Date/Day: 1-5Standards:8.L.1Understand the hazards caused by agents of diseases that effect living organisms. 8.H.3.2Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices). 8.H.3.4Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States.

21st Century Learning Goals:I will learn communication and collaboration skills by working on a team.I will gain environmental literacy by learning how diseases are formed and spread.

Overview: Students will learn the various types of disease causing organisms.  They will use diseases from the Civil War as examples. EQ: What organisms cause diseases, and how do they do it?Learning Targets:

I will be able to tell the difference between protists, bacteria, viruses, and fungi I will be able to understand how different organisms cause disease. I will be able to understand how to prevent diseases caused by different

organisms.Assessment:Students will make a “wanted” ad for a bacteria, protist, virus, or fungi explaining how to recognize it and why it’s dangerous.

Instruction:Students will come into class and see a “gallery” of various disease related pictures, videos, cartoons, ect.  They will fill out a “notices and wonders” sheet.  

Students will then be broken up into groups.  Each group will be given a large sheet of paper to serve as their “note-catcher”.  

Groups will record and discuss their notices and wonders.

Next, students will read an article explaining the definition and differences of bacteria, fungi, viruses, and protists.  They will take note of questions they have, things they already knew, things they just learned, and things they think are important.

After they read, students will take notes on their note-catcher in a different colored marker based on what they read.

After they take notes based on the reading, each group will be given a folder.  There will be a folder on epidemics and pandemics, bacterial diseases, viral diseases, protist

diseases, and fungal diseases.  They will be allowed 20-30 minutes to read through the folders containing cartoons, graphs, short articles, ect.  They will put what they learned from the folder in their notecatcher.  Then they will rotate until they have learned from all of the folders.

Next, students will appoint a “reporter” from their group.  The reporter will circulate to the other groups with their notecatcher and explain their findings.  Each group will notice things that the other groups gleaned and make note of those to teach their reporters when they come back.

Students will hang up their notecatchers in the room when they are finished with them.

Lastly, students will make their PSAs for their microorganisms.

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Date/Day: 6-9Standards:8.L.1Understand the hazards caused by agents of diseases that effect living organisms. 8.H.3.2Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices). 8.H.3.4Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 21st Century Learning Goals:I will use critical thinking and problem solving skills to find solutions for the problems faced in soldier camps.I will use technological skills to research information about a disease.I will learn communication skills by presenting to the class.

Overview: Students will learn about the living conditions of Civil War soldiers and explore how practices within the camp contributed to diseases.EQ:  How did the Civil War soldier camps’ conditions contribute to disease among soldiers.Learning Targets:

I will understand what life in a Civil War soldier camp was like I will understand how poor hygiene conditions contribute to disease.

Assessment:Students will make a “health plan” for the Civil War camps solving some of the problems that were contributing to disease.

Instruction:

Teacher will begin by asking students to tell them what they know about Civil War soldier camps already, or if they’re not sure, what they think camps were like.  Teacher will write these things on the board.

Teacher will then explain what the camp was like.  They will go through the topics of food storage, sleeping conditions, latrine placement, how things were washed, ect. Teacher will use a powerpoint that includes quotes from soldiers and lots of pictures. Teacher will also stop periodically to ask students questions about what they are learning as a formative assessment.

Next, the teacher will give each table of students a disease that was common during the time of the Civil War.  They will research that disease on a medical website and then, based on that information, they will postulate how a soldier could have contracted it and how a soldier could have prevented themselves from contracting it.  Then, they will make a brief presentation explaining their disease, what it does, and how to keep from getting it.

Next students will be given a picture of a location where their soldiers need to camp. Students will make a “health plan” for the soldiers while they are there.  They will make disease preventing policies (with an explanation of why it will work) and plan out how they are going to set up their camp.

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Date/Day: 11-15Standards:8.L.1Understand the hazards caused by agents of diseases that effect living organisms. 8.H.3.2

Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices). 8.H.3.4Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 21st Century Learning Goals:I will gain global awareness by comparing events in my country’s history with events in world history.I will gain communication and collaboration skills by working on a team and presenting to my class. I will use critical thinking skills and media literacy skills to make connections between the various ways I receive information in this lesson.I will gain technology skills by researching online and interacting with pieces of technology like QR codes.

Overview: Students will learn about the medical practices during the Civil War.  They will learn about what doctors learned during that time, and how doctors fixed the problems present in that time later.  EQ: What were the strengths and weaknesses of medical care during the Civil War? How did doctors in the future prevent the problems present in the Civil War through innovation and invention?Learning Targets:

I will understand medical care during the Civil War. I will understand the problems of sickness and infection present in Civil War

hospitals I will understand how doctors during the Civil War and in the future used

scientific inquiry to solve some of these problems.Assessment: Students will pick from a list of innovators in the field of medicine who helped to prevent or cure a disease caused by microorganisms.  They will create a presentation to their class explaining who that person was, what they did/discovered, and why it was important.Instruction:Students will again come in to a “gallery” full of pictures, qr codes for videos, objects, ect related to Civil War hospitals and medical innovation.  They will do a see and wonder chart as they walk around the gallery.  

Students will then get into different groups and sit with that group at a table.  They will each receive a “notecatcher” and write their notices and wonders on the notecatcher while they discuss them with the group.  Then, they will share with the class.

Then, students will read an article about Civil War hospitals and take notes on the article.  They will share their notes with their tablemates and write them on their notecatcher.  Then they will share some of the questions they had or things they learned with the class.

After that, each table will be given a folder full of information with a person/event that helped prevent a disease-causing problem in Civil War hospitals.  The folders include: the discovery of germs, modern sanitation practices, the invention of penicillin, Florence Nightingale, and the Red Cross.  Students will rotate the folders, putting their findings from each on their notecatcher in a different color.  

After they have circulated through the folders, students will appoint a “reporter” to take their notecatcher to each group and report what their group found.  The other group members will make note of new things they learn from other groups.  

The notecatchers will be hung up around the room.  

Students will then pick their person to research from a list of important contributors to medical science.  Students will compile information about their person and create a presentation to teach their class about their researched individual.Resources: