Project Title: Pandemics

Project Idea: The World Health Organization has declared that H1N1 has developed into a pandemic.  You have been hired by your Department of Health and Human Resources to prepare your community. You will use all resources to analyze and develop a position in regard to the effectiveness of a response of a world leader to the pandemic, formulate a response to the pandemic for your community, and predict possible challenges your community will face.

Entry Event: To illustrate the spread of viruses directly or indirectly you can use one of many simulations. The following links provide a virus simulation; https://youtu.be/Rpj0emEGShQ

Content Standards:

Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

SS.CS.17Hypothesize how human and environmental interactions pose a threat to mankind and the environment.

Develop positions regarding effectiveness of global responses to pandemics. Predict challenges future pandemics might cause. Formulate a plan to deal with the challenges of future pandemics.

Create and present a multimedia project analyzing the response of a world leader to the H1N1 pandemic, formulate a response for your community to the pandemic, and develop predictions of possible challenges.See Multimedia Pandemic ProjectSee Task Analysis ChartSee Pandemic Multimedia Presentation RubricSee Lesson Reflection Log

SS.CS.18Demonstrate an understanding of the events that illustrate the United States’ emergence as a world power beginning in 1914: making connections between relief efforts and interventions in the 1918 pandemic to modern global health concerns.

Analyze how world leaders respond to health care in regard to epidemics and pandemics.     

Explain how world leaders respond to health care in regard to epidemics and pandemics.

Create and present a Digital Story explaining one historical epidemic or pandemic its effects and the response of world leaders. See Not Your Average Bedtime Story Graphic   See Not Your Average Bedtime Story Notes Sheet See Not Your Average Bedtime Story Rubric Complete notes identifying effective and ineffective government responses to historical epidemics and pandemics.See Government Responses Notes SheetSee Lesson Reflection Log

TCS.9-12.28Explore local and global issues and select collaborative technologies use to work with others to

Build strategies to locate and evaluate relevant information.See Teaching Strategies

Observation, exit slips, reflection logs, graphic organizers.Lesson Reflection Log  Project Evaluation form  Create and present a Digital Story using

investigate and develop solutions.

Use multimedia software effectively to demonstrate an understanding of the role of world leaders in tackling global health issues.

Develop prediction as a higher order thinking skill in planning solutions to possible pandemics and public health crises.

PowerPoint explaining one historical epidemic or pandemic its effects and the response of world leaders. See Not Your Average Bedtime Story Graphic   See Not Your Average Bedtime Story Notes SheetSee Not Your Average Bedtime Story RubricSee Government Responses   Notes SheetSee Lesson Reflection Log Create and present a multimedia project analyzing the response of a world leader to the H1N1 pandemic, formulate a response to the pandemic for your community, develop predictions of possible challenges.See Multimedia Pandemic ProjectSee Task Analysis Chart

DSS.9-12.Decision Making and Personal Responsibility:Utilize problem solving techniques to generate alternatives and address changes to attain goals.

Utilize problem solving techniques.

Generate alternatives to attain goals.

See Teacher Observation RubricSee Pandemic Project Grading Worksheet

See Peer Evaluation RubricSee Lesson Reflection Log

Performance Objectives:

KnowWhat is a virus?What is a communicable disease?What is transmission?How are communicable diseases spread?How can we prevent the spread of communicable diseases?What is a vaccine?What is immunity?What is logistic growth?What is exponential growth?What is a growth curve?What is carrying capacity?What is quarantine?How do we use exponential and logistic growth models to predict virulent spread?What are the causes of epidemics and pandemics?What are the consequences of epidemics and pandemics?Historically what has been done to prevent epidemics and pandemics?How have world leaders responded to pandemics?

DoDefine essential vocabulary.Describe how communicable diseases are transmitted.Describe how to stop the spread of communicable diseases.Analyze logistic and exponential growth models and make predictions.  http://www.history.com/topics/1918-flu-pandemic Completion of the see Historical Epidemics and Pandemics Graphic Organizer identifying historical epidemics and pandemics, location, causes, and consequences.Produce and present a Digital Story using PowerPoint on a historical pandemic, its effects, and the world leader’s response.Create and present a multimedia project analyzing the response of a world leader to the H1N1 pandemic, formulate a response to the pandemic for your community, develop predictions of possible challenges.Evaluate their collaborative peers using a see Peer Evaluation Rubric.Students will answer the various prompts on the see Project Evaluation Form.

Driving Question: How should we respond to pandemics?

Assessment Plan:

Major Group ProductsCreate and present a multimedia project analyzing the response of a world leader to the H1N1 pandemic, formulate a response to future pandemics for your community, develop predictions of possible challenges. See Multimedia Pandemic ProjectSee Task Analysis ChartSee Pandemic Multimedia Presentation RubricSee Lesson Reflection Log

Major Individual ProductsCompletion of graph of fatalities of major epidemics and pandemics throughout history using Excel. Completion of see Historical Epidemics and Pandemics Graphic Organizer identifying historical epidemics and pandemics, location, causes and consequences.                                                                         Create and present a Digital Story using PowerPoint explaining one historical epidemic or pandemic its effects. See Not Your Average Bedtime Story Graphic See Not Your Average Bedtime Story RubricSee Not You Average Bedtime Story Notes SheetSee Lesson Reflection Log

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration Written CommunicationCritical Thinking & Problem Solving

Content Knowledge See Pandemic Multimedia Presentation Rubric

X

Oral Communication X OtherOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation NotesSee Peer Evaluation Rubric

X Checklists/observations X

Online tests and exams Concept mapsReflections: Survey Focus Group

Discussion Task Management Chart XJournal Writing/ Learning Log See Lesson Reflection Log

X Other See Observation Grade Sheet

X

Map the Product: (all bolded/underlined products are added on to the end of this document)Introduce the Not Your Average Bedtime Story Graphic, Not Your Average Bedtime Story Rubric, and Not Your Average Bedtime Story Notes Sheet. Students will have acquired the content knowledge of viruses, transmission, prevention, epidemics, and pandemics.  Have students choose one historical epidemic or pandemic that they identified on the Historical Epidemics and Pandemics Graphic Organizer.  The students will use the Not Your Average Bedtime Story Rubric and Not Your Average Bedtime Story Graphic to begin researching, and collecting data, maps and firsthand accounts.  Then they will develop a storyboard on the Not Your Average Bedtime Story Notes Sheet in which they draft out a sketch of each slide.  In addition students will write their narrative script underneath each slide. The script should tell the story of their epidemic and pandemic including possible causes, human, economic, and cultural consequences.  It should also include maps, pictures, and primary accounts of the epidemic or pandemic.  Finally, students should include responses and strategies governments implemented to contain the spread of the epidemic or pandemic.  Students will then incorporate their research into a digital story.  Some students may not have knowledge of using PowerPoint to develop a digital story. Have students adjust their thinking to produce a story about their historical epidemic or pandemic.

Product: Create and present a narrative PowerPoint explaining one historical epidemic or pandemic, its effects and the response of world leaders.

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

Project1. Electronic source validation X

2.  MLA citation of sources X

3.  Causes of epidemics and pandemics X

4.  Costs and consequences of epidemics and pandemics

X

5.  The responses of a world leader to an epidemic or pandemic.

X

6.  Producing a Digital Story using PowerPoint

X

Resources: School-based Individuals:Technology Specialist Media Specialist School nurse or health specialist. Technology: Multimedia software including; Excel, PowerPoint, and Internet access.  You will also need hardware peripherals including; flash drives, printers, microphone headsets, computer speakers, LCD projector, and a Smart Board or projection screen. Community: Department of Health and Human Resources DoctorsNurses Nurse practitioners, Materials: Handouts Rubrics Graphic organizersLaunch materials

Manage the Process: (all bolded/underlined products are added on to the end of this document)Summary: Introduce the Not Your Average Bedtime Story Graphic, Not Your Average Bedtime Story Rubric, and Not Your Average Bedtime Story Notes Sheet. Students will have acquired the content knowledge of viruses, transmission, prevention, epidemics, and pandemics.  Have students choose one historical epidemic or pandemic that they identified on the Historical Epidemics and Pandemics Graphic Organizer.  The students will use the Not Your Average Bedtime Story Rubric and Not Your Average Bedtime Story Graphic to begin researching, and collecting data, maps and firsthand accounts.  Then they will develop a storyboard on the Not Your Average Bedtime Story Notes Sheet in which they draft out a sketch of each slide.  In addition students will write their narrative script underneath each slide. The script should tell the story of their epidemic and pandemic including possible causes, human, economic, and cultural consequences.  It should also include maps, pictures, and primary accounts of the epidemic or pandemic.  Finally, students should include responses and strategies governments implemented to contain the spread of the epidemic or pandemic.  Students will then incorporate their research into a digital story.  Some students may not have knowledge of using PowerPoint to develop a digital story.  

Phase 1    PreparationYou may want to contact local health officials from the area (i.e. speaker from the Department of Health and Human Resources, or other health official) to speak about preventing the spread of communicable disease. They may have informational handouts to distribute to the class.  Also, you could schedule computer lab time.

Assign cooperative groups of four (if practical) based on interests and learning styles.  You might not want to reveal groups to students until phase 6.

This gives you time to prepare handouts, appearing at the end of this document in order, including;

Pandemic Vocabulary ListHistorical Epidemics and Pandemics Graphic OrganizerNot Your Average Bedtime Story Graphic Not Your Average Bedtime Story RubricNot You Average Bedtime Story Notes SheetLesson Reflection LogGovernment Responses Notes SheetMultimedia Pandemic ProjectMultimedia Task AnalysisTeacher Observation RubricPeer Evaluation RubricPandemic Multimedia Presentation RubricProject Grading WorksheetPandemic Project ReflectionTeaching Strategies Handout

You may also prepare a calendar with deadlines and materials you have chosen for the launch.Also, you can locate internet sites place on “favorite” task bar.

Phase 2    Develop Background Knowledge Begin PBL by launching project with chosen entry event, which will illustrate the ease in which viruses can be transmitted from person to person.  https://youtu.be/Rpj0emEGShQ

Students should define essential vocabulary. You can use several strategies to differentiate. Also you can use a Frayer graphic organizer for acquisition of vocabulary. Assessments can be conducted using exit strategies, and quizzes. Pandemic Vocabulary List

Students should then respond to the prompt in Lesson Reflection Log.

Direct Instruction on how communicable diseases are transmitted.Students should then respond to the prompt in Lesson Reflection Log.

Have your guest speaker come to describe communicable diseases, transmission and ways to stop transmission between people.   

Students should then respond to the prompt in Lesson Reflection Log. Phase 3    Study of Diffusion of Disease It is valuable to model direct instruction of critical thinking using think aloud, or the I do, We do, You do strategy, if needed. Teaching Strategies Handout

Students will review and discuss the Flu Pandemic of 1918 based on the History Channel video: http://www.history.com/topics/1918-flu-pandemic This activity has students analyze the geographic diffusion of the 1918 influenza pandemic and its impact.  It has them begin thinking about what was done to stop the spread, and what may have hastened its spread. This knowledge will be crucial for the culminating multimedia project.

Students should then respond to the prompt in Lesson Reflection Log. Phase 4    Historical Epidemics and Pandemics

 It is valuable to model direct instruction of critical thinking using think aloud, or the I do, We do, You do strategy, if needed. Teaching Strategies Handout

Students will research and gather information to complete a graph of the number of fatalities from major epidemics and pandemics throughout history using Excel. Many websites include the numbers of infected and fatalities.  This is an excellent visual aid that re-enforces the human impact of epidemics and pandemics.

Students should then respond to the prompt in Lesson Reflection Log.

You can assign certain historical epidemics or pandemics, or have students choose from the List of Historical Epidemics and Pandemics.

Then they will complete the Historical Epidemics and Pandemics Graphic Organizer identifying historical epidemics and pandemics, location, causes and consequences. Students can access internet and other media materials to locate information. Phase 5    Digital Story Review Not Your Average Bedtime Story Graphic, Not Your Average Bedtime Story Notes Sheet, and Not Your Average Bedtime Story Rubric for the project.                                    Students choose one historical epidemic or pandemic to research from Historical Epidemics and Pandemics Graphic Organizer.

It is valuable to model direct instruction of critical thinking using think aloud, or the I do, We do, You do strategy, if needed. Teaching Strategies Handout

Students will produce a Digital Story using narrative PowerPoint on a historical pandemic, its effects, and the world leader’s response to dealing with the pandemic. Not Your Average Bedtime Story and Rubric. Note: During this activity students should respond twice to the prompts in Lesson Reflection Log.

Present a Digital Story and have the students record information on graphic organizer where they decide which responses were effective and which were not on the Government Responses Notes Sheet.

Students should then respond to the prompt in Lesson Reflection Log. Phase 6    Multimedia Project Formally introduce groups, Multimedia Pandemic Project, Task Analysis Chart, Teacher Observation Rubric, Peer Evaluation Rubric, and Pandemic Multimedia Presentation Rubric.Have each group draw up a group contract and assign roles for each group member. You may need to include direct instruction on creating a successful group contract.

Students will begin PBL. They will research and work on the Multimedia Pandemic Project where they analyze the response of a world leader to the H1N1 pandemic, formulate a response to future pandemics for their community, develop predictions of possible challenges. They should use their Pandemic Multimedia Presentation Rubric to assess the components of the project. Groups will monitor progress by completing Task Analysis Chart on the assigned dates.

Throughout the course of the multimedia project make sure to conduct teacher observation using the Teacher Observation Rubric. Students should also complete peer evaluations on Peer Evaluation Rubric. You can record all grades on the Pandemic Project Grading Sheet.Note: During this activity students should respond twice to the prompts in Lesson Reflection Log.

Project Reflection and Evaluation: Students will answer the various prompts on the Project Evaluation Form.

Pandemic Vocabulary

1.) Virus2.) pathogen3.) communicable disease4.) transmission5.) diffusion6.) vaccine7.) immunity8.) susceptibility9.) population growth10.) quarantine

Historical Epidemics and Pandemics OrganizerDirections: Using classroom resources you will locate examples of historical epidemics or pandemics. Then identify the location of affected areas. Next record any known possible causes of the outbreak. Finally record significant consequences of the epidemic (i.e., death, cost, immigration)

Epidemic or Pandemic

Date Location Possible Causes Consequences

1.) Spanish Influenza

Classified pandemic-reached throughout the world, even the Arctic and remote Pacific islands.  

Possibly transmitted to humans at a military camp where swine and poultry were bred for food camp. Then the virus traveled with soldiers as they were stationed elsewhere in the world.

1.)  Estimated 50-100 million dead worldwide.

2.) Estimated 3-6% of the world population died.

3.) Life span in the US decreased by 10 years

4.) Government began working closely with the scientific community of studies of viruses and vaccines

2.)      

3.)      

4.)      

 5.)     

Epidemic or Date Location Possible Causes Consequences

Pandemic

6.)

7.)

8.)

9.)

10.)

Not Your Average Bedtime Story Graphic!

Part I Directions: Now that you have identified several historical epidemics and pandemics select one that most interests you. You will research and record data, maps, pictures, video clips, and I witness accounts about that specific epidemic or pandemic. Then you will create a digital story using PowerPoint in which you narrate and teach your peers the real impact the epidemic or pandemic had on humanity. Use classroom and digital sources to collect information. Then use the graphic Organizer to record the data you found.

Epidemic or Pandemic

Possible Causes

Locations

Human ImpactCultural and Economic Impacts

Government Response

Not Your Average Bedtime Story Rubric

Criteria

Performance

CommentsAbove Standard At Standard Below StandardThe narrative should tell the digital story about an historical epidemic or pandemic.

The digital story is creative, compelling, and engaging. The audience can really appreciate the effect of epidemic or pandemic on humanity.

The digital story is thought out and engaging. The audience can relate to the effect of epidemic or pandemic on humanity.

The digital story does not really connect with the audience, and does not express the effects that the epidemic or pandemic had on humanity.

 

10 9 8 7 6 5 4 3 2 1Your digital story should include I witness accounts of the epidemic or pandemic and develop an understanding of its emotional impact.

The digital story incorporates 1st person accounts that captures the emotional impact of an epidemic or pandemic.

The digital story incorporates 1st person accounts but they do not fully convey the emotional impact of epidemics or pandemics.

The digital story does incorporate 1st person accounts and does not convey the emotional impact of an epidemic or pandemic.

 

10 9 8 7 6 5 4 3 2 1The digital story should include data that expresses the consequences of the epidemic or pandemic.

The digital story includes extensive data including; # of infections, # of fatalities, economic and cultural costs, and maps. It conclusively demonstrates the connections and consequences of epidemics or pandemics.

The digital story has sufficient data including; # of infections, # of fatalities, economic and cultural costs, and maps. It connects the data to the consequences of epidemics or pandemics.

The digital story has incomplete or no data including; # of infections, # of fatalities, economic and cultural costs, and maps. It does not connect the data to the consequences of epidemics or pandemics.

 

10 9 8 7 6 5 4 3 2 1

Possible Causes Human ImpactCultural and Economic Impacts

The digital story should include explanations of how governments responded to the epidemic or pandemic.

The digital story includes very detailed explanations of how governments responded to the epidemic or pandemic.

The digital story includes sufficient examples of how governments responded to the epidemic or pandemic.

The digital story does not explain how governments responded to the epidemic or pandemic.

 

10 9 8 7 6 5 4 3 2 1The digital story should include graphics that evoke the mood or tone of the story.

All slides have quality graphics and relate historically. The graphics are poignant and evocative.

Most slides have quality graphics and relate historically. The majority of the graphics relate an emotional connection to the audience.

The images do not relate historically. The graphics do not relate any emotional connection to the audience.

 

10 9 8 7 6 5 4 3 2 1The digital story should include transitions, animations, and correct pacing as not to distract the audience.

The digital story flows smoothly. Transitions and animations are tastefully done and do not distract the audience. They are well paced.

The flow of the digital story is satisfactory. There are some transitions and animations that distract the audience, but the story is well paced.

The digital story does not flow smoothly. Transitions, animations, and pace distract the audience from the story.

 

10 9 8 7 6 5 4 3 2 1When recording the voiceover, pay attention to the sound. Specifically, maintain good sound quality and fluency. You should vary the volume and tone to engage your audience in your take about the impact of your epidemic or pandemic.

The narration is fluent and very natural. The overall volume of the voice over is appropriate. The speaker varies pitch, tone, and pace to engage the audience in their digital story.

The narration can be heard and understood, but there is some faltering of speech. The narrator lacks expression through pitch, pace, or tone.

The narration cannot be clearly heard. There is background noise, and faltering of speech. The narrator does not have any expression.

 

10 9 8 7 6 5 4 3 2 1

Lesson Reflection LogName_________________________________________ Period__________________

Directions: When directed read and respond to the following prompts in a complete sentence.Following this Lesson Date Prompt

Vocabulary   Today I Learned that pandemics and epidemics differ  

Transmission of Communicable Diseases   I Would like to learn more about

  

Guest Speaker   Some of the ways we can stop the transmission of disease are  

Xpeditions Diffusion of Disease   The hardest part of the lesson

  

Graph of Fatalities   Something new I learned  

 

Not Your Average Bedtime Story   The best parts of my work

  

Not Your Average Bedtime Story   I am still confused about

  

Following Digital Story Presentation   Some of the most effective responses to epidemic of pandemics are

  

During Multimedia Project   My team had these questions about our multimedia project

  

During Multimedia Project   Today we discovered

  

Multimedia Project

Introduction: Epidemics and pandemics have been shaping our history throughout time, and have caused human, economic and cultural tragedies. The way we respond to current threats of epidemics and pandemics depends entirely on what we did in the past. We have learned through trial and error what practices are effective in preventing transmission and infections, thus preventing death. However, because of rapid world globalization, increased populations, environmental changes, and the ability to quickly travel around the world, the threat of epidemics and even pandemics continues.

Scenario: The World Health Organization has declared H1N1 a global pandemic. You have been hired by your Department of Health and Human Resources to prepare your community. You will use all resources to analyze and develop a position in regard to the effectiveness of a world leader’s response to the pandemic, formulate a response to the pandemics for your community, and predict possible challenges.

Directions: Collaboratively your group will analyze the response of a world leader to the H1N1 pandemic. Next your group will formulate and design a response plan to the pandemic for your community. Then your group will predict possible challenges to your plan. Finally you will create and present the preceeding information in a multimedia presentation.

Hints: Use the task analysis chart, deadline calendar, and rubric to manage the process.

Multimedia Task Analysis ChartDirections: Each day of the project fill in the correct date at the top of the chart. Then for each task decide what progress you have made on a scale from 1 to 5.

1=Not Started2=Started, less than 25% completed

3=Progressing, 26% and 75% completed4=Near Completion, more than 76% completed

5=100% completed

Teacher Observation Rubric

  Limited-1 Developing-2 Proficient-3 Advanced-4Score and Comments

Solicits and uses feedback

The student or group does not see the need for feedback; does not solicit or use feedback.

The student or group attempts to use feedback when verbally prompted to improve performance.

The student or group uses feedback to improve performance.

The student or group seeks out feedback and uses information to improve products or performance.

Sets appropriate and realistic goals

The student or group does not set appropriate or realistic goals for the project

The student or group attempts to set appropriate and realistic goals for the project.

The student or group sets appropriate and realistic goals for the project.

The student or group sets and meets appropriate and realistic goals for the project.

Works with minimal

supervision

The group often needs verbal and non-verbal prompting to stay on task, and to work collaboratively.

The group needs some verbal and non-verbal prompting to stay on task and to work collaboratively.

The group needs little or no verbal and non-verbal prompting to stay on task and to work collaboratively.

The group is always engaged, and collaboratively work together. They need only cursory supervision.

Perseveres appropriately

The student becomes easily frustrated, does not seek out help when confronted with an obstacle, and frequently disengages from

The student sometimes becomes frustrated, but attempts to seek out help to overcome the obstacle, and

The student will seek out assistance from the teacher when needed to overcome any obstacles they

The student will seek out answers from a variety of sources when confronted by an obstacle.

the work. rarely disengages from work.

encounter.

Peer Evaluation Rubric

Group Names  Total Score1.)  2.)  3.)  4.)  

Directions: Place student names of you group that is being evaluated on the lines above. Place the number of points in the blanks below that BEST describe how you feel about a peer’s participation regarding each statement. Be honest in your evaluations, rewarding someone who did not fully participate is not fair to the group. Add the points and fill in total next to names at the top. All group members’ scores will be averaged from each evaluation sheet and recorded on your product grading sheet. (Example: If you receive an 18, 20, and 13 from your group members, your score would average out to 17 out of 20 possible, which is an 85 %.)

5 points-strongly agree4 points-very much agree

3 points-agree2 points-somewhat agree

1 point-somewhat disagree0 points-disagree

1 2 3 4

       

This person helped the group work hard to meet group objectives as listed on the task analysis sheet.

       

This person completed their assigned work without a having to be re-directed by group members.

       This person did not spend time socializing with other groups.

       This person listened to the other group members ideas, and offered their own input.

Pandemic Multimedia Presentation Rubric 

Below Standard At Standard Above Standard Notes

Evaluation of world leader's

response.

The presentation makes only a cursory attempt at critiquing and evaluating the responses of a few world leaders.

The presentation critiques and evaluates the responses of some world leaders to the H1N1 pandemic.

The presentation simultaneously evaluates and critiques the responses of multiple world leaders.

10 9 8 7 6 5 4 3 2 1

Conclusions

The presentation does not draw a conclusion as to the effectiveness of world leader's response to the H1N1 pandemic,

The presentation draws a conclusion as to the effectiveness of world leader's response to H1N1 pandemic.

The presentation clearly draws a conclusion as to the effectiveness of world leader’s response to H1N1 pandemic.

10 9 8 7 6 5 4 3 2 1

Predictions

The presentation does not make a prediction about future pandemics.

The presentation predicts challenges their community might face in a future pandemic.

The presentation solidly predicts challenges their community might face in a future pandemic.

10 9 8 7 6 5 4 3 2 1

Pandemic Project Grading Worksheet

  Assessment DatePoints

PossiblePoints Earned

Percentage Score

Teacher observation          

  Observation #1      

  Observation #2      

  Observation #3      

  Observation #4      

Pandemic PBL Products          

       Completion of graph identifying fatalities of major epidemics or pandemics using Excel

 Historical Epidemics and Pandemics Graphic Organizer      

 Not Your Average Bedtime Story      

  Multimedia Pandemic Project      

Peer Evaluation          

  Evaluation #1      

  Evaluation #2      

  Evaluation #3      

Evaluation #4Evaluation #5

Pandemic End of Project Self-AssessmentName___________________________ Date_________________

Directions: Carefully read each statement and respond in a clear and concise manner.I completed the following tasks during the project:

I learned the following about the subject matter:

I learned that communicable diseases can be transmitted by

You can prevent communicable disease from spreading by

Some of the causes of historical epidemics and pandemics were

Some of the cultural, economic, and human consequences of epidemics and pandemics are

Some of the government responses to historical epidemics and pandemics include

I learned the following about working in a group:

I learned the following about presenting to an audience:

I learned that my strengths are:

I learned that I need to work on:

If I were asked to complete this project again I would make the following changes:

Teaching StrategiesI do, We do, You do- In this process the teacher models the lesson for the students. Next the teacher works along with students which allows for distributed practice and assessment of learning. Finally students will practice the on their own.

Exit strategies-Exit strategies include a daily summarizer to assess for learning, including Ticket Out the Door, learning logs, and 3:2:1 summarizer.

Think aloud- Model aloud how to complete the process, then have each student do the same so you can assess if they are completing the process correctly.