ND Curriculum Initiative

Subject & Standards

1. Students engage in the research process.: 2. Students engage in the reading process.: 3. Students engage in the writing process.: 2.Concepts: promotion of health and prevetion of disease:

Understandings & Goals

Enduring Understanding: 1. I would like the students to understand how to research information, filter through the information to select appropiate data for a specific assignment. 2. They also need to understand that when creating information that has been taken from another source, the source needs to be cited. 3. I also want them to understand that there are many illnesses and diseases in the world, and they need to stay informed of what is happening around them and how they could potentially be infected with a disease.
Goal(s):1. Use five strategies of the writing process 2. Read and respond to information based on research 3. Locate information 4. Cooperatively work with other students. 5. Summarize information.

Questions Answered

Essential questions:1. What diseases exist in the world and how are they contracted? 2.  Is my writing clear, does my audience understand the information?
Objectives: 1. Identify the difference between diseases and kinds of microbes.  2. Describe how microbes are carried from place to place.  3. Explain how vaccines are used to fight disease.  4. List ways to prevent the spread of diseases.  5. Select information that is directy related to subject. 6. Identify interesting facts that can be used for opening sentences. 7. Take notes in your own words by summarizing key ideas in written material. 8. Write an outline, organizing information by main ideas and supporting ideas.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
There will be no quiz or test item for this project.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?
1. How can you create a brochure that would be enticing to the public and would draw people to want to read it to learn more about diseases?  2. What information would be valuable to share about the disease?
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product)will you include that will provide evidence of student understanding?
1.  Students will cooperatively create an informational brochure on the effects, symptons, etc.. of diseases. 2. Students will conduct research and present information to peers.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment)of understanding will you collect?
1.  Observation of students, parents, and healthcare professionals as they preview information in the brochures.2.  I will also question the students on the validity of the information they have selected to incorporate in their brochure. 3. Students will share information and answer questions from fellow classmates. 4. Students will self-assess their work with a rubric and I will assess the final project with a rubric.

Instructional Strategies

I will use project based learning to promote higher level thinking and self-directness. Students will gather information from resources to learn more about diseases that affect people all over the world. The project is interdisciplinary and the students are working cooperatively to produce a form of literature to educate people about the seriousness of diseases that face humans around the world.