Michele Bodine

Global Classroom Module

EDTC 645
Dr. Tamara Blesh
Fall 2014

Global Classroom Module

1

Designer: Michele Bodine

Summary: Throughout history, diseases have impacted society in primarily
negative ways. They have devastated populations all over the world and still
continue to do so. In order to combat different types of diseases, mankind
has developed different types of treatments and preventative measures to
limit the amount of people who contract diseases. Part of the preventative
measures taken involves educating people about different types of diseases.
This includes practicing good hygiene, and receiving proper vaccinations.
Additionally, the United States has several government agencies that help
ensure that proper protocol is follow an outbreak of a disease occurs. These
agencies help with foreign and domestic issues relating to diseases.
Therefore, it is important for people worldwide to have an understanding of
diseases that are prevalent throughout different parts of the world. This
module will provide students with an understanding of different diseases on
a global level including how disease are spread, ways to treat them and ways
to prevent them.
Objectives:
-

Students will evaluate the impact of communicable and noncommunicable disease on the individual, family, and society (domestic
and foreign).
Students will analyze past and present health-practices.
Students will illustrate behaviors that may decrease the probability of
developing disease.
Students will describe the roles and responsibilities for disease
prevention and control of health-related agencies at local, state, and
federal levels.
Students will identify resources for reliable information, assessment,
and treatment of communicable and non-communicable disease or
disability.

Background Concerning the school and the group you will be

working with: Northeast High School is located in Pasadena, Maryland
which is 10 miles south of Baltimore City. Although the residents are close to
urban areas, they are isolated. Many of the residents of the town are
ethnocentric. They can be closed minded to anything that is different from
the Pasadena Norm. I hope for them to break out of their comfort zone and
be open to learning about people from different parts of the world.

Time Frame: This Unit will include 7 lessons that will take place over a 3
week span of time (A-day, B-day Schedule). More time may be added for any
remediation or weather related issues (snow days, hurricanes, etc.)
Subject and Grade Level: Health, Grades 9-12
Proposed Topic and Rationale: Diseases Communicable and NonCommunicable. The spread of disease is a global topic. Whether it is the
common cold or malaria, diseases affect everyone. Therefore, the disease
unit was chosen for the global classroom module because it is a topic that
students from the United States and South Korea can relate to. Through the
participation in this module, the students will develop a better understanding
of diseases and how diseases impact the world.
Key Challenges: The key challenges will be the availability of technology
throughout the time frame that the unit will be taught. Also, challenges can
occur when determining the timeframe for completing each task. There is a
13 hour time difference between Maryland and South Korea so thorough
planning will need to take place to ensure that the time difference will cause
problems.
Prior Knowledge: The students will be transitioning from the Human
Sexuality Unit to the Disease Unit. At the end of the Human Sexuality Unit,
the students analyzed sexually transmitted infections (STIs). Within this
topic, the behaviors and risk factors that are associated with the spread of
STIs were discussed. This will have given them a basic understanding of
how diseases are spread.
Content Standards:
-

National Health Education Standards

o Standard 1 - Students will comprehend concepts related to
health promotion and disease prevention to enhance health.
o Standard 7 - Students will demonstrate the ability to practice
health-enhancing behaviors and avoid or reduce health risks.
o Standard 8 - Students will demonstrate the ability to advocate for
personal, family, and community health.

Maryland State Health Education Standards

o Standard 7: Disease Prevention and Control
E. Disease and Society

Common Core Standards:

3

o 9.RST.1. Cite specific textual evidence to support analysis of

science and technical texts, attending to the precise detail of
explanations or descriptions.
o M.1. Make sense of problems and persevere in solving them.
o M.5. Use appropriate tools strategically.

National Education Technology Standard for Student (NETSS):

-

Standard 2 - Communication and collaboration

o a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
o c. Develop cultural understanding and global awareness by
engaging with learners of other cultures
o d. Contribute to project teams to produce original works or solve
problems
Standard 3 Research and Information Fluency
o b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media
o c. Evaluate and select information sources and digital tools based
on the appropriateness to specific tasks
Standard 5 - Digital citizenship
o a. Advocate and practice safe, legal, and responsible use of
information and technology
o b. Exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity
Standard 6 - Technology operations and concepts
o a. Understand and use technology systems

Global Theme:
After analyzing the Global Issues, Guidelines and Challenges, I
determined that my focus on diseases falls within the category of
Human Rights and Social Justice/Human Needs and Quality of Life
specifically within the third cluster since its emphasis is on broad
concerns including infectious diseases. This category includes a
broad array of human concerns and topics related to the quality of life
worldwide. The more recent the source consulted, the greater the
emphasis placed on global human rights (The American Forum for
Global Education, 2003).

Pre-Lesson Steps:
-

I will communicate with my cooperating teacher in South Korea.

He/she and I will share my thoughts about the time line for the
completion of the unit. This will include:
o When each topic will be discussed within the unit
o How long each topic will be discussed
o Deadline for the completion of the summative assessment
o Materials that will be needed for the unit
I will ensure that I have provided my cooperating teacher with the emails of all of my students and I will obtain the e-mails of my
cooperating teachers students.
I will ensure that the materials needed for this unit will be available to
me. This includes properly reserving the computer lab and I-pads.

Technology Use: Throughout the unit the students will use the following
technology:
-

I-pads
Smart Board
HP computers
Google Docs
Pre-Selected websites cdc.gov, nih.gov
Search Engines

Essential Questions:
-

What is the difference between a communicable and noncommunicable disease?

What is a pathogen?
What are different categories of communicable diseases?
Why do communicable diseases spread quickly throughout
populations?
Ways to prevent the spread of communicable diseases?
How are the medical practices in the US different from South Korea and
other areas of the world?
What organizations provide help for people with diseases on county,
state, and country levels?

Starting Activity for Module:

-

To begin this section of the unit, students will be introduced to the

project they will be completing at the end of the disease unit. The
class will be shown the Newsday Project site. Then, the students will
use iPads to examine the Newsday Project Site. The students are can
5

ask questions that they have about the site so there is no confusion
when they are asked to actually use the site.
-

Students will be informed that they will be working in groups to

construct a newspaper about current events that are occurring around
the world. Their topic is diseases. They will also be told that they will
be working with one of their classmates as well as two students who
attend a high school in South Korea. Students will be shown where
South Korea is located and be given a brief description of South Korea.

Students will be given the names of the group members they will be
working with throughout the unit. Each group will consist of two US
students and two South Korean students. The students will be given
the e-mails of each group member. For homework, they will be
required to send e-mails to their group members introducing
themselves to each other.

Pairs of students will be provided with a google log-in and password.

Each group of four will have the same log-in information so they can
work on their task. The group members can add resources to this
shared account that can be used for the final collaborative assignment.
The group will use Google Docs to create the Newspaper that will be
submitted to the News Day Project Site.

Summary of Two Lesson Plans:

-

Lesson Plan #1:

o This lesson will focus on the impact of communicable and noncommunicable disease on the individual, family, and society.
o Students analyze the difference between a communicable and a
non-communicable disease.
Formative assessment: students will construct a tree-map
using terms provided to them to show their comprehension
of communicable and non-communicable diseases.
o Students will examine the classifications of pathogens: virus,
bacteria, protozoan, parasite and fungus. A description of each
disease will be reviewed and how each classification of diseases
can be treated.
Formative Assessment: Using white board paddles, the
students will answer questions about the classifications of
pathogens. The teacher can visually see who has and has

not retained the information in order to determine if there

is a need to re-teach the material.
o Students will analyze ways that they could come in contact with
an infectious disease.
o Flu shots will be discussed with the class including availability
and time of year that they are given.
o Homework: E-mail group members from South Korea asking
them about the vaccines that are required in South Korea. My
students will also provide information about required
vaccinations in the United States.

Lesson Plan #2:

o This lesson will focus on behaviors that may decrease the
probability of developing disease.
o Students will analyze how pathogens can enter the body.
o Using iPads, students will play Outbreak at Waters Edge to show
the spread of disease.
o Students will take notes on the ways our body protects us and
fights off infection.
o Students will share the information they have obtained from their
homework assignment Vaccinations in South Korea
o The required vaccinations will be compared.
o Students will analyze ways that they can prevent the spread of
infection.
Formative Assessment: Each student will be provided with
a specific area home, school, mall etc. They will create a
sign that showing ways to prevent the spread of infection
in that specific area.
o Students discuss their signs with their classmates. (groups will
be chosen depending upon the area of they were assigned in
order to eliminate two people with the same area being in the
same group)
o Students will examine current events about the viral infection
Ebola. Students will read one article from the US and one article
from South Korea regarding the safety measures taken to
prevent the spread of Ebola.
Formative Assessment: The students will construct a
Double-Bubble Thinking Map
7

Summative Assessment: Using google docs, student groups

(Combination of US and South Korean students) will construct a
newspaper about diseases throughout the world. This newspaper will
be uploaded to the Newsday Project site. Students will examine other
groups newspapers and provide feedback.

Module Overview
This Module focuses on how communicable diseases affect people in every
aspect of their lives. Along with learning the basic information about
communicable diseases, the students will participate in collaborative
activities with a high school class located in South Korea. This will provide
the students will a global perspective of the topic of diseases. Each group of
students (two US and two South Korean) will share what they have learned
throughout the unit through email and information that has been uploaded to
a shared google docs account.
The first two lessons in the timeline were chosen.
Disease Unit Timeline:
This unit will take place on 7 consecutive instructional days on an A-Day/BDay Schedule.
Day
#1

Topic
Communicable Diseases

Objective
Students will evaluate the
impact of communicable and
non-communicable disease on
the individual, family, and
society (domestic and foreign).
8

#2

Ways to prevent the

spread diseases

#3

Diseases Throughout
History
County, State, National
and International
Agencys the Prevent
Disease

#4

#5

Informative On-line
resources about Disease

#6 and
#7

Summative Assessment
for Disease Unit
Collaborative Newspaper

Students will illustrate behaviors

that may decrease the
probability of developing
disease.
Students will analyze past and
present health-practices.
Students will describe the roles
and responsibilities for disease
prevention and control of healthrelated agencies at local, state,
and federal levels.
Students will identify resources
for reliable information,
assessment, and treatment of
communicable and noncommunicable disease or
disability.
Students will create an
informative newspaper about
diseases throughout the world.

Lesson Plan #1 (Day #1 in the Unit)

Lesson Title:

Communicable Diseases

Grade Level/Subject
Area:

High School Health Education (Grades 9-12)

Room #

C292 Mrs. Bodines Classroom

Concept/Topic:

Length of Lesson:

Use critical thinking skills to examine types of

communicable diseases.
Utilize Research Skills

1 - 85 minute class period (A-day/B-day Schedule)

Standards Addressed:
(Local or National
Standards)

National Health Education:

-

Standard 1 - Students will comprehend concepts

related to health promotion and disease prevention
to enhance health.

Maryland Health Education Standards:

-

MSDE 7.A.1. Describe risk factors and behaviors

that influence contraction and transmission of
communicable diseases.
MSDE 7.E.1. Examine the roles of the individual and
society in preventing disease.

National Education Technology Standard for Student

(NETSS):
-

Standard 2 - Communication and collaboration

o a. Interact, collaborate, and publish with
peers, experts, or others employing a variety
of digital environments and media
o c. Develop cultural understanding and global
awareness by engaging with learners of other
cultures
o d. Contribute to project teams to produce
original works or solve problems
Standard 5 - Digital citizenship
o b. Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity

Common Core Standards:

-

9.RST.1. Cite specific textual evidence to support

analysis of science and technical texts, attending
to the precise detail of explanations or
descriptions.
M.1. Make sense of problems and persevere in
solving them.
M.5. Use appropriate tools strategically.

Understand the term communicable disease and

Lesson Goals:

10

synonyms of the term that may be used in

different areas of the world
Recognize the different types of communicable
diseases
Examine ways to prevent and treat the spread of
communicable diseases
Examine regulations set form in Maryland and in
South Korea regarding mandatory vaccinations.

Performance
Objectives:

Students will evaluate the impact of communicable

and non-communicable disease on the individual,
family, and society (domestic and foreign).

Introduction:

This is the first lesson in the Disease Unit.

Students will examine communicable diseases.
The lesson before this unit introduced the
collaborative assignment that the students will
complete for their summative assessment to the
students. They were shown the website along with
examples of students work.

Step-By-Step
Procedures:

Students will begin the class by completing their

drill.
Drill: Make a list of diseases that
you can think of.
After the drill is complete, students will provide
answers to the class. These answers will be
discussed to determine accuracy. Additionally, the
teacher will lead the class in a discussion about the
differences between the different diseases on the
list.
Students will then record their vocabulary words:
Communicable Disease
Non-communicable Disease
Pathogen
Students are given a list of diseases. The will be
asked to construct a tree map using this list to
show which diseases are communicable and which
are non-communicable.
The tree maps will be shared with the class in order
to construct a class tree-map.
Teacher will explain that the focus will be on

11

communicable diseases for this unit.

Students will analyze the classifications of
pathogens: virus, bacteria, protozoan, parasite and
fungus.
Slips of paper including the
classification, the description of
each pathogen and how each of
diseases can be treated are
placed in an envelope.
In partners, the students will
organize the slips of paper so
that information corresponds with
each other.
A fully complete chart will be
provided at the conclusion of the
activity.
Using white board paddles, the students will
answer questions about the classifications of
pathogens.
If students have not grasped the
information, provide another
activity to re-teach the
information
Discussion about ways that individuals can come in
contact with an infectious disease.
Person to Person
Food and Water
Environment
Animals
Students will provide different ways for each
category that a person could be infected:
Ex: Food and Water
Undercooked chicken or drinking
dirty water
Teacher will ask: What are things that people do to
prevent the spread of infectious disesaes?
Teacher will say one way is vaccinations.
Teacher will proceed to show students information
about Maryland State Vaccination Requirements
Using an iPad, students will research vaccination
requirements for an assigned country. Students
12

will record
Technology
Requirements:

Projector
Computer
Smart Board
iPads

Resources:

Drill and Vocabulary Hand-out

Communicable Disease Tree Map Outline
White Board Paddles
Dry Erase Markers
Erasers
Disease Categories, descriptions and treatment
hand-out
Envelopes
Vaccination Sheet for Maryland
Hand-out for Vaccination Requirements in other
countries
Homework Worksheet

Related URLs:

Assessment Based on
Objectives:

www.cdc.gov
http://www.mayoclinic.org/diseasesconditions/flu/in-depth/flu-shots/art-20048000
www.nih.gov
www.kidshealth.org
http://phpa.dhmh.maryland.gov/OIDEOR/IMMUN/Sit
ePages/back-to-school-immunizationrequirements.aspx
http://phpa.dhmh.maryland.gov/OIDEOR/IMMUN/Sh
ared%20Documents/Vaccine-Requirements_SchoolYear_2014-2015.pdf
Students will construct a tree-map using terms
provided to them to show their comprehension of
communicable and non-communicable diseases.
In other areas, different types of
data organizers will be used like a
chart with three columns.
Using white board paddles, the students will
answer questions about the classifications of
pathogens. The teacher can visually see who has
and has not retained the information in order to
determine if there is a need to re-teach the
13

Follow-Up:

Classroom
Management:

material.
Using the iPads, students will research vaccination
requirements for an assigned country. The work
that is completed will be turned into the teacher.
Teacher reviews information that students went
over today and informs students that the class they
will be working with in South Korea will be
completing the same lesson. Therefore, their
work groups will all be familiar with the information
about infectious diseases regarding categories,
descriptions, and ways to prevent/treat.
For homework:
E-mail group members from
South Korea asking them about
the vaccines that are required in
South Korea. My students will
also provide information about
required vaccinations in the
United States. Print E-mail from
South Korean group member.
The e-mail will be examined
during the next class.
Behavior management is challenging in my classes
because of the mix of grades and learning level.
One skill that I use often the inclusion of multiple
activities each one lasting no more than 15
minutes. Another skill I use is walking around the
room and monitor the students. As I walk around, I
make sure the students are staying on task and
help them if there are any questions. Finally, I call
on students at random especially if their hands are
not raised. That way, the students never know
when they will be asked to answer a question.

14

Accommodations:
(special needs / gifted
& talented)

Differentiated Instruction will occur throughout the

lesson. One student has visual impairments so the
text for each document will be enlarged to meet
the students needs. Another student has a one on
one aid who will assist that student if any help is
needed. Also preferential seating is needed for 3
students. Therefore, these students sit in the front
of the classroom.

Student Hand-out for the Drill and Vocabulary

15

Name: ______________________________ Date: _________ Pd:

____

Communicable Diseases
Drill:
- Make a list of all the diseases you can
think of.

Vocabulary:

16

Teacher Document that Correlates with Student Hand-out

Communicable Diseases
Drill:
- Make a list of all the diseases you can
think of.

Vocabulary:
- Non-communicable Disease
- Communicable Disease (AKA Infectious
Disease)
- Pathogen

17

Student Hand-out for Tree Map

Name: ___________________________ Date: ___________ Pd:
_____

Create a tree map to organize the terms in

categories Communicable and NonCommunicable.
-

Asthma
Cancer
Diabetes
Ebola
Flu
Heart Disease
Herpes
Hypertension
Strep Throat
Tuberculosis

18

Teacher Material for Tree Map

Handout provided to students after matching activity is completed

19

Categories of Infectious Diseases

Pathogen
Description
Bacteria
tiny single-celled
organisms, some of
which can cause
disease
Fungus
an organism that
absorbs and uses the
nutrients of living
and dead organisms
Parasite
an organism that
lives on or in an
organism of another
species, known as
the host, from the
body of which it
obtains nutriment
Protozoa a single-celled
organism that
accounts for the
leading causes of
death throughout
parts of the world

Treatment
Antibiotics

Anti-fungals or
strong prescription
medicines
Medicated
shampoos and
topical treatments

Proper hygiene is
the best way or
treatment with
prescription
medicine
20

Virus

an infectious agent
that replicates only
within the cells of
living hosts

No cure for
infection but OTC
medicines can
relieve some
symptoms

Maryland Vaccination Chart for students and teacher

21

Student Hand-out for Vaccination Information for Assigned Country

Name: _____________________________ Date: __________ Pd:

____

Comparing Vaccination Requirements

You have just finished analyzing the vaccination
requirements for the state of Maryland. Now, you will
research vaccination requirement for the country listed
below. When you completing your research, notice the
differences and similarities regarding the vaccination
requirements for Maryland and the country you were
provided. Record your findings.

Country: ________________________________________

Similarities and Differences between Maryland and

________________

22

Student Hand-out for Homework for Lesson #1

Name: _____________________________ Date: __________ Pd:

____
E-mail group members from South Korea asking them
about the vaccines that are required in South Korea.
- Your group members are required to complete the
same assignment so be prepared to provide
information about required vaccinations in the United
States.

Print E-mail from South Korean group member. The email will be examined during the next class.

23

Lesson Plan #2 (Day #2 on Timeline)

Lesson Title:

Ways to prevent the spread diseases

Grade Level/Subject
Area:

High School Health Education (Grades 9-12)

Room #

C292 Mrs. Bodines Classroom

Concept/Topic:

Length of Lesson:

1 85-minute class period

Standards Addressed:
(Local or National
Standards)

National Health Education Standards:

-

Standard 7 - Students will demonstrate the ability

to practice health-enhancing behaviors and avoid
or reduce health risks.

Maryland Health Education Standards:

-

MSDE 7.E.1. Examine the roles of the individual and

society in preventing disease.

Common Core Standards:

-

9.RST.1. Cite specific textual evidence to support

24

analysis of science and technical texts, attending

to the precise detail of explanations or
descriptions.
M.1. Make sense of problems and persevere in
solving them.
M.5. Use appropriate tools strategically.

Standard 2 - Communication and collaboration

-

Lesson Goals:

Interact, collaborate, and publish with peers,

experts, or others employing a variety of digital
environments and media
c. Develop cultural understanding and global
awareness by engaging with learners of other
cultures
d. Contribute to project teams to produce
original works or solve problems
Standard 3 Research and Information Fluency
o b. Locate, organize, analyze, evaluate,
synthesize, and ethically use information
from a variety of sources and media
Standard 5 - Digital citizenship
o a. Advocate and practice safe, legal, and
responsible use of information and
technology
Understand how the body protects us from and
fights infection
Examine international regulations regarding
preventative measures for disease control

Performance
Objectives:

Students will illustrate behaviors that may

decrease the probability of developing disease.

Introduction:

This lesson will be the second in the Disease Unit.

Students have just completed tasks involving
topics about infectious diseases. They were asked
to contact their group members from South Korea
to find out vaccination requirements for South
Korea. This lesson will examine ways to prevent
the spread of communicable diseases.

25

Step-By-Step
Procedures:

Students complete the drill.

Drill: List some of the ways a
pathogen might enter the body.
Discuss drill with the students.
Go over vocabulary with students.
Inflammation
White Blood Cell
Vaccine
Symptom
Using iPads, students will play Outbreak at Waters
Edge to show the spread of disease.
Students will take notes on how the body protects
and fights infection. While students are taking
notes, the teacher will discuss each section of the
notes and provide examples.
Students will share the information they have
obtained from their homework assignment
Vaccinations in South Korea
In groups, students will compare the vaccination
requirements. Students may not work with people
who are in the same group for the collaborative
activity.
Teacher will have short discussion with class about
measures people take to prevent the spread of
communicable diseases. Along with vaccinations,
what else do people do?
Teacher will discuss answers with the students and
make a list.
Using prior knowledge and knowledge acquired,
students will create an informative poster about
ways to prevent the spread of infection in
designated areas of their school.
Students have the option to draw
the poster or digitally create one
using
http://www.jukeboxprint.com/edit
or/poster_creator.php
If the digital option is chosen,
students will need to take a
screen shot of the image because
the site does not save the
26

product
If the students decide to draw the
poster, the will need to take a
picture of the poster using the
iPad.
The poster will be shared with the class and
uploaded to their Google Documents Account to
share with their group members in South Korea.
Students will read two articles about preventative
measures taken for Ebola. They will use the iPad to
read the articles:
U.S. Article:
http://www.prevention.com/print/
52966
South Korean Article:
http://thediplomat.com/2014/10/s
outh-koreas-ebola-response/
Students will compare two articles by creating a
Double Bubble Thinking Map.

Technology
Requirements:

Projector
Computer
Smart Board
iPads
Smart Response Clickers

Resources:

student drill and vocabulary sheet

teacher drill and vocabulary sheet
Ebola Preventative Measures Comparison Using
Double Bubble
Student Note Sheet for How Body Protects and Fights
Infection
Teacher note sheet for How Body Protects and Fights
Infection
Rubric for Preventing the Spread of Infectious Disease
Poster
Smart Notebook Closure

Related URLs:

http://www.mclph.umn.edu/watersedge/game.html
http://www.prevention.com/print/52966
http://thediplomat.com/2014/10/south-koreas-ebolaresponse/
http://www.cdc.gov/flu/protect/stopgerms.htm
http://www.fcbc.net/archangel/woa/mgServeFile.php?
fn=0_40_public/documents/PDFs/poster_series_PDFs/Ge
27

Assessment Based on
Objectives:

rm_Poster_Set.pdf
http://www.pkids.org/files/pdf/idw/teen2.pdf

www.cdc.gov
www.nih.gov
www.kidshealth.org
Use homework to compare vaccination
requirements for Maryland and South Korea
Each student will be provided with a specific area
home, school, mall etc. They will create a sign that
showing ways to prevent the spread of infection in
that specific area.
The students will construct a Double-Bubble
Thinking Map comparing the two articles about
Ebola regarding safety measures taken one from
the United States and one from South Korea
Closure Activity: Review questions using Smart
Notebook and Smart Response Clickers

Follow-Up:

Students will complete a closure assignment. Using the

Smart Response Clickers, students will answer review
questions that are presented on the Smart Board.
Student data is collected and will be
used to review for next class (if
needed).

Classroom
Management:

Behavior management is challenging in my classes

because of the mix of grades and learning level.
One skill that I use often the inclusion of multiple
activities each one lasting no more than 15
minutes. Another skill I use is walking around the
room and monitor the students. As I walk around, I
make sure the students are staying on task and
help them if there are any questions. Finally, I call
on students at random especially if their hands are
not raised. That way, the students never know
when they will be asked to answer a question.

28

Accommodations:
(special needs / gifted
& talented)

Differentiated Instruction will occur throughout the

lesson. One student has visual impairments so the
text for each document will be enlarged to meet
the students needs. Another student has a one on
one aid who will assist that student if any help is
needed. Also preferential seating is needed for 3
students. Therefore, these students sit in the front
of the classroom.

Drill and Vocabulary worksheet for students

Name: ____________________________ Date: __________ Pd:
_____

29

Protecting Yourself from Infectious

Diseases

Drill:
- List some of the ways a pathogen might
enter the body.

Vocabulary:

Drill and Vocabulary worksheet for teacher

30

Protecting Yourself from Infectious

Diseases

Drill:
- List some of the ways a pathogen
might enter the body.

Vocabulary:
- Inflammation
- White Blood Cell
- Vaccine
- Symptom

Student notes sheet:

31

Name: ____________________________ Date: __________ Pd:

_____

Notes: How Your Body Fights Disease

Teacher Notes:
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How Your Body Fights Disease

- Physical Barriers
Skin- helps keep pathogens from
getting inside the body
Mucous Membrane slimy mucous
that covers your nose and mouth
helps trap pathogens and keep
them from causing harm to your
body.
Chemicals sweat, tears, and
stomach acid all work to break
down any pathogens that may
have attached to your body.
- Inflammatory Response
- Immune System
Prepares your body to fight off a
pathogen

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Rubric for Preventing the Spread of Communicable

Disease Sign
You will choose a specific area of your school and create a
poster to show how to prevent the spread of
Communicable Diseases.
-

Hallways
Classrooms
Bathrooms
Cafeteria
Outside Common Areas
Gymnasium
Locker Rooms

Use the iPad to examine the examples and resources

provided
Examples:
- http://www.fcbc.net/archangel/woa/mgServeFile.php?
fn=0_40_public/documents/PDFs/poster_series_PDFs/
Germ_Poster_Set.pdf
- http://www.va.gov/vhapublications/ViewPublication.as
p?pub_ID=1871
Resource:
- http://www.cdc.gov/flu/protect/stopgerms.htm

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Make sure to take a picture or screen shot of your

poster and upload it to your group Google Docs
Account so you can share your work with your
group members
Comparison of Preventative Measures for Ebola
Worksheet
Name: _______________________________ Date: _________ Pd:
___

Read the two articles listed below:

- U.S. :
http://www.prevention.com/print/52966
- South Korea:
http://thediplomat.com/2014/10/southkoreas-ebola-response/
When finish the article, compare the two
articles. Record the similarities and
differences by creating a Double Bubble
Thinking Map.

35

References:
CDC. (2014). National Health Education Standards. Retrieved on
October 16, 2014 from
http://www.cdc.gov/Healthyyouth/SHER/standards/index.htm
Common Core Standards. (2014). English/Language Arts Standards.
Retrieved on October 16, 2014 from http://www.corestandards.org/ELALiteracy/
Common Core Standards. (2014). Mathematics Standards. Retrieved
on October 16, 2104 from http://www.corestandards.org/Math/
The American Forum for Global Education. (2003). Global Issues,
Problems and Challenges. Retrieved on October 17, 2014 from
http://www.globaled.org/guidelines/whatstudy.html#four
ISTE. (2014). ISTE Standards for students. Retrieved on October 16,
2014 from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
School Improvement in Maryland. (2014) Maryland State Health
Education Standards. Retrieved on October 16, 2014 from
http://mdk12.org/instruction/hsvsc/health/standard7.html

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