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Unit 4: Medicine and Vaccines

ELA Teacher

Math Teacher

Science Teacher

Social Studies Teacher

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Grade Level 7th Grade Unit Length 2 weeks

Unit Overview In Unit 4: Medicines and Vaccines, students will explore genetic engineering; genetic diseases; cell division; how a disease affects a population; famous scientists who have discovered cures for diseases; functions; slope; addition, subtraction, and multiplication of polynomials; the writing of an informative text to examine a genetic disorder; the writing of arguments to support a recommendation; and using words, phrases, and clauses the clarification of the relationship between ideas.

Unit Essential Question(s)

What are the origins and impacts of diseases?How do diseases affect populations?

Culminating Event For the Problem-Based Learning Day “Teresa and Carl”, students will play the roles of genetic counselors

in order to suggest a course of action to a young married couple searching for information about the possibility that they may both be carriers of an inherited disease. A professional genetics counselor will be available to students on this day for consultation.

The culminating event in this unit will be “Zombie Outbreak”. Dr. Steven Scholzman, a Harvard professor of psychiatry and author of “The Zombie Autopsies” who is also known as “The Zombie Doctor,” will introduce this project by interacting with students through FaceTime. Students will run a zombie simulation using an SIR (Susceptible, Infected, and Recovered) model, investigate the effects of disease and decay on the human body, and then, write a community preparedness plan for a possible zombie invasion.

Geography

Innovation AcademyUnit Plan Template

Heredity, Cells, Cell Division

Reading Informational Texts, Reading Literature, Writing, and Language

Seeing Structure in Expressions, Creating Equations, Arithmetic w Polynomials

Common Assessment

STEM Project Rubric

Project Title: “Teresa and Carl”

Student Name: ______________________________

Date: 11/14/2012

Advanced Proficient Needs Improvement

MathComponent

What type of data would you need to collect in order to get an accurate assessment?

Student both a) identifies the types of data needed to arrive at an accurate assessment and b) analyzes why these types of data would be beneficial.

Student identifies the types of data needed to arrive at an accurate assessment but does not analyze why these types of data would be beneficial.

Student does not identify the types of data needed in order to arrive at an accurate assessment.

How will you communicate the numerical data that you will gather?

Student presents a well-reasoned, mathematically sound plan for communicating the numerical data.

Student presents a plan for communicating the numerical data, but there are some flaws in the student’s reasoning.

The student’s plan for presenting the numerical data is not mathematically sound.

Differentiated Instruction for Algebra Students:Draw a Punnett Square for the genes at work in this scenario and show the terms of the binomial x binomial product.

The Punnett Square is correctly labeled outside and inside. The products are correct. The student discusses the occurrence of the heterozygous offspring being double that of the others.

The Punnett Square is labeled and contains products with one error. The student does not discuss the heterozygous offspring in terms of it occurring twice as often as the homozygous cases.

The Punnett Square is not labeled and/or completed correctly (with two or more errors). The student does not discuss the offspring at all.

Science Component

Genetic Counselor’s Plan of Action

The “Plan of Action” includes what you will do during each session that you meet with this couple. The Plan of Action includes, at least, detailed descriptions (agendas) for 3 separate sessions with this couple.

It will be important to indicate and explain how you will determine the patients’ family history, and what you will do with this information. The Plan of Action includes a series of questions that you ask to determine family history and a detailed diagram (example) of what you would do with this information. Think about how you will relay the interdependence and connection between

The “Plan of Action” includes what you will do during each session that you meet with this couple. The Plan of Action includes, at least, detailed descriptions (agendas) for 2 separate sessions with this couple.

It will be important to indicate and explain how you will determine the patients’ family history, and what you will do with this information. The Plan of Action includes a few questions (or questions that are not related to this couple and genetics) that you ask to determine family history and a diagram (example) of what you would do with this information. Think about how you will relay the interdependence and connection between family history and

The “Plan of Action” includes what you will do during each session that you meet with this couple. The Plan of Action includes, at least, detailed descriptions (agendas) for 1 session with this couple.

It will be important to indicate and explain how you will determine the patients’ family history, and what you will do with this information. The Plan of Action includes an inadequate amount of questions (or unrelated questions) that you ask to determine family history and a written (example) of what you would do with this information. Think about how you will relay the interdependence and connection between

ELA ComponentHow can I craft a tone that is appropriate to my purpose and audience?

Genetic counselor speaks directly to Teresa and Carl in an individual, compelling, engaging way using an appropriate tone. The tone is correctly labeled.

Genetic counselor seems sincere, but not fully involved with the concerns of Teresa and Carl using an appropriate tone. The tone is not labeled.

Genetic counselor seems indifferent, uninvolved, or distanced from the concerns of Teresa and Carl using an inappropriate tone. The tone is not labeled or is labeled incorrectly.

How trustworthy is the information I find in research?

Student documents reasons why his/her research sources should be trusted. Student uses at least 3 valid sources.

Student appears to consult reliable sources but does not justify why his/her sources should be considered trustworthy. Student uses at least 2 sources, but one source may not be valid.

Student does not consult reliable research sources. Student uses 1 or no sources and the source is not valid.

Unit Objectives

I CAN identify the causes of major epidemics and their effects on population.I CAN apply Mendelian genetics and the principals of inheritance to predict the probability of specific genetic traits.

Strands (main ideas taught in unit)ELA Reading Informational Texts

Reading LiteratureWritingLanguage

Math Seeing Structure in ExpressionsCreating EquationsArithmetic with PolynomialsRational Expressions

Science HeredityCells

Social Studies Geography

VocabularyELA 1. Tone – the author’s attitude about the subject.

2. Connotation – a idea or feeling that a word invokes in addition to its literal meaning3. Denotation – the dictionary definition of a word4. Informative writing – a type of writing used to inform the audience about a topic using specific

facts and details5. Root words – the form of a word after all its affixes are removed

Math 1. Polynomial – an expression that can have constants, variables and exponents, but may not have division by a variable, negative exponents, or an infinite number of terms

2. Factoring – breaking up a polynomial into simpler terms (the factors) such that when the terms are multiplied together they equal the original polynomial

3. Quadratic – An equation where the highest exponent of the variable is a square (2nd power)4. Degree – largest exponent of the variable in a one-variable polynomial5. Zero of a Function – an input value that produces an output of zero

Science 1. Genotype—The entire set of genes in a cell or organism, including different allelic forms2. Phenotype—The observable character traits of an organism determined by its genotype3. Punnett-Squares—A chart that is used to predict the outcome of particular genetic crosses

(both genotype and phenotype)4. Genes—Segments of DNA that encode for specific proteins, leading to characteristics and traits

of an organism.5. Chromosomes—Thread-like structures of DNA located in the nucleus of a cell that carries all the

genetic information for that cell.

Social Studies 1. Demography – The statistical study of human populations, especially with reference to size and density, distribution and vital statistics.

2. Growth Rate – the increase in a country’s population during a period of time expressed as a percentage of the population at the start of that period. It reflects the number of births and deaths during the period and the number of people migrating to and from a country.

3. Death Rate – the number of deaths in a year per 1,000 population.4. Birth Rate – the number of births in a year per 1,000 population.5. Infant Mortality – total number of deaths among infants less than one year of age, per 1,000

births.Key Questions

ELA Math Science Social Studies

What is tone? How do I

determine tone? What is

connotation? What is

denotation? What are roots? Why do Greek

and Latin roots form the basis of scientific words?

What is an informative text?

How can I name a polynomial based on the number of terms it has?

How can I add and subtract polynomials?

How can I multiply polynomials?

How can I factor a polynomial?

How can I find the zeros of a function?

How can I use the zeros of a function to graph the function?

How can I create a quadratic equation with one variable to solve a problem?

How do Mendelian genetics and the principals of inheritance help us predict the probability of specific genetic traits?

What is heredity? How do Mendelian

genetics and the principals of inheritance help us predict the probability of specific genetic traits?

How can I use a Punnet-Square to predict the genotype and phenotype of new generations?

How is mitosis related to the spread of disease?

What are key demographic concepts necessary to understanding population?

How has the advancement of medicine, vaccines, and antibiotics impacted the global population over the past 500 years?

What are the consequences of population change on the earth’s physical and cultural environments?

What can a population pyramid (age-sex graph) communicate about a population?

Hook for Unit Guest Lecturer: Dr. Steven Schlozman, psychiatrist and author of The Zombie AutopsiesAssistant Professor of Psychiatry, Harvard Medical School will speak to the students through FaceTime.

Literature and Informational

Text Component

In language arts during this unit, students will begin by reading a piece of informational text about Dr. Steven Scholzman, the author of “The Zombie Autopsies.” This article is titled, “An Interview With Steven Scholzman, M.D., ‘The Zombie Doctor’,” by Matt Stags. Dr. Scholzman is an assistant professor of psychiatry at Harvard Medical School, the co-director of medical education in psychiatry for Harvard, and the associate director of training for child and adolescent psychiatry at Massachusetts General Hospital and McLean Hospital. This is an important piece to the English language arts classroom since the first project day of the unit is related to zombies and the introduction to this project is an opportunity for the 7th graders to FACETIME with Dr. Scholzman.

For the second part of this unit, students will read excerpts of “Flowers for Algernon,” by Daniel Keyes. This is the story of a man who begins with a limited intelligence, but becomes a genius due to a science experiment. With this story, students will analyze tone, mood, connotation, and denotation as they prepare for their second project day. This piece of literature is paired with an article about the Boston bombing titled, “Marathon Bombing Shakes Boston to Its Core.” By Jennifer Coogan. This article will allow students to apply the skills they have learned about tone, mood, connotation, and denotation to a real-life situation, as they will also do in their project day application.

Writing Closure

The writing closure in this unit will allow students to reflect upon what they have learned in each academic class and the first project day. “The good, the Bad, and the Learned” permits students to create a list of the aspects of the unit that they loved and a list of the aspects of the unit that they disliked or that were not beneficial to their learning. After this guided brainstorming, students will choose two items from the “good” list and two items from the “bad” list; for each item, students will write one detailed paragraph delineating the item on the list. This will allow students to delve into the aspects they loved and disliked in the unit and to understand why these components were likes and dislikes for them. This activity will also allow teachers to understand the components that students feel

are beneficial and the components that are not beneficial to them throughout the unit. It will also help students become accountable for explaining their reflections. Finally, students will write one final paragraph explaining how one piece of knowledge they learning in this unit in any subject area could possibly help them in their future as a high school student, a college student, or on their job after graduation. As students complete this writing closure, they will gain insight into their own learning and begin to apply their newly learned skills to the real world.

Materials Needed for Culminating

Event

iPads

Internet access

CNN News Article: “Inside zombie brains: Sci-fi teaches science”Netlogo version: http://ccl.northwestern.edu/netlogo/models/community/Zombie%20Infection%202

SIR Model (Susceptible, Infected, and Recovered): http://en.wikipedia.org/wiki/Compartmental_models_in_epidemiology

Mathematical Modeling of zombie outbreak: http://mysite.science.uottawa.ca/rsmith43/zombies.pdf

Mathematical Modeling of infectious disease: http://en.wikipedia.org/wiki/Mathematical_modelling_of_infectious_disease

Mathematical Model for Surviving a Zombie Attack: http://www.wired.com/wiredscience/2009/08/zombies/

Standards: Common Core Standards, Tennessee State StandardsELA

Common Core Standards.

- CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

- CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.- CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas,

concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

- CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

- CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

- CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style.- CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and

supports the information or explanation presented.

- CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

- CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.- CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as

clues to the meaning of a word (e.g., belligerent, bellicose, rebel).- CCSS.ELA-Literacy.L.7.4d Verify the preliminary determination of the meaning of a word or

phrase (e.g., by checking the inferred meaning in context or in a dictionary)

Math CCSS.A.SSE.A.2. Use the structure of an expression to identify ways to rewrite it.

http://www.cnn.com/2011/HEALTH/04/25/zombie.virus.zombies.book/index.html

Common Core Standards.

CCSS.A.SSE.B.3a. Factor a quadratic expression to reveal the zeros of the function it defines.

CCSS.A.CED.A.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

CCSS.A.APR.A.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

CCSS.A.APR.B.3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

ScienceTennessee State Standards.

Embedded Inquiry

- GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.- SPI 0707.Inq.1 Design a simple experimental procedure with an identified control and appropriate

variables.- GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

- SPI 0707.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.- GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between

evidence and explanations.- SPI 0707.Inq.3 Interpret and translate data in a table, graph, or diagram.

- GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

- SPI 0707.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.

- GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.- SPI 0707.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

Cells

- GLE 0707.1.4 Illustrate how cell division occurs in sequential stages to maintain the chromosome number of a species.

- SPI 0707.1.4 Sequence a series of diagrams that depict chromosome movement during plant cell division.

Heredity

- GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual reproduction.- SPI 0707.4.1 Classify methods of reproduction as sexual or asexual.

- GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering plants.- SPI 0707.4.2 Match flower parts with their reproductive functions.

- GLE 0707.4.3 Explain the relationship among genes, chromosomes, and inherited traits.- SPI 0707.4.3 Describe the relationship among genes, chromosomes, and inherited traits.

- GLE 0707.4.4 Predict the probable appearance of offspring based on the genetic characteristics of the parents.

- SPI 0707.4.4 Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction.

Social Studies

Tennessee State Standards.

Grade Level Expectations:3.08 Understand how human activities impact and modify the physical environment.3.09 Understand the nature, distribution, and migration of human populations on Earth's surfaces.

Student Performance Indicators:7.3.spi.8. Define demographic concepts (i.e., population, population distribution, population density, growth rate, family size, and infant mortality).7.3.spi.20. Predict the consequences of population changes on the Earth's physical and cultural environments.7.3.spi.21. Interpret a population pyramid.

Appendix A: Zombie Outbreak Project

Unit: Medicine and Vaccines Grade: SeventhProject: “Zombie Outbreak” Time: One Day

BackgroundInformation

The origin of Zombies can be traced back to the ancient Voodoo tenets of Haitian and African cultures. In the West, Zombies began making pop culture appearances as early as the 1930s and regularly appears on television and the big screen today. Our fascination with Zombies has spread as fast as Zombiism itself—if Zombiism were real, of course.

An academic approach to Zombiism is a worthwhile pursuit, however, as Zombies provide an interesting and playful way of studying the spread of infectious disease. Any contagion that spreads—whether Zombiism, HIV, or Influenza—has a certain mathematical way that it spreads and impacts population.

Summary of the Task

The “Zombie Outbreak” project is focused around the NetLogo Model: Zombie Infection. This computer model is a simulation of a town in which a zombie infection arises. Your job is to change the parameters of the outbreak in order to determine how the human population can best survive! Additionally, you will create a Zombie Preparedness Plan to inform humans how to prepare for and survive a Zombie outbreak.

Materials MacBook Air Internet Access NetLogo Model: Zombie Infection

http://www.livescience.com/38552-price-of-anarchy-how-contagion-spreads.html

(http://goo.gl/8qveCV)

Science Component

Students will complete a “Disease Detective” activity, noting the locations of people who were infected and people who were not infected. Students will use this information to determine the location of the outbreak and form a hypothesis about how the outbreak is spread. Students will conclude the science portion by answering questions about the outbreak in complete sentences.

Social Studies Component

Using the information derived from the math component, students will research populations that have comparable growth rates to each of their graph sections. An explanation of contributing factors to the population’s growth rate will be added to each data point.

Reading/Language Arts

Component

Students will create a piece of informative writing in the form of a community preparedness plan in order to prepare for the possible outbreak of a zombie epidemic.

Math Component

Using the zombie outbreak simulator graphs, students will compute slopes and discuss their meaning in context of the emergency situation. Their understanding of slope will be exemplified in their explanation of population rate of change and intersection point between the human and zombie populations.

http://goo.gl/8qveCV

STEM Project Rubric

Project Title: Zombie Outbreak

Student Name: ______________________________

Date:


Math

Component

Interpreting Slope and the Y-intercept in the context of a situation.

Story describing graph is at least 3 complete sentences. Story contains mathematically correct language such as slope, increase, decrease, intersect, etc.

Story describing graph is at least 2 complete sentences. Story contains some mathematically correct language such as slope, increase, decrease, intersect, etc.

Story describing graph is at least 1 complete sentence. Story contains little mathematically correct language such as slope, increase, decrease, intersect, etc.

Slope Between Two Points

Slope is correctly calculated. First and second points are recorded. All work is correct and shown.

Slope is correctly calculated. However, First and second points are not recorded. Most work is correct and shown.

Slope is not correctly calculated. First and second points are not recorded. Some work is shown with errors.

Intersection Between Two Funcitons

The point of intersection is

The point of intersection is recorded

The point of intersection is recorded but not as a

recorded as a coordinate pair. Student has written at least one sentence to identify this point in the context of the situation.

but not as a coordinate pair. Student has written an incomplete sentence to identify this point in the context of the situation.

coordinate pair. Student has written an incomplete sentence to identify this point in the context of the situation.

Science Component

Zombie Virus Outbreak Chart

Students correctly recorded all 10 of the victim’s stories and accurately recorded all of their data in spreadsheet

Students correctly recorded between 9 and 7 of the victim’s stories and accurately recorded most of their data in spreadsheet

Students correctly recorded 6 or less of the victim’s stories and/or inaccurately recorded their data in spreadsheet

Zombie Virus Transmission Hypothesis

Students correctly stated a hypothesis explaining the origin of the zombie outbreak using complete sentences. The students explained their hypothesis using information gathered from their investigation and related it to mitosis and the spread of disease.

Students correctly stated a hypothesis explaining the origin of the zombie outbreak using mostly complete sentences. The students tried to explain their hypothesis using some of the information gathered from their investigation, but incorrectly interpreted some of the data. Students tried to relate their hypothesis to mitosis and the spread of disease.

Students incorrectly stated a hypothesis explaining the origin of the zombie outbreak using complete or incomplete sentences. Students did not try to support their hypothesis with data gathered from their investigation, or students incorrectly interpreted most to all of the data from their investigation. Students did not relate their hypothesis to mitosis and the spread of disease.

Social Studies

Component

Population Growth Rate

The student correctly identifies a comparable population growth rate, identifies it as natural or overall increase, and describes contributing factors for all three points.

The student correctly identifies a comparable population growth rate, identifies it as natural or overall increase, and describes contributing factors for two points.

The student correctly identifies a comparable population growth rate, identifies it as natural or overall increase, and describes contributing factors for only one point.

ELA Component

Completeness of Community Preparedness Plan

The student has all of the following sections in the plan: about, before, during, after, prevent, and more information. The student has meaningful and

The student has all of the following sections in your plan: about, before, during, after, prevent, and more information.

The student’s plan is missing one or more of the required sections. If all sections are present, they may not be sensible or may be incomplete.

unique plans and ideas.

Use of the English Languag

The student has 2 or less grammar errors.

The student has 3 or less grammar errors.

The student has more than 3 grammar errors.

Mathematics ComponentAdjust the zombie outbreak simulator with parameters of your own choosing1. Using the simulation graph, select two points on either the zombie population function or the human population function and calculate the slope of the line between those two reference points. Demonstrate your understanding that slope is the rate of change of the population during that time period, discuss whether the population is increasing or decreasing based on the graph and the slope. Further, you will need to elaborate on the meaning of the point of intersection on the graph. All of the above procedures will be completed three times per group member with at least one use of zombie population change and at least one use of human population change.

1 The nukes and military parameters will not be used during this activity.

Write the parameters you used during your first zombie outbreak simulation:

Parameter Quantity Parameter Quantitynum-squares wall-break-%agevision-distance

zombie-acuteness

vision-angle zombies age?num-humans zombie-lifespanpanic-duration

nom-time

breeding-%age

nom-boost

num-zombies

Choose two points on either “line,” so that you can calculate the slope. (The gray line represents the human population. The green line represents the zombie population.)

Population chosen: ___________________________________________

Point 1: (Time, Population) _______________________________________________


Slope calculation: _______________________________________________________________________

Express the slope as a rate of change (percent of population increase/decrease): ____________

For the population chosen, write the function’s story in words describing increasing/decreasing, positive/negative/zero slope, slow/rapid change, steady, intersection, etc. (Be sure to read the rubric so that you specifically address all requirements.):

Write the parameters you used during your second zombie outbreak simulation:


zombie-acuteness


nom-time

breeding-%age

nom-boost

num-zombies








Write the parameters you used during your third zombie outbreak simulation:


zombie-acuteness


nom-time

breeding-%age

nom-boost

num-zombies








Social Studies ComponentIn order to complete the Social Studies component of “Zombie Outbreak”, you must first complete the Mathematics component. Specifically, you will need the slope expressed as a rate of change (i.e. population growth rate) from at least three of your group’s simulations. You must use at least one Zombie population growth rate and one human growth rate.

Using this information, your group will then research populations (towns, cities, areas, countries, etc.) that have comparable growth rates to each of the three sections from the simulation. An explanation of contributing factors to the population’s growth rate will then be added to each population growth rate.

First Section Zombie/Human Growth Rate (± Percentage): ____________

(Circle One)

Conduct an Internet search to locate a population (town, city, area, or country) with a comparable growth rate. Write the name of the population below:___________________________________________________________________

Is this rate of growth the natural increase or the overall increase?___________________________________________________________________

Research at least two factors that have contributed to this population’s growth rate. Using complete sentences, summarize the factors below. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Second Section Zombie/Human Growth Rate (± Percentage): ____________

(Circle One)



Research at least two factors that have contributed to this population’s growth rate. Using complete sentences, summarize the factors below. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Third Section Zombie/Human Growth Rate (± Percentage): ____________

(Circle One)



Research at least two factors that have contributed to this population’s growth rate. Using complete sentences, summarize the factors below. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________

Science ComponentThe following questions need to be investigated and answered. You must answer using complete sentences. You will also need to turn in your completed chart. The chart will be necessary to answer the following questions.

1) Who are the infected people?

2) What are the characteristics of this infection?

3) Where did each of the infected people get sick?

4) When did each of the infected people get sick?

5) Speculate and record a minimum of three inferences regarding why some people got sick and others did not.

a.

b.

c.

6) Develop a hypothesis that explains why the infection spread and the way that it did in this scenario. Remember that hypotheses are written in an “if, then, because” statement.

7) Compare and contrast an epidemic, pandemic, and an outbreak. Use a modified Venn diagram to answer this question. Draw your diagram on the following page, making sure that it is neat and colorful (so that it may be displayed in the hallway).

8) Compare and contrast a virus and a bacterium.

9) What is the relationship between a virus, bacterium, and a vaccine?

Please use the space below to complete your Venn diagram:

English/Langauge Arts:

Community Preparedness Plan Guide

About ____________________________

Before _____________________________________

During ______________________________________

After __________________________________________

Prevent _____________________________________

More Information on _____________________________________

Appendix B: Teresa and Carl Project

Unit: Medicine and Vaccines Grade: SeventhProject: “Teresa and Carl” Time: One Day

BackgroundInformation

You are a genetic counselor. You have an appointment with new clients today, Teresa and Carl. They are engaged to be married and have come to you with this concern:

At their engagement party, Teresa and Carl both overheard different family members talking about relatives with “the disease.” They never overheard the name of the disease but did hear that Teresa’s father and maternal aunt both have the illness. Carl overheard that his uncle and maternal grandmother have it as well. The symptoms that they heard described include intense pain in different parts of the body, fatigue, and shortness of breath.

Because it seemed like such a sensitive subject to those discussing it, Teresa and Carl are reluctant to ask their family members any additional questions. Instead, they have come to you for information about whether they may have already inherited the disease. They also want to know if they could pass it along to their own children, even if they show no signs of the illness.

1. What additional information would you like to have?2. How will you gather this information?3. How will this information help you?4. What will you do next?

Summary of the Task

Your task is to develop an action plan for Teresa and Carl. The action plan will need to be clearly communicated to the couple.

Materials

iPad Internet Access

Science Component

Students will use their knowledge of genetics and heredity to determine the likelihood of Teresa and Carl having a genetic illness and/or their likelihood of passing that disease along to their potential children. Students will create an “action plan,” or list of tasks that they wish to accomplish during each meeting with Teresa and Carl. They will create hypotheses with each action plan, predicting Teresa and Carl’s potential answers, and what the genetic counselor’s next step will be.


Students will reflect upon how their role as a genetic counselor may have an impact on the population. In at least a paragraph, students will demonstrate their understanding of key demographic concepts including population, census, growth rate, crude death rate, crude birth rate, infant mortality rate, and life expectancy.

Reading/Language Arts

Component

Students will find valid research sources to ensure that the information they give to Teresa and Carl is credible and correct. Then, students will write a letter to Teresa and Carl using an appropriate tone for the information they have found through research.

Math Component

Students will determine the data they need to collect in order to make an accurate assessment of the likelihood of inheriting the genetic illness for Theresa and Carl. Students will analyze why these types of data would be beneficial. Furthermore, the students will present a well-reasoned plan for communicating the quantitative data. For students desiring an extra challenge, they may draw a Punnett Square showing the genes at work in the scenario showing the binomial product.

STEM Project Rubric

Project Title: “Teresa and Carl”

Student Name: ______________________________

Date:


Math

Component

What type of data would you need to collect in order to get an accurate assessment?

Student both a) identifies the types of data needed to arrive at an accurate assessment and b) analyzes why these types of data would be beneficial.

Student identifies the types of data needed to arrive at an accurate assessment but does not analyze why these types of data would be beneficial.

Student does not identify the types of data needed in order to arrive at an accurate assessment.

How will you communicate the numerical data that you will gather?

Student presents a well-reasoned, mathematically sound plan for communicating the numerical data.

Student presents a plan for communicating the numerical data, but there are some flaws in the student’s reasoning.

The student’s plan for presenting the numerical data is not mathematically sound.

Differentiated Instruction for Algebra Students:

Draw a Punnett Square for the genes at work in this scenario and show the terms of the binomial x binomial product.

The Punnett Square is correctly labeled outside and inside. The products are correct. The student discusses the occurrence of the herterozygous offspring being double that of the others.

The Punnett Square is labeled and contains products with one error. The student does not discuss the heterozygous offspring in terms of it occurring twice as often as the homozygous cases.

The Punnett Square is not labeled and/or completed correctly (with two or more errors). The student does not discuss the offspring at all.

Science Component

Genetic Counselor’s Plan of Action

The “Plan of Action” includes what you will do during each session that you meet with this couple.

The Plan of Action includes, at least, detailed descriptions (agendas) for 3 separate sessions with this couple.

It will be important


The Plan of Action includes, at least, detailed descriptions (agendas) for 2 separate sessions with this couple.

It will be important to indicate and explain how you will determine


The Plan of Action includes, at least, detailed descriptions (agendas) for 1 session with this couple.

It will be important to indicate and explain how

English Language Arts Component

In the box below, type a letter to Teresa and Carl using the appropriate tone to explain to them the information that you have found out about their conditions and their future. Label tone and mood.

Source List one aspect of this source that makes it reliable.

TONE: MOOD:

Math Component

Please list the numerical data that should be collected to assess the likelihood that the genetic illness will be inherited by Teresa and/or Carl:

Analyze the need for the above-listed quantitative data:

Describe the manner in which the quantitative data will be communicated to the couple (table, graph, equation, written report, etc.):

Extra Math Component (optional):

1. Please show the binomial x binomial product in the form of a Punnett Square if Teresa is homozygous for not having the disease and Carl is heterozygous for not having the disease:

D: does not have diseased: has disease

Teresa

Carl

2. Please show the binomial x binomial product in the form of a Punnett Square if Teresa is heterozygous for not having the disease and Carl is heterozygous for not having the disease:


Teresa

Carl

3. Please show the binomial x binomial product in the form of a Punnett Square if Teresa is homozygous for not having the disease and Carl is homozygous for having the disease:


Teresa

Carl

Science Component1. List three goals you (as the genetic counselor) would have for this meeting.

a.

b.

c.

2. Name two of the reasons Teresa and Carl are coming to see a genetic counselora.

b.

c.

3. As a genetic counselor describe your “plan of action”. The “plan of action” will include what you will do during each session that you meet with Teresa and Carl. It is important to indicate and explain how you will determine the patients’ family history, and what you will do with this information. You plan will have numerous hypotheses (If _____ , then _____ , because _____.)

For example, if neither male nor female patient has a family history that includes [type of racial or ethnic heritage], then I will order [a particular type of screening], because this test is specific for [an inherited disorder] that is more prevalent in [racial or ethnic population]. Studies show that [the disorder] is [quantitative data].

Include your plan on the next page.

4. What tools can be used to determine a couple’s chances of passing a genetic condition to their children.

5. What type of genetic counseling is this considered? Explain your reasoning for classifying this series of sessions as one type and not another. Be specific.

6. What will be involved in the genetic testing that will be included in your “plan of action”? How are the tests completed and what indicators are be sought after?

Teresa and Carl’s Plan of Action

Use the space below to type your reflective paragraph detailing how your role as a genetic counselor may impact human population. Be sure to refer to the project rubric before you begin writing.

€¦ · web viewin unit 4: medicines and vaccines, students will explore genetic engineering;...

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