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Subject: Interdisciplinary |
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1. Topic-
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2. Content-
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English (research and informational writing)
Science (environmental science, life science, health science)
Math (data analysis and statistics)
Social Studies (policy, sociology)
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3. Goals: Aims/Outcomes-
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1. Determine key issues evolving from the case study
2.Use discussion to formulate questions that will be used to drive
further research on the topic of asthma from multiple focuses
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4. Objectives-
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Students will:
1. brainstorm and develop questions to drive further research
2. define their research role and the roles of other members of their
group
3. write a case study using their own experience or that of someone
they are familiar with. |
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5. Materials and Aids-
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Myths and truths about asthma worksheet
Duct tape
Separated at birth handout
Poster paper
markers
Lined paper
Pens/pencils
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6. Procedures/Methods-
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A. Introduction-
Do Now: Students will come in and completed the myths about asthma
worksheet (7 minutes)
2. Teacher will lay duct tape on the floor - students will answer
each question by deciding which side of the tape to stand on(myth/fact).
3. Teacher will give the correct answer after students respond with
their thoughts.
4. Teacher will poll students on the difficulty of the exercise and
to see who got the most correct responses.
5. Teacher will ask why students participated in this activity. |
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B. Development-
1. Teacher will group students into groups of 4 students. Teacher
will choose the groups ahead of time, or decide on a random way of
grouping students (A.B.C. Order)
2. Teacher will distribute the Separated at Birth case study to each
student. Students will read the case study independently.
3. As the students are reading, the teacher passes out the poster
boards and markers. When time is up, the teacher is going to ask the
students "What is happening?" "What is the problem?" - PRACTICE #1
4. Bring the groups back together. Lead a discussion using class input
and create a categorical web. Leading questions should include
"Who does asthma affect?"
"Who studies the effects of asthma?"
"How does asthma affect more than just the patient?"
This categorical web should focus on the areas that will be linked
to the 4 roles in the think tank (which will be introduced Day 2)
Try to illicit information using additional questions, without giving
away too much information. - PRACTICE #2
5. Ask the groups to formulate four questions about the problem. -
PRACTICE #3
6. Now that students have experienced a case study, the teacher instructs
students to write their own case study about an experience with asthma
(or another illness) - INDEPENDENT #1
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C. Practice-
1. Students will brainstorm answers to the questions "What is happening?"
"What is going on?"
2. Students participate in a teacher facilitated conversation.
3. Groups formulate 4 questions about the problem that has been identified
in the whole group conversation. A student recorder writes down the
questions on the lined paper to turn in at the end of class. All students
in the group should list their name on the paper. |
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D. Independent Practice-
1. Students will write a brief case study about asthma or another
illness |
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E. Accommodations (Differentiated Instruction)-
1. Use of a timer
2. Groupings (heterogeneous or homogenous) |
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F. Checking for understanding-
1. Review of the do-now
2. Answers to questions during class discussion.
3. Teacher is assessing group focused conversations
4. Questions on the update |
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G. Closure-
Explain to the class that they will receive an briefing update at
the beginning of the next class - which may or may not answer all
of their questions.
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