day 1 - be glad€¦ · web view1.2 apply knowledge of word origins, ... louis pasteur- father of...

Project G.L.A.DLos Angeles Unified School District

By Elsa Bolado and Martha Vela MartinezFrom Mystery to Medicine (SRA Open Court) - Level 4/5

IDEA PAGES

I. UNIT THEME

• Throughout history, almost every society has had its caretakers and its healers• Scientific and folk medicine are both recognized areas of medicine that have evolved throughout history

• Medicine is a profession that is practiced in some form in all societies• Researchers involved in the medical field have made great contributions, to advance the medical profession• Living organisms depend on one another and on their environment for survival• Most microorganisms do not cause disease and many are beneficial• Scientific progress is made by asking meaningful questions and conducting careful investigations

II. FOCUS/MOTIVATION• Observation charts• Big Book• Scientist awards• Poems, chants, raps• Cognitive Content Dictionary• Read Aloud • Inquiry chart• Experiments• Free explorations• Input

III. CLOSURE• Action plan• Process all charts• Conference portfolios• Personal Exploration with rubric• Teacher/Student made quizzes• Assessments

IV. SCIENCE CONCEPTS - Based on GRADE 4th SCIENCE STANDARDS

2. • All organisms need energy and matter to live and grow. As a basis for understanding this concept:

• Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

From Mystery to Medicine - Level 4/5 - CA 1E. Bolado/M. Vela Martinez–Project G.L.A.D. (Rev 8/9/09)

IDEA PAGE 2

3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

d. Students know that most microorganisms do not cause disease and that many are beneficial.

• Investigation and Experimentation

6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.

b. Measure and estimate the weight, length, or volume of objects. c. Formulate and justify predictions based on cause-and-effect relationships. d. Conduct multiple trials to test a prediction and draw conclusions about the

relationships between predictions and results. e. Construct and interpret graphs from measurements. f. Follow a set of written instructions for a scientific investigation.

SCIENCE CONCEPTS - Based on GRADE 5th SCIENCE STANDARDS

Life Sciences

2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept:

b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

GRADE 4 English Language Arts Content Standards

Reading1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.


IDEA PAGE 3

Word Recognition1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words [e.g., international].1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.2.5 Compare and contrast information on the same topic after reading several passages or articles.2.6 Distinguish between cause and effect and between fact and opinion in expository text.2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).


IDEA PAGE 4

3.0 Literary Response and Analysis

Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Writing1.0 Writing Strategies

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.1.2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of

the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

IDEA PAGE 5From Mystery to Medicine - Level 4/5 - CA 4E. Bolado/M. Vela Martinez–Project G.L.A.D. (Rev 8/9/09)

Penmanship1.4 Write fluidly and legibly in cursive or joined italic.

Research and Technology1.5 Quote or paraphrase information sources, citing them appropriately.1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

Evaluation and Revision1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting,

consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable.

2.2 Write responses to literature:

a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge.

2.3 Write information reports:

a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one source of information (e.g., speakers, books, newspapers,

other media sources).

IDEA PAGE 6


2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases.

Grammar1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

IDEA PAGE 7


1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, posing and answering a question).1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts. 1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students:

2.1 Make narrative presentations:

a. Relate ideas, observations, or recollections about an event or experience.

Provide a context that enables the listener to imagine the circumstances of the event or experience.

b. Provide insight into why the selected event or experience is memorable.

2.2 Make informational presentations:

a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers,

television or radio reports).


2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

ELD STANDARDS – LISTENING AND SPEAKING

Beginning:• Retell stories by using appropriate gestures, expressions and illustrative objects.• Answer simple questions with one to two word responses.• Respond to simple questions using physical actions and other means of non-verbalcommunication.Intermediate:• Ask and answer instructional questions using simple sentences.• Listen attentively to stories and identify key details and concepts using both verbal and non-verbal responses.Advanced:• Negotiate and initiate social conversations by questioning, restating, soliciting and providing information, and paraphrasing communication of others.• Formal presentations• Expression of opinion in a group• Use of comparative and superlative adjectives and adverbs

ENGLISH LANGUAGE DEVELOPMENT STANDARDS – READING COMPREHENSION/LITERARY RESPONSE ANALYSIS

Beginning:• Identify the basic sequences of events in stories read to them, using key words or pictures.• Identify the main idea in a story read aloud using key words and/or phrases.Early Intermediate:• Read and identify the main ideas and use them to draw inferences about written text using simple sentences.Intermediate:• Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.• Read and use more detailed sentences to orally describe relationships between text and their own experiences.Early Advanced + Advanced:• Identify some significant structural patterns in text, such as sequence/chronological order, and cause/effect.

ENGLISH LANGUAGE DEVELOPMENT STANDARDS – READING WORD ANALYSIS

Beginning:• Recognize and produce English phonemes that are like phonemes students hear and produce in their primary language.• Begin to use knowledge of simple affixes, prefixes, synonyms, and antonyms to interpret meaning of unknown words.


Intermediate:• Recognize sound/symbol relationship and basic word formation rules in written text.• Use expanded vocabulary and description words for oral and written responses to written texts.Advanced:• Apply knowledge of sound/symbol relationships and basic word formation rules derive meaning from written text.• Comprehension of cause and effect, inferred ideas, sequencing, reality vs. fiction• Components of narrative, fairy tales in particular, and poetry

• Classifying and categorizing • Reading skills based on group/individual needs

ELD STANDARDS – WRITING

Beginning:• During group writing activities, write brief narratives and stories using a few standard grammatical forms.Early Intermediate:• Write short narrative stories that include elements of setting and character. Use drawings, pictures, lists, charts and tables to respond to familiar literature using simple sentences.Intermediate:

• Narrate a sequence of events with some details.Begin to use a variety of genres in writing.Early Advanced:

• Write a detailed summary of a story. Arrange compositions to simple organizational patterns.Advanced:• Write narratives that describe the setting, character, objects, and events.• Editing skills• Sentence building, oral and written

V. Vocabulary

Activist Administrator Amputation Analyze AnesthesiaAnesthetics Antibiotics Antibodies Antiseptic Artificial airwaysAsepsis Atmosphere BacteriaBacterium Bathed Biology BlisteredBlood vessel Capillary Carbolic acid CartilageCautious Centuries Chemist ChemistryChest cavity Colleague Complications CondemnationConsternation Coronary artery Curandera Data DesolatelyDignity Disinfectant Eminent EnchainedEpidemic Excruciating Extraordinary FacilitiesFatal Feeble Fermentation Fibrous Sac FilthyForceps Fracture Furiously Germs Glossy luster

IDEA PAGE 10


Gored Gorge Heat prostration HemorrhageHerb medicine Human anatomy Humanitarian HumidityHypothesis Immaculate Immune ImmunizeImpracticable Incisions Inevitable InfectedInfection Infirmary Injured InoculationInternal Interracial Intimidate InundateLaboratory Lice Life expectancy ListlesslyLulling Knowledge Magnify Mammary arteryManeuvered Manipulate Meticulously MicroMicrobiology Microbe Microorganism MicroscopeMortality Mysterious Nerves NimbleOccupation Ominous Organs OrganismsPamphlets Pasteurization Penicillin PericardiumPersistent Perspiration Physician Piercing Pioneering Pitches Plague Pleural cavityPoultice Precision Probed ProfuselyPulse Reputable Research ReservationRibs Rustling Seizures Septic Serendipitous Siege Small pox Spontaneous generation Starched Statistician Sterilize SternumStethoscope Sunstrokes Superstition SurgerySurvey Suture Sweltering SymptomsTaut Tenacious Thermometer ThoroughlyThreshold Throbbed Vaccine Vast Virus Wound X-ray

VI. Resources and Materials/Nonfiction

Lillie Patterson, Sure Hands, Strong Heart: The Life of Daniel Hale WilliamsBarnard, Bryn, Outbreak: Plagues That Changed HistoryBivin Aller, Susan Florence Nightingale Kalman, Bobbie Early Health & Medicine: The Early Settler Life SeriesEyewitness Books Great Scientists: Discover the Pioneers Who Changed the Way We Think About the WorldGackenbach, Dick Serious ScienceSabin, Francene Louis Pasteur Young ScientistVictoria, Sherrow Benjamin FranklinEyewitness Books Chemistry

IDEA PAGE 11


Fonts, Ron Rachel Carson Yount, Lisa Antoine Lavoisier Founder of ChemistryWeidenfeld & Nicolson, The Science BookHarper Collins, Latin: Concise DictionaryEyewitness Books, Science ExplorerDorling Kindersley, Ultimate Visual Dictionary of SciencePoynter, Margaret Great Minds of Science: Marie Curie, Discoverer of RadiumKarner, Julie Plague and Pandemic AlertTorres, Eliseo Healing with Herbs and Rituals, A Mexican Tradition Tracy, Kathleen Friedrich Miescher and the Story of Nucleic Acid Bankston, John Joseph Lister and the story of Antiseptics Birch, Beverly Alexander Fleming Pioneer with Antibiotics Yount, Lisa Anton Van Leeuwenhoek First To See Microscopic Life Somervill, Barbara A. Elizabeth Blackwell America’s First Female Doctor Davis, Marc Florence Nightingale Founder of the Nightingale School Of Nursing Parker, Steve Science Discoveries: Louis Pasteur and Germs Gogerly, Liz Scientists Who Made History Louis Pasteur McClure, Judy Remarkable Women: Past and Present Healers and ResearchersDavis, Lucile The Mayo Brothers Doctors to the World Whitehurst, Susan Dr. Charles Drew Medical Pioneer Journey to FreedomRobinson, Deidre Open Hands, Open Heart The story of Biddy MasonBardoe, Cheryl Gregory Mendel The Friar Who Grew Peas Waxman, Laura Marie CurieFortey, Jacqueline Eyewitness Books, Great Scientist Abrahams, Peter 120 Diseases: The Essential Guide to More than 120 Medical Conditions, Syndromes and DiseasesParks, Angel A Life of Caring: Clara Barton

RESOURCES AND MATERIALS-Fiction

Lillie Patterson, Sure Hands, Strong Heart: The Life of Daniel Hale WilliamsAmy Ehrlich, Rachel: The Story of Rachel CarsonThomas Locker & Joseph Bruchac, Rachel Carson: Preserving A Sense of WonderElliott, David Hazel Nut Mad ScientistParish, Herman Amelia Bedelia, Rocket ScientistPaola, de Tomie Strega Nona’s Magic Lesson’sCole, Babette Dr. Dog Greenburg, Dan Zap I’m a Mind ReaderScieszka, Jon Science VerseSchonberg, Marcia I Is For IdeaScholastic’s The Magic School Bus, Inside RalphieScholastic’s The Magic School Bus: The Giant GermLander Henry, Joanne Childhood of Famous Americans: Elizabeth Blackwell-Girl Doctor


RESOURCES AND MATERIALS-Websites

http://www.aip.org/history/curie/http://babelfish.altavista.digital.com/http://www.google.com/language_toolshttp://www.chemheritage.org/http://www.nobelprize.orghttp://www.wikipedia.orghttp://www.historylearning.co.uk/howardflorey.htmhttp://www.historylearning.co.ukhttp://www.time.comhttp://www.answers.com/topic/alexander-flemminghttp://www.abc.net.auhttp://www.1.um.eduhttp://www.inventors.about.comhttp://www.nde.state.ne.ushttp://www.opencourtresources.comhttp://www.sra-4kids.comhttp://www.opencourtresources.com

RESOURCES AND MATERIALS - Additional Resources

Louis Pasteur: The VaccineUniversity of Illinois Film and Video Center, 1991

This animated film recounts the life of the famous French chemist and biologist. Videocassette; 24 min.

Our Immune SystemLearn about how vaccines work to protect our bodies from viruses and bacteria. Videocassette; 16 min.

Why We Need Doctors: No Measles, No Mumps for MeLearning Corporation of America, 1981

Based on the book No Mumps for Me, this is the story of how a young boy’s visit to the doctor helps him to understand the necessity for preventive medicine. Videocassette or 16mm film; 11 min

History of MedicineFlag Tower MultimediaThis interactive program spans more than 2,000 years of medical history, including successes and failures. CD-ROM

Listening Library: MedicineSRA/MCGRAW-HILL, 200Have students listen to the selections they have read. Encourage them to use the audiocassette during independent Work Time. Audiocassette

Lesson PlannerSRA/MCCRAW-HILL, 2000


http://www.opencourtresources.com/

http://www.sra-4kids.com/

http://www.opencourtresources.com/

http://www.nde.state.ne.us/

http://www.inventors.about.com/

http://www.1.um.edu/

http://www.abc.net.au/

http://www.answers.com/topic/alexander-flemming

http://www.time.com/

http://www.historylearning.co.uk/

http://www.historylearning.co.uk/howard_florey.htm

http://www.wikipedia.org/

http://www.nobelprize.org/

http://www.chemheritage.org/

http://www.google.com/language_tools

http://babelfish.altavista.digital.com/

http://www.aip.org/history/curie/

Use the Lesson Planner to adjust and refine lessons to meet the specific needs of your students. CD-ROM.

ResearchSRA/MCGRAW-Hill, 2000As students continue their exploration of medicine, have them use the Research program to help them organize and share their findings. CD-ROM.

Medicine WebsitesHave students use the website to find information about the theme of medicine as well as their research topic. Information about medicine and links to sites concerning medicine can be found at: http://www.sra-4kids.com

Basic Computer SkillsHave students use the Graphics/Multimedia unit of the SRA Basic Computer Skills program to help them develop computer skills within the context of the unit theme. The Applying Computer Skills in Reading activity contains a computer skills application specific to this unit.

Los Angeles County Dept. of Public Health

RESOURCES AND MATERIALS - Magazines

National Geographic, February 2007, “Healing the Heart” National Geographic En Español, Febrero 2002, “La Guerra contra las epidemias.” National Geographic, January 1991, “The Disease Detectives” National Geographic, October 2005, “The Killer Flu : Can We Stop It?”

---------Vanidades, Mayo 5, 2009 “Alexander Fleming : La Naturaleza Hizo la Penicilina,

Yo Sólo la Encontré.”

RESOURCES AND MATERIALS – Textbooks

Open CourtMacmillan McGraw-Hill8787 Orion Place, Columbus, OH 43240-4027

F.O.S.S.Lawrence Hall of ScienceUniversity of California, Berkeley

From Mystery to Medicine (SRA Open Court)Level 4/5


http://www.sra-4kids.com/

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION• Big Book• Super Scientist awards• Cognitive Content Dictionary w/signal word• Observation charts• Read aloud• Inquiry chart• Picture file cards• Realia• Experiments

II. INPUT• Graphic Organizer of Medicine: Past and Present—Timeline• Louis Pasteur Pictorial • Narrative Input - Sewed Up His Heart

• Comparative Input of Folk Healer and Doctor• Read aloud

III. GUIDED ORAL PRACTICE • T-graph for Social Skills• Poetry/Chants • Poetry booklet• Exploration Report• Mind-Map• Process grid• Sentence Patterning Chart• Brainstorming and mind mapping • Team diagrams with labels• Personal interactions• Picture file cards• Numbered heads together


PLANNING PAGE 2

IV. READING/WRITINGA. Total Class

• Group frames• Mind map• Found poetry• Expository paragraph• Narrative Story Map• Strip book frame• DRTA• Sentence Patterning Chart

B. Cooperative/small group • Expert Groups

• Team tasks• Team Writing

- Expository paragraph, narrative, poetry• Expert groups

-Note Taking, Mind-mapping, sketching• Reading Game from Sentence Patterning Chart• Trading Game from Sentence Patterning Chart • Ear-to-ear reading• Focused reading• Reading Cooperative Paragraph- struggling readers• Reading Text – SQ3R, Clunkers & Links• Group Frame – ELD

C. Individual -• Individual tasks• Writing

-Expository paragraph, narrative, and poetry• Portfolio• Learning log• Interactive journals• Poetry booklet• Listen & Sketch• Diagrams, illustrations• Reading choices

D. Writers Workshop• Mini-lesson• Write-Plan• Author’s chair• Conference• Publish


V. Extended Activities for Integration• Living Wall• Art lesson• Poetry• Songs

VI. CLOSURE• Process all charts• Process inquiry chart• Home-School Connection• Big Book• Parent letter• Graffiti Wall• Evaluate week/portfolios• Jeopardy Game


Los Angeles Unified School DistrictProject G.L.A.D

From Mystery to Medicine (SRA Open Court) Level 4/5

Sample Daily Lesson PlanDay 1

FOCUS/MOTIVATION 3 Personal Standards with Super Scientist Awards Prediction/Reaction Cognitive Content Dictionary/Signal Word- Standards (make good decisions, solve problems, show respect) Observation charts (write or sketch a comment, question, or prediction) Inquiry Chart: What do we know about Medicine? Big Book Read Aloud Portfolios

INPUT Graphic Organizer -Timeline of Medical Discoveries

-10/2 lecture with Primary Language- Learning Log- ELD review

GUIDED ORAL PRACTICE Chants T-Graph for social skills-Cooperation Picture File Card Activity

- Free exploration, sort, classify, organize- Exploration Report Key Concept: Doctors

Poem

INPUT Pictorial Input- Louis Pasteur Pictorial

-10/2 Lecture with primary language- Learning Log- Flexible Group Review-ELD or L1 during Learning Log

READING/WRITING Interactive Journal Read-Aloud Flexible reading groups

CLOSURE Home/School Connection


Project GLADSample Daily Lesson Plan

Level 4/5Page 2

Day 2

FOCUS/MOTIVATION 3 Personal Standards with Super Scientist Awards (notebooks) Cognitive Dictionary/Signal Word Read Aloud Process Home/School Connection Review Input Charts

• Word cards• Picture file cards

• Poetry/Chants-highlights, sketch, and picture file cards

INPUT Narrative Input

-10/2 primary language- Learning Log- ELD review

READING/WRITING• Expert Groups Flexible Reading Groups (ELD Review) Process Team Tasks Team Share Writers Workshop

-Mini-lesson (genre, sketch story)-Plan, share, write-Author’s chair

CLOSURE

• Process Charts/Poems• Home/School Connection (Share with your family what you learned about Louis Pasteur)



Level 4/5Page 3

Day 3

FOCUS/MOTIVATION • 3 Personal Standards with Golden Pen Awards • Cognitive Dictionary/Signal-Student Selected Vocabulary Read Aloud Process Home/School Connection • Review Narrative Input with smart cards and conversation bubbles

GUIDED ORAL PRACTICE • Poems and Chants

• Sentence Patterning Chart (“Farmer in the Dell”)- Doctors-Reading/Trading Game-Flip Chant

Team Tasks - Oral team evaluation (from T-Graph)

Mind Map- Louis Pasteur Process Grid

INPUT Expert Groups

-Team Tasks

READING/WRITING • Cooperative Strip Paragraph (Medical discoveries have contributed to improving

our lives in many ways.)- Respond - Revise - Edit

• Writers Workshop-Mini-lesson (Engaging beginnings) -Plan, share, write-Author’s chair

CLOSURE• Process Inquiry Chart• Home/School Connection



Level 4/5

Page 4

Day 4

FOCUS/MOTIVATION• 3 Personal Standards Award: Scientist Notebook Cognitive Content Dictionary with Student-Selected vocabulary Read Aloud Process Home/School Connection Chant-Sketch, highlight, add picture file cards

INPUT• Story Map- Narrative Input

READING/WRITING • Team Tasks - Written evaluation according to T-graph • Strip Book- Similes

Flexible Reading Group-ELD Group Frame-Clunkers & Links

Team Tasks Memory Bank

GUIDED ORAL PRACTICE • Poems and Chants CLOSURE

• Process Inquiry Chart • Home/School Connection


Project GladSample Daily Lesson Plan

Level 4/5

Page 5

Day 5

FOCUS/MOTIVATION• 3 Personal Standards Award: Scientist Notebook• Cognitive Content Dictionary with Student Selected vocabulary Read Aloud Process Home/School Connection Chant- Highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE• Poems/chants

READING/WRITING• Flexible Groups• Cooperative Strip Paragraph for struggling/emergent readers• Clunkers & Links with SQ3R• Listen/Sketch• Ear-to-Ear Reading• Writers’ Workshop

-Mini-lesson -Author’s Chair

• Learning Log–(Look at all the charts and write about what has helped you learn this week)• Found Poetry Focused Reading with Personal CCD Graffiti Wall Review from Mystery to Medicine Big Book Team Tasks

-Team presentations

CLOSURE• Jeopardy Game• Process inquiry charts Letter home Student-made Big Book Art• Process week—What has helped you learn the most this week? (oral)• Learning Log–(Look at all the charts and write about what has helped you learn this week)


Big BookFrom Mystery to Medicine

By E. Bolado, M. Vela Martinez

Page 1I just thought you might like to know that almost every society has had its caretakers and its healers.

For more than 500 years “curanderos” in Latin America (ex. Mexico, Guatemala, El Salvador) have cured illnesses. A curandero is a traditional folk healer who cures physical or spiritual illnesses.

• Curanderos use herbs, massage and other methods of healing. • One example of an ailment cured by a curandero is “empacho”. • Empacho is an ailment that is caused when an intestine is blocked by something indigestible.

I just thought you might like to know that medicine has evolved throughout history and medical discoveries have improved our lives.

Page 2I just thought you might like to know that scientific medicine and folk medicine have both evolved throughout history.

Folk medicine uses plants and animals, rituals and ceremony to cure those who are suffering from an illness.

Acupuncture, a 5,000-year-old Chinese system of healing, is used to treat chronic and painful conditions such as arthritis, headaches and migraines. Fine hair-thin needles are placed at specific points of the body with little or no discomfort to treat ailments.

Scientific Medicine is based on the Germ Theory of Disease. This theory assumes that specific germs cause specific diseases in the human body. The cure

for these diseases depends upon the efficacy of medicines and antibiotics to kill these germs.


Page 3I just thought you might like to know that medicine is a profession that is practiced in some form in all societies.

Modern medicines and doctors, also known as western medicine, exists throughout the world. However, 80% of the world’s population can neither afford them, nor have ever been seen by a doctor. Therefore, indigenous traditions play an important role in global healthcare programs.

Traditional Healers/Curanderos conduct ceremonies. They also use herbs, animal products, and minerals to make medicines.

Midwives/Parteras have helped women deliver babies since the beginning of history. They use massage to help women during the stages of pregnancy and labor.


Massage therapists/Sobadores massage as a means of treating painful ailments, decompressing tired and overworked muscles, reducing stress, rehabilitating sports injuries, and promoting general health.


Page 4I just thought you might like to know that most microorganisms do not cause disease and that many are beneficial.

Our intestinal tract contains more than 100 trillion microorganisms. The hundreds of species of bacteria work together in the digestive tract to move the digestive process along. They live in peaceful coexistence. The reality is we’d be dead without them.

Healthy microorganisms aid in digestion, absorption, and the production of significant amounts of vitamins.

Most importantly, the healthy bacteria crowd out the harmful ones that, unfortunately, like to live there, too.

Eating yogurt is beneficial. It contains the friendly bacteria acidophilus.


Page 5I just thought you might like to know that by simply washing your hands you can save your life.

Throughout the day you accumulate germs on your hands from direct contact with people, contaminated surfaces, foods, even animals and animal waste.

Infectious diseases most commonly spread through hand-to-hand contact include the common cold, flu and several gastrointestinal disorders, such as infectious diarrhea.

• The flu can be much more serious. Some people with the flu, particularly older adults, can develop pneumonia.

• Inadequate hand hygiene also contributes to food-related illnesses, such as salmonella and E. coli infection.



TIMELINEDates Event Other Events/Discovery2500-300 B.C.

460-377 B.C.

A.D.1220 -1280

1334

1628

1661

1674

1735

Chinese practice acupuncture and the use of herbal treatments to remedy illnesses.

Hippocrates learns through observation and examination of patients.

Venetians first use eyeglasses to correct poor vision.

The Plague spreads across Europe. Three fourths of the European and Asian populations die in a twenty-year period.

The English doctor, William Harvey, discovers blood is circulated throughout the body by the heart.

First microscope is invented by Dutch lens maker, Zachariah Janssen.

Anton van Leeuwenhoek studies life under the microscope and is able to achieve 160 times magnification.

English surgeon Claudius Amyan successfully completes the first surgery to remove the appendix.

Living in Greece, he is a great medical teacher and creates the Hippocratic oath, a code of medical ethics still in use today.

He realizes the heart works like a pump to keep the blood in constant motion.


1753

1780

1796

1860

1860

1881

1885

1886

1893

1895

1899

James Lind discovers that lemons and limes can cure scurvy, a vitamin C deficiency.

Benjamin Franklin invents a bifocal lens.

British doctor, Edward Jenner, experiments with cowpox vaccinations against smallpox.

The French scientist Louis Pasteur demonstrates the presence of airborne bacteria

Florence Nightingale establishes the Nightingale School for Nurses, the first of its kind in the world. An English nurse, Nightingale was the founder of modern nursing.

Louis Pasteur vaccinates animals against anthrax.

Louis Pasteur develops a vaccine for rabies.

Louis Pasteur creates a process of sterilization known as pasteurization.

Daniel Hale Williams performs first successful heart surgery.

Wilhelm Conrad Rontgen discovers X-rays.

The drug aspirin is first used to relieve pain.

Sailors, who frequently suffer from this disease on long ocean voyages, welcome his findings and drink lime juice.

1776 American Revolution

1789 - 1799 French Revolution


1929

1939

1953

1958

1975

1985

1997

1998

2000+

Alexander Fleming discovers mold contains a substance that will kill bacteria. He names it penicillin.

Howard Florey uses penicillin, extracted from mold juice, to treat a patient for the first time.

Jonas Salk develops a polio vaccine.

Discovery of DNA helix

Swedish doctor Ake Senning invents the first cardiac pacemaker

Smallpox is eliminated through a mass vaccination sponsored by the World Health Organization

“Keyhole” surgery is created, named so because it is less invasive.

Stanley Prusiner is awarded a Nobel Prize for his discovery of prions, the cause of several serious brain diseases.

Embryonic stem cells grown in petri dish

1st successful hand and forearm transplant

Information Technology-Availability of information facilitates doctors diagnosis

1945 First hydrogen bomb was used on Hiroshima, Japan.

1957-The launch of Sputnik by the Soviet Union initiates the space race –emerging electronics industry is born...the Computer Revolution begins- Internet, Ethernet


2003

2005

2008

Mapping the Human Genome-sequence of shared genetic information that makes us Homo Sapiens- James D. Watson

Wake Forest UniversityScientists discover how to use human skin cells to create embryonic stem cells

Laurent Lantieri performs first full face transplant


Louis Pasteur- Father of Microbiology (scientific study of all tiny living things) (Actual PICTORIAL )French Chemist (someone who studies chemicals, matter and atoms)

Medical Problem Spontaneous Generation

diseases ???

People died at hospitals-

germs, filth, infections

Discoveries/Advancement

1864-“germ theory of disease”-

Disproved spontaneous generation

Microorganisms / Germso airborneo disease

1864- Pasteurization boil milk=kills bacteria=sterilization

Sterilize hospitals & surgeries

1885- Rabies Vaccine

1881- vaccine / inoculation for animals-anthrax


Investigative Process Cows, Sheep, chickens, people

“FIND THE GERM-=FIND THE CURE”

Contributions Vaccines-millions of lives saved

Germs cause diseases

Hospitals & surgical equipment sanitized

milk is safe to drink (pic kid drinking milk)

Interesting Facts Artist

worked slowly-attention to detail”

won the Leeuwenhoek medal

Had 5 children, 3 died from diseases

Honorary Medicine Award

Interesting Facts harmless bacteria inside body

http://en.wikipedia.org/wiki/Children

http://en.wikipedia.org/wiki/Leeuwenhoek_medal

Louis Pasteur- Father of Microbiology (scientific study of all tiny living things) BACKGROUND INFORMATIONFrench Chemist

(someone who studies chemicals, matter, and atoms)—(add picture )Medical Problem

Spontaneous Generation- belief that life forms arose from non-living matter

-rats born from cheese (add picture)

Cause of diseases ??? (sad face?? )

People died at hospitals-germs, filth, infections(sketch hospital/rats)

Discoveries/Advancement

1864-“germ theory of disease”- (pic of microbe(pic -2swan shaped flask-germs trapped)

Disproved spontaneous generation(draw arrow to pic of rats fm cheese)

(sketch dots) Microorganisms / Germsairborne

(sketch) disease

1864- Pasteurization (sketch of pot/fire/ cross out bacteria in water)

boil milk=kills bacteria=sterilization (picture of milk/cows/cheese)

Recommended sterilization in Medicine

1885- Rabies Vaccine (pic of person getting vaccine) 1881- vaccine / inoculation for animals-

-anthrax vaccine containing weak microbe-body produces antibodies (defense) (pic of cow/sheep getting vac & anthrax vaccine)


Investigative Process-possessed most important qualities of a scientist:- very curious &asked many important questions-meticulous observer using the microscope-persistent & determined researcher to find answers-ambitious researcherCows, Sheep, chickens, people“FIND THE GERM-=FIND THE CURE” (sketch germ w/ slash thru it)

Contributions (sketch syringe) vaccines, immunizations

=millions of lives saved Germs cause diseases (pic sneeze Hospitals & surgical equipment

are sanitized (pic of drs w/ masks)(People aware that cleanliness help prevent diseases ) milk is safe to drink (pic kid

drinking milk)

Interesting Facts Artist- worked slowly-attention to detail won the Leeuwenhoek medal,

(microbiology's highest Dutch honor in Arts and Sciences, in 1895)

Had 5 children, 3 died from diseases

Honorary Medicine Award


http://en.wikipedia.org/wiki/Netherlands

http://en.wikipedia.org/wiki/Microbiology


-discovers harmless bacteria


Sewed Up His HeartNarrative Input on the First Successful Heart Surgery

By Lillie Patterson and Adapted by Martha Vela MartinezPage 1

July 9, 1893 was a hot and humid day in Chicago. The heat wave wrapped the city like a sweltering blanket. The temperature was zooming toward one hundred degrees. Animals and people were fainting from heat prostration and sun strokes.

Doctors and hospitals were kept busy. The new Provident Hospital was also busy. Dr. Dan kept close watch on his patients. He was in his closet-like office when a nurse burst into the room and said, “Dr. Dan! An emergency! We need you.” He hurried to the room set aside for emergency cases. Dr. Elmer, the only hospital intern came running to assist.Page 2

The emergency case was a young man. His friend had brought him in to the hospital. The patient’s name was James Cornish and he was twenty-four years old. The frightened friend explained what had happened. “My friend was stabbed in the chest!” James got into an argument and a fight broke out. When it ended, Cornish had a knife wound in his chest. Dr. Dan wanted to know how long the knife blade was to give him a clue to the depth and seriousness of the wound. His friend did not know the answer.

Page 3Dr. Dan discovered that the knife had made an inch-long wound in the chest, just to the left

of the breastbone. There was very little external bleeding. Nevertheless Cornish seemed extremely weak and his pulse was very rapid. The X ray had not yet been invented, so there was no way to determine what was happening inside the chest.

Dr. Dan knew that such cases could develop serious complications. “Let’s him keep him in the hospital”, he said. Cornish’s condition worsened during the night. He groaned as severe chest pains stabbed the region above his heart. His breathing was labored. He had a high-pitched cough and his face was bathed in perspiration. Dr. Dan watched the wounded man carefully all night.

Page 4The next morning he told Dr. Elmer Barr, “One of the chief blood vessels seems to be

damaged. The knife must have gone in deep enough to cut the internal mammary artery. The heart itself might be damaged”.

James Cornish showed symptoms of lapsing into shock. The doctors knew that if something was not done quickly James Cornish would die within a few hours. The only way to know the damage done would be to open the chest and look inside. In 1893, doctors considered this very impracticable. The chest was off limits for surgery. Heart wounds were usually considered fatal. So far doctors had followed this cautious advice.

Page 5The barber-turned-doctor faced the situation. “If I do not operate the patient will die”, he

said. Nobody would blame the doctor. On the other hand, if he opened the chest and Cornish died anyway, there would be certain condemnation by medical groups. His reputation as a surgeon would be questioned, perhaps lost.

Dr. Dan knew the odds were against him and Cornish, but he decided to operate. Nurses rushed to get the operating room ready and prepare the patient. They knew Dr. Dan’s strict rules


regarding asepsis, or preventing infection. The instruments, the room, furniture; everything that came in contact with the patient must be free of microbes that might cause infection.

Page 6Dr. Dan sent a message to a few doctors who often came to watch him operate. His

colleagues gathered in the operating room; four white, two black. Dr. Dan scrubbed his hands and arms thoroughly. Then he walked over and looked down at Cornish, now under the effects of anesthesia. “Scalpel”, he said.

None of them knew what would happen next. How would the body react when air suddenly hit the chest cavity? Would vital chest organs shift too far out of place? Dr. Dan could not benefit from the experiences of other doctors. Dr. Dan was pioneering in an unexplored territory. He was on his own.

Page 7The surgeon worked swiftly. He had to. The surgeon of 1893 did not have a variety of

anesthetics or artificial airways to keep the patient’s windpipe open. Blood transfusion techniques were unknown. Penicillin and other infection-fighting drugs had not been discovered.

Quickly, Dr. Dan made the incision lengthening the stab wound to the right. Expertly, he cut through the skin and the layers of fat beneath it. Now he could see the breastbone and the ribs. He made another cut to separate the rib cartilage from the sternum. Then he made his way through the network of cartilages, nerves, and blood vessels. A few inches from the breastbone he cut through the cartilage to make a little opening, like a trapdoor and he exclaimed, “Now I can see the heart!”

The tough bundle of muscles throbbed and jerked and pulsated, sending food and oxygen through the body. Dr. Dan examined the pericardium, the fibrous sac that protected the pear-shaped heart and allowed it to beat without rubbing against other parts of the body.

Page 8The vital pericardium was cut. He probed further. Yes, there was another puncture wound

about one-half inch to the right of the coronary artery. The left artery was also damaged. The temperature in the operating room rose above one hundred degrees.

Dr. Dan kept working. The small wound in the heart itself should be left undisturbed. It was slight. The tear in the pericardium had to be repaired.

Dr. Dan tied off the injured mammary artery to prevent bleeding. Forceps! Now he had to try to sew up the heart’s protective covering. Meticulously, he irrigated the pericardial wound with a salt solution of one hundred degrees Fahrenheit. There must be no chance of infection after the chest was closed.

Using the smooth forceps, he held together the ragged edges of the wound. Against his fingers the fist-sized heart fluttered and thumped like a frightened bird fighting to fly free. Sutures! The master surgeon managed to sew up the torn edges of the pericardium. For this he used catgut. After that he closed the opening he had made, again using fine catgut.

Another kind of suture would be used for the skin and cartilages. He changed to silkworm gut, using long continuous sutures. This allowed for quick entry if infection or hemorrhage developed later. Over the outer sutures he applied a dry dressing.


The operation was over. James Cornish was still alive. The other doctors dashed from

Provident to spread the news. Daniel Hale Williams had opened a man’s chest, repaired the pericardium, closed the chest; and the patient’s heart was still beating. How long would Cornish live?

During the hours that followed the operation, Dr. Dan scarcely left Cornish’s side. Alarming symptoms developed, and he made careful notes. The patient’s body temperature rose to 103 degrees. His pulse raced at 134 beats a minute. Heart sounds became muffled and distant. Seizures of coughing shook his frame. Fluid had collected in the pleural cavity. This meant he needed another operation. Dr. Dan waited a few more days to give Cornish time to gain strength. He operated Cornish again. He drew five pints of bloody serum. Thanks to his careful adherence to antiseptic surgical techniques, there was no infection and no further serious complications. Fifty-one days after James Cornish entered Provident Hospital with little chance of living, he was dismissed-a well man. He lived another 50 years.

Page 10A news reporter came to Provident to interview Dr. Dan about the heart surgery. Dr. Dan

wanted to talk about his interracial hospital and the program for training nurses, not the historic operation.

The reporter’s story had the headline “SEWED UP HIS HEART!” The Medical Record of New York carried Dr. Dan’s own scientific account of the techniques and procedures he had used during the operation. His case created worldwide attention, for it was the first recorded attempt to suture the pericardium of the human heart.

Page 11Dr. Dan’s pioneering operation gave courage to other doctor’s to challenge death when

faced with chest wounds. Dr. Dan’s techniques were copied by other surgeons, step by step.The phrase “Sewed Up His Heart” became closely associated with the name of Daniel Hale

Williams, an African-American surgeon. The historic operation on James Cornish helped to advance the progress toward modern heart surgery.


Poetry Booklet


Name


DOCTORS HERE, DOCTORS THERE

Doctors here, doctors there,Doctors, doctors, everywhere!

Curious doctors questioning constantly,Cautious doctors analyzing meticulously,Intelligent doctors hypothesizing persistently,And tenacious doctors investigating cautiously.

Doctors inside laboratories,Doctors in Mexico,Doctors in hospitals,And doctors all over the world.

Doctors here, doctors there,Doctors, doctors everywhere!

DOCTORS! DOCTORS! DOCTORS!

By Elsa Bolado & Martha Vela Martinez


NEUROSURGEON BUGALOO

Dr. Quiñones-Hinojosa is my name.I’m a Mexican immigrant and I’m here to say,I’m a neurosurgeon working on the brain.People with brain tumors have a painful disease,I try to make my patients feel at ease.

Scalpel, forceps, anesthesia too,Doing the neurosurgeon bugaloo!

I worked in the fields to find a better life, But all I reaped was poverty and strife.I lived in a camper and was really poor,Some thought I wasn’t destined for anything more.To prove them wrong I knew school was the way,So I studied math and science night and day.


After years of learning all the right tools,I got into Harvard Medical School.I became a neurosurgeon to save peoples lives,I figured studying the brain is where the secret lies.


I hypothesize why brain tumors materialize,I scrutinize how tumors metastasize.I meticulously map the human brain,To discover ways to stop excruciating pain.I conduct research just to be sure,But most of all, I hope to find the cancer cure.


By Emiliano Zapata Bolado and Elsa Bolado


MEDICINE YES MA’AM CHANT

Is this Van Leeuwenhoek? Yes Ma’amIs this Van Leeuwenhoek? Yes Ma’amWho is he? Father of Microscopy

What did he discover? Microscopic life Can you tell me more? Animals too small to seeWhen did he discover them? In 1674 How did he discover them? With the microscopeWhy is this important? Bacteria exists

Is this Florence Nightingale? Yes Ma’amIs this Florence Nightingale? Yes Ma’amWho is she? Founder of modern nursingWhat did she discover? Hospitals full of ratsCan you tell me more? Cured wounded soldiers When did she observe this? In 1854What did she do? Cleaned them up Why is this important? It saved many lives

Is this Louis Pasteur? Yes Ma’amIs this Louis Pasteur? Yes Ma’amWho is he? Founder of microbiologyWhat did he discover? Some microorganisms cause diseaseCan you tell me more? Diseases can be cured

When did he discover them? In 1860How did he discover them? With the microscopeWhy is this important? Developed the first vaccine

Is this Joseph Lister? Yes Ma’amIs this Joseph Lister? Yes Ma’amWho is he? Father of modern surgeryWhat did he discover? Carbolic acid kills germs Can you tell me more? Sterile surgery was born

When did he discover this? In 1865How did he discover this? Through experimentationWhy is this important? Sterilization is key

Is this Fleming, Florey, & Chain? Yes Ma’amIs this Fleming, Florey, & Chain? Yes Ma’amWho are they? Investigative scientistsWhat did they discover? Mold for penicillin Can you tell me more? Fleming saw it first, Can you tell me more? Florey, Chain mass-produced it

When did they produce it? In 1940How did they discover it? Accident & experimentation Why is this important? Cures bacterial infections

By Elsa Bolado and Martha Vela Martinez


I Know an Unusual Folk Healer

I know an unusual folk healer,An extremely knowledgeable folk healer,An extremely knowledgeable folk healer,Who studies the curative power of plants.

She uses aloe vera to soothe cuts and burns,Gives chamomile for colic and upset stomach,Uses osha for headaches and coldsAnd is called a “curandera”.

I know an unusual folk healer,An extremely knowledgeable folk healer,An extremely knowledgeable folk healer,Who collects plants in the wild.

She boils teas out of yellow-eyed daisies for coughs,Uses poke leaves for burns,Makes poultices of yarrow plants to stop bleeding,And utilizes feverfew for tea to stop pain.

I know an unusual folk healer,An extremely knowledgeable folk healer,An extremely knowledgeable folk healer,Who is dedicated to curing physical and spiritual illnesses.

By Martha Vela Martinez


ANESTHESIA SOUND OFF

We just know what we’ve been told,Modern surgery isn’t very old.For centuries doctors tried to lessen the pain, In surgeries patients died in vain.

Sound off 1846Sound off Without sensationSound off 1, 2, 3, 4 Anesthesia!

Due to pain surgery was a last resort,According to an 1821 report.Healers attempted to ease the pain,Plants, alcohol, and freezing had little gain.


Doctors tested with chemical agents,Long, Wells, and Jackson used ether on patients.Morton, the first to use ether successfully,And apply anesthesia to dentistry.


So anesthesia proved to be,A major breakthrough in medical history.Doctors conduct surgeries successfully,Making it painless for you and me.


By Elsa Bolado and Lucio Bolado


The Circulatory SystemBy Mrs. Haring

The Circulatory system is an amazing thing,It transports blood in a ring.The heart is the boss I’ve foundPumping in and out with a poundArteries carry it from the heartTo capillaries far from the start

In the heart - pump, pump, pump!In the heart - pump, pump, pump!

To every cell the blood must goProviding energy near and froReturning waste through veinsTo the heart that is main

In the heart - pump, pump, pump!In the heart - pump, pump, pump!


Project GLADFROM MYSTERY TO MEDICINE

HOME/SCHOOL CONNECTION #1

Ask your parents about the home remedies they have learned about from their parents or grandparents. Sketch or write about what you learned.

Student’s Name ___________ Parent Signature From Mystery to Medicine - Level 4/5 - CA 43E. Bolado/M. Vela Martinez–Project G.L.A.D. (Rev 8/9/09)

_____________________

Project GLADDEL MISTERIO A LA MEDICINA

CONEXIÓN ENTRE HOGAR Y ESCUELA #1

Pregúntale a tus padres cuáles remedios caseros aprendieron de sus padres o abuelos. Haz un esquema o escribe de lo que aprendiste.


Nombre del Alumno: ____________Firma del Padre: _______________




Share with your family what you learned about Louis Pasteur and his contributions to medicine. List the information your parents find interesting. Ask your parents to show you your immunization card and list or sketch the vaccinations you have received.

Student’s Name: ______________ Parent Signature: _______________




Cuéntale a tu familia lo que aprendiste acerca de Louis Pasteur y sus contribuciones a la medicina. Haz una lista de la información que tus padres piensan que es interesante. Pídele a tus padres que te muestren la tarjeta de las vacunas que has recibido. Escribe o haz un esquema de las vacunas que has recibido.

Nombre del Alumno: _______________Firma del Padre:______________From Mystery to Medicine - Level 4/5 - CA 47E. Bolado/M. Vela Martinez–Project G.L.A.D. (Rev 8/9/09)



Ask your family to tell you about a relative or friend who has been hospitalized or operated on. Write or sketch about the experience.

Student’s Name: _______________ Parent Signature: From Mystery to Medicine - Level 4/5 - CA 48E. Bolado/M. Vela Martinez–Project G.L.A.D. (Rev 8/9/09)

________________




Pregúntale a tu familia que te cuente si algún pariente o amigo ha sido internado u operado. Haz un esquema o escribe acerca de la experiencia.

Nombre del Alumno: _____________Firma del Padre: _______________




Talk to your parents about one of the important doctors or scientists you have learned about this week. Write or sketch about it.


Student’s Name: _____________ Parent Signature: ________________




Habla con tus padres acerca de uno de los doctores o científicos que has estudiado esta semana. Escribe o haz un esquema.


Nombre del Alumno: ____________ Firma del Padre: ________________

Expert-Joseph Lister: Father of Modern Surgery

Medical Problem Joseph Lister was an English surgeon. At that time, many hospitals had to be closed to prevent infections from spreading to all the patients. Unfortunately, sometimes patients’ infected limbs were amputated to prevent death due to these infections. Doctors did not know that they themselves were contributing to the infections. Lister began to research how to prevent infections in hospitals.

Discovery/Advancement Beginning in 1865, Lister sprayed the operating room air with carbolic acid, a chemical disinfectant, to kill airborne germs. He also used carbolic acid to wash his hands, his instruments, and the bandages used in the operation. As a result of Lister’s antiseptic, anti-infection, surgical procedures, wounds no longer became septic, or infected, thereby reducing the number of deaths in hospitals.

The Investigative Process Lister studied patients with broken bones. He observed that patients whose bone had pierced through the skin and had been exposed to air died. He experimented with Pasteur’s recommendation to treat airborne infections with chemicals.


http://en.wikipedia.org/wiki/Surgery

ContributionsLister invented a machine to spread carbolic acid around the operating room. His antiseptic, anti-infection, discovery convinced surgeons and nurses to spray their surgical gowns, masks, hair caps, and rubber gloves so that their germs would not come into contact with open wounds. Some consider Lister “The Father of Modern Surgery” because his contributions led to the modern use of sterile, germ-free surgery today.

Interesting FactsLister went on to develop new surgical techniques. He showed that sterilized materials used to tie bones together could be left inside the patient. He introduced the use of sterilized catgut for internal stitches that would dissolve in time. In 1879, Listerine mouthwash was named after him for his work in antisepsis, anti-infection.


Expert Group -Anton Van Leeuwenhoek

Medical ProblemsThe belief at this time was that life emerged from non-living matter. For example, people believed mice were born out of cheese. People also didn't know that tiny animals existed that could not be seen by the naked eye. These

tiny animals were later called microbes.

Discovery/AdvancementHe is considered the father of microscopy because he made many advancements in the design and use of the microscope. He was the first person to discover and learn of the existence of tiny animals called microbes that could only be seen with a microscope. He is called the first of the microbe hunters.

Investigative Process UsedAnton Van Leeuwenhoek was a very curious man. He made the best magnifying glasses in his day and used them to learn about the world that surrounded him. He would look at both living and non-living things through these extraordinary lenses, which eventually became microscopes. He wanted to share all the new information he learned. Therefore, he carefully described and wrote about what he observed. He was very tenacious and skillful with his microscopes and his observations. He also studied the same part of a body in different species and compared them. He had many questions about microscopic life and tried to learn the answers.


ContributionsHe improved magnifying glasses and microscopes. He discovered the minuscule bacteria. Because of his improved equipment and description of his discoveries, later scientists were able to build upon his observations. Scientists such as Louis Pasteur came up with ways to fight diseases thanks to Van Leeuwenhoek’s work.

Interesting FactsAnton Van Leeuwenhoek was a linen draper by profession. He helped start the science of bacteriology. He invented over 400 different types of microscopes and built them out of silver and gold.


Expert-The discovery of PenicillinAlexander Fleming, Howard Florey and Ernst Chain

Medical ProblemA major medical problem of the time was that many people died of simple infections because there weren’t any medications to kill bacteria and stop infections from spreading. Another reason they died was because the medication that was used often killed the bacteria along with the patient.

Discovery/Advancements Alexander Fleming, a bacteriologist, Howard Florey, a pathologist, and Ernst Chain, a biochemist, all contributed to the discovery of penicillin. In 1928 Alexander Fleming serendipitously discovered that a mold growing on one of his experiments was actually killing the bacteria that he had been experimenting with. He called it penicillin. The mold turned out to be an infection-fighting agent. Fleming’s accidental discovery marks the beginning of modern antibiotics. Ten years passed before the scientific team of Florey and Chain actually made penicillin into a drug that would save millions of lives. Soon after, scientists discovered how to mass-produce the penicillin so that it was widely available.

Investigative Process Used In 1928 Alexander Fleming accidentally discovered penicillin, a mold that naturally fought off bacterial infections. In 1940 Howard Florey and Ernst Chain read Fleming’s report about penicillin and mass-produced the mold. The research team of Florey and Chain tested the mold on mice. They inoculated eight mice with lethal doses of virulent bacteria. Then they injected four of the mice with penicillin while the other four did not receive any penicillin. The next day, the mice that were injected with penicillin were getting better and the four that were not injected had all died. This proved that penicillin could be used as From Mystery to Medicine - Level 4/5 - CA 58E. Bolado/M. Vela Martinez–Project G.L.A.D. (Rev 8/9/09)

a medicine to fight infection.

ContributionsBecause of the discovery of penicillin, millions of lives have been saved. Before the discovery of penicillin, people would lose a limb through amputation or die from simple infections such as throat infections.

Interesting FactsThe discovery of penicillin has been ranked as the most important discovery of the millennium. Fleming, Florey and Chain all won the Nobel Prize in medicine in 1945 for the discovery of the miracle drug, penicillin. Even though Fleming is credited with discovering penicillin, a Latino scientist from Costa Rica named Clorito Picado Twight, had actually been conducting experiments with penicillin before Fleming, although he never published his studies.


Expert Group-Florence NightingaleMedical ProblemFlorence Nightingale was a nurse, hospital administrator, humanitarian and pioneer in the profession of nursing. Before Nightingale, a nurse was considered a low servant, until she fought to gain respect and dignity for the hard-working women who entered the field. Florence Nightingale also led the battle to sanitize and organize hospitals that were overcrowded, rat, lice and germ-infested that usually only poor people “attended”.

Discovery/AdvancementsIn 1854 Florence Nightingale went to Turkey with 38 other nurses during the Crimean War. She worked for two years to improve sanitary conditions in the military hospitals and insisted on cleanliness and order because hospitals were filthy and infested with rats and fleas. Also, soldiers received little water and putrid food. Nightingale believed that if sanitary conditions improved, there would be fewer deaths.

Investigative Process UsedFlorence Nightingale questioned the vast number of deaths in hospitals. She developed surveys, diagrams and charts to prove that the unsanitary conditions in the army hospitals caused the high mortality rate among soldiers. She used this data to prove that hospitals had to improve the treatment of sick and wounded soldiers. By the end of 1854, the deaths of injured soldiers had dropped by two-thirds.


ContributionsIn 1860 Florence Nightingale founded the Nightingale School for the training of nurses at St. Thomas’ Hospital in London. She wrote many books on hospital administration and reform of hospitals. Florence Nightingale reformed the health and living conditions of the British army, the sanitary conditions and administration of hospitals, and the nursing profession. Most importantly she helped change attitudes toward patient care.

Interesting FactsShe is known as “The lady with the lamp” because night and day she walked around with her lamp comforting the sick soldiers. She is considered the founder of modern nursing and public health. She rebelled against the social expectations of her time that pressured women into becoming wives and mothers.


From Mystery to Medicine Process GridDoctor/Scientist

Medical Problem

Discovery/Advancement

Investigative Process Used

Contributions Interesting facts


Los Angeles Unified School DistrictEastman Elementary School

From Mystery to Medicine Process GridDoctor/Scientist Problem Discovery/Development Investigative Process Contributions Interesting factsLouis Pasteur •belief that life

forms arose spontaneously from non-living matter•belief that mice were born out of cheese•causes of diseases & infections unknown

•1864 germ theory of disease: germs cause disease•proved that micro-organisms are airborne•1864 creates process of sterilization known as pasteurization-heating food /milk kills organisms•1881 inoculates animals against anthrax•1885 develops vaccine for rabies

•possessed most important qualities of a scientist:•Hypothesized-curious, asked many important questions•meticulous observer using the microscope•persistent & determined •experimented on cows, sheep, chickens, people•Published findings

•Pioneered research on germs & Vaccines • discovered cures & vaccines for many diseases •Vaccines have protected millions of people from disease •millions of people can drink germ free milk

•studied to be an artist•Had 5 children, 3 died from Typhoid Fever•Won the Leeuwenhoek medal- microbiology's highest Dutch honor in Arts and Sciences, in 1895.

Joseph Lister •patients died from high fevers and infections•limbs amputated due to infections•doctors spread infections throughout hospitals

•sprayed carbolic acid ( a chemical disinfectant) on infections•washed instruments, hands and bandages before operating•sprayed operating room with carbolic acid to kill germs•invented machine to sterilize operating room •develops antiseptic surgery procedures

•observed patient fractures•asked many questions•used Pasteur’s germ theory•experimented with chemicals to treat infections•operated on patients

•surgeons and nurses sterilize equipment and clothing before surgeries•modern surgeries use his antisepsis principle –working against germs

•father of modern surgery•used sterilized catgut for internal stitching•Listerine mouth wash named after him

Florence Nightingale

•hospitals were rat, lice, and germ infested•hospitals were filthy and overcrowded•soldiers were dying due to infections and malnutrition•nursing did not exist as a profession

•improved sanitary conditions in military hospitals•soldiers lives improved due to better nutrition

•question the vast number of deaths in hospitals•collected data•developed surveys•diagrams and charts to prove that sanitary conditions caused many deaths

•helped found the Nightingale school of nurses•sanitized hospitals•improved administration of hospitals•helped change attitudes toward patient care

•founder of modern nursing and public health•lady with the lamp•rebelled against social expectations for women

Anton Van Leeuwenhoek

•belief –life emerged from non-living matter•mice were born out of cheese

•advanced design and use of the microscope•first to discover existence of tiny animals, called microbes

•very curious•observed living and non-living things•shared information• published work

•improved magnifying glasses and microscopes•helped future scientist•influenced Louis Pasteur •started science of

•father of microscopy•first of the microbe hunters•linen draper by


http://en.wikipedia.org/wiki/Netherlands

http://en.wikipedia.org/wiki/Microbiology




•people didn’t know tiny animals existed •tiny animals=microbes

•Tenacious & skillful• studied different species

bacteriology profession•invented more than 400 microscopes

Fleming, Florey and Chain

•many people died of simple infections •no medications to kill bacteria & stop infections from spreading•medication often killed patients

•Fleming- discovers mold that kills bacteria, calls it penicillin•molds fight infection•Florey & Chain turn mold into antibiotic \that saves millions of lives

•accidental discovery•read reports•tested mold on mice

•millions of lives have been saved

•most important discovery of millennium•miracle drug


day 1 - be glad€¦ · web view1.2 apply knowledge of word origins, ... louis pasteur- father of...

Documents