to their host?
emergent disease.
4. What issues of concern are associated
4. developing antiviral drugs is
with the treatment of bacterial and
challenging because they reproduce
viral pathogens?
inside host cells.

5. failure to immunize can lead to reemergence of disease.

Acquisition
Students will know
Students will be able to (Skills)



1. the basic structure of viruses and
1. utilize a light microscope to view
bacteria.
bacteria.

and antibiotics.

SC.912.L.14.4 Compare and contrast structure
and function of various types of microscopes.

SC.912.N.1.1 Define a problem based on a
specific body of knowledge and pose
questions about the natural world, conduct
systematic observations, examine books and
other sources of information, analyze and
interpret data, pose answers, explanations or
descriptions of events, generate explanations,
use appropriate evidence and reasoning to
justify explanations, communicate your own
research and evaluate the merits of the
explanations produced by others.


Geography
Standard 2 SS.912.G.2: Understand physical
and cultural characteristics of places.

Standard 5 SS.912.G.5: Understand how
human actions can impact the environment.

World Languages
WL.K12.IM.4 The student will be able to
present information, concepts, and ideas to an
audience of listeners on a variety of topics in a
culturally appropriate context in the target
language.

WL.K12.IM.5 The student will be able to
present information, concepts, and ideas to an
audience of readers on a variety of topics in a
culturally appropriate context in the target
language.

GLOBAL COMPETENCIES:
Investigate the world beyond their immediate
environment, framing signficant problems and

2. the mechanisms of viral and bacterial

reproduction.
3. modes of infection by viral and
bacterial pathogen.
4. the characteristics of an emergent
disease.
5. the difference between a virus and a
bacterium.
6. specific examples of emergent
diseases both in the US and abroad.
7. the history of the germ theory.
8. the classification of microbes.
9. the mechanisms of evolution.
10. the requirements for natural
selection.

2. view electron micrographs to identify

ultrastructure in bacteria and viruses.
3. interpret infographics relevant to
disease transmission, spread, and rate
of infection.
4. identify best treatment options for
bacteria based on Gram staining.
5. evaluate resources on emergent
diseases.
6. develop a cloud-based presentation.
7. present a case study of an emergent
disease in two languages.
8. analyze strategies for prevention,
detection, and treatment of emergent
diseases.
9. analyze how economics, public policy
and government regulation can
influence treatment and prevention of
emergent diseases.

conducting well-crafted and age appropriate

research.

Communicate ideas effectively with diverse
audiences, bridging geographic, linguistic,
ideological and cultural barriers.

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)

1. Before and After Messy Maps

2. Venn Diagram

3. Laboratory Investigation




4. Exit Slip via Google Docs


5. Mini online assessments/Close Reading

6. Stop Motion Video
Assessment OF Learning: (ex: performance
task, project, final paper)
1. Digital Media Presentation

Evaluation Criteria (Learning Target or Student Will Be Able To)

1. Student will be able to document knowledge acquisition by increasing the number of items
and identifying connections on their maps.
2. Students will be able to compare and contrast the structural and functional components of
viruses and bacteria.
3. Students will be able to identify bacteria and viruses in the light microscope and/or electron
micrographs. Students will be able to appropriately use a microscope to find and focus
specimens. Students will be able to communicate their major findings via Flipgrid in two
languages. Students will be able to relate evolution and adaptation to emergent diseases
through the literature review and discussion sections of their laboratory report.
4. Student will be able to identify the characteristics of emergent diseases. Students will be
able to identify multiple examples of emergent diseases.

5. Student will be able to identify and describe mechanisms of evolution and the requirements
for natural selection.
6. Student will be able to sequence events of binary fission or viral reproduction.
1. Student will be able to effectively use a digital media platform of choice to communicate a
complex science topic.
2. Student will be able to deliver presentation in more than one language, scaffolded to
accommodate students second language ability (written translation, video presentation,
live presentation).
3. Student will select, identify, and describe an emergent disease, including characteristics of
the disease, place of origin, how the organism has evolved, how the disease is transmitted,
and conditions which encourage the spread of the disease.
4. Student will be able to provide an overview of the region impacted including its physical
geography, government, and people.

5. Student will identify treatment options and challenges to effective treatment.

6. Student will analyze current prevention methods and suggest future challenges and
solutions.
7. Student will include and interpret an appropriate infographic.
8. Student will create an infographic on their selected emergent disease that could be used as
part of a Public Service Annoucement in the region most impacted.
9. Student will be able to assess the interaction of government, economics, politics, science
and society in addressing emergent disease outbreaks.
10. Student will use a variety of sources ranging from peer-reviewed journals to local media to
include multiple perspectives.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Day 1: Introduction to Emergent Disease Ebola Case Study
I.
Probing student prior knowledge messy map group activity
II.
Close Reading: National Geographicss Seeking the Source of Ebola
III.
Collaboration: Students work in pairs to identify content specific to biology and geography followed by a share out
IV.
Research: Students conduct a google search on emergent disease and list 2-3 on exit slip
Day 2: Diversity of Life and Introduction to Viruses & Bacteria
I.
Activating student background knowledge domains and kingdoms of life
II.
Student activity: Foldable
III.
Introduce culminating assessment: digital media presentation on an emergent disease of choice
Day 3: Emergent Diseases
I.
Identifying characteristics of emergent diseases teacher facilitates discussion
II.
Student Research students curate resources for presentation on Pinterest
Day 4: Structure & Function of Viruses & Bacteria
I.
Teacher lecture on structure and reproduction of viruses and bacteria.
II.
Student activity: compare and contrast.
Day 5: Laboratory Investigation
I.
Comparing light and electron microscopy
II.
Analyzing bacteria using gram-staining
III.
Connecting structure to virulence and treatment
Day 6: Adaptation and Evolution in Pathogens
I.
Teacher lecture on adaptation and evolution in pathogens case study Ebola
II.
Student Activity: students work in small groups to research other pathogens that have evolved in response to changing
environmental conditions
Day 7: Student Presentations
I.
Students present to class
a. Students will assess presentations based on rubric

b. Top 3 presentations will be presented to entire student body at weekly assembly

All presentations are curated to course website

II.

*Additional research time and presentation creation/support during world language and geography classes. Geography teacher will be focusing
on environmental and cultural factors that connect to emergent disease and language teachers will support development in second language
specific to student level.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Ebola & Emergent Disease Subject: Biology Prepared by: Kerryane Monahan

Materials Needed: Laptops, white board, projector, access to internet

Global Competency: Investigate the world beyond students immediate environment, framing significant problems and conducting well-crafted
and age appropriate research.



Where is the lesson going?
LT: Student will be able to identify both biological and geographical concepts connected to emergent disease.
(Learning Target or SWBAT)

Hook:
Tailored Differentiation:

Start class with 3 minute video on Ebola Outbreak from The Guardian a web-based

international news organization
-Two-column notes with leading questions for
(http://www.theguardian.com/world/video/2014/oct/22/ebola-virus-how-it-spreadsstruggling readers or students with focus
video). Follow video with messy map activity to probe student background knowledge
challenges.
(volunteer student scribe to board, each student provides a piece of knowledge or
-Printed copies of article.
connection to identified topic, emergent disease as teacher asks probing questions).
-List of key vocabulary with definitions to

accompany article.

Equip:

Students independently read National Geographics Seeking the Source of Ebola while

creating two column notes identifying main ideas specific to biology and geography.
(http://ngm.nationalgeographic.com/2015/07/ebola/quammen-text).


Rethink and revise:

Students work in pairs to compare two column notes and modify based on discussion. Each
pair will share out one biology concept and one geography concept identified from article.
Student scribe will record notes from share-out in a google doc for all students to include in
their shared google folder. Teacher will facilitate discussion and help identify explicit
connections back to student prior kowledge identified at start of lesson.

Evaluate:

Student will conduct a google search on emergent disease. On an electronic exit slip
students will list 3 different emergent diseases (not including ebola) and for one disease will
identify 3 biology and/or geography concepts previously discussed specific to one of the
identified diseases.


Notes:
Organization:
1. Have video in tab and AppleTV connected.
2. Ensure all students bring laptops and have
access to power.
3. Remind students of directions for effective
google searches on course website.
4. Prep paper-based materials (make copies).