2008 Buck Institute for Education

P R O J E C T O V E R V I E W / T H O U G H T F U L C L A S S R O O M Step One: Identify the Title and Core Concept Name of Project: Opened the Window, and In Flew Enza Duration: Subject/Course: ELA, Science Teacher(s): Enright, Hughes, Verbeck, Jones, Grade Level: 7th STREAM Popovich, Jaquin

Other subject areas to Math be included, if any:

CRISIS & Disease : A Study in Resilence (Unit Topic) (core concept)

Step Two: Identifying Standards to Be Addressed Project Idea Students will explore a variety of crises and how communities were (and are) affected due to a lack of knowledge and Summary of the issue, communication to prevent the spread. Students will read the book FEVER 1793 to learn about the yellow fever and challenge, investigation, make connections to issues that continue today. How can they take past shortfalls of effective crisis management of scenario, or problem: epidemics and inform a future generation to eliminate them happening again?

Students will research a vector transmitted disease in order to develop and disseminate a disease prevention tool for the community in the Syracuse area.

Driving Question How can we as Disease Control Agents create a prevention tool for the community of Syracuse?  Philosophical or Debatable  Product-Oriented How can education and communication help improve resiliency in a community?  Role-Oriented

Guiding Questions: SCI: What are medical and environmental crises that threaten our country? How does resilience ensure survival?

ELA: How can we learn from FEVER 1793 to effectively communicate to a future generation to prevent history repeating itself?

Math: How can statistics be used to analyze CDC data?

© 2008 Buck Institute for Education 1 CCSS to be taught and RL.7: assessed: 9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RI.7: 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. WI.7: 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade7 on page 53.) 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 7. Conduct short research projects to answer a question, drawing on several sources andgenerating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

MATH 7SP1. Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. 7SP3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. 7SP4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Additional Standards to SCIENCE: be taught and MS.Structure, Function, and Information Processing assessed: MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.] MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the

© 2008 Buck Institute for Education 2 nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

MS.Interdependent Relationships in Ecosystems LS2.A: Interdependent Relationships in Ecosystems . Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2) LS2.C: Ecosystem Dynamics, Functioning, and Resilience . Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.(MS-LS2-5)

MS.Growth, Development, and Reproduction of Organisms MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]

ETS1.B: Developing Possible Solutions  A solution needs to be tested, and then modified on the basisof the test results, in order to improve it. (MS-ETS1-4)  There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS ETS1-2), (MS-ETS1-3)  Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3)  Models of all kinds are important for testing solutions. (MSETS1-4)

Identify Learning Targets I can use statistics to examine the CDC data base. and/or ”I can…” statement I can identify how crises and resilience has shaped the United States. I can identify the difference between fact and fiction within historical fiction. I can identify the characteristics of a cell and the difference between bacteria, virus, protists, and fungi. I can explain how population density (& poverty?) impacts disease transmission and prevention.

© 2008 Buck Institute for Education 3 Key Academic Crisis, resilience, epidemic, prevention, textual evidence Vocabulary: Bias, unbiased, central tendencies, population increase/decrease, mean, median, mode, mean absolute deviation MAD, percent, Increase, decrease Communicable, non-communicable, symbiosis, parasite, host, virus, bacteria, cell, tissue, transmission, population density,

Step Three: Develop Your Learning Window Knowledge Goals Behavioral Goals/Habits of Mind What key information and facts do students need to know? What Habits of mind do you want to foster?

 Academic Vocabulary Behavioral Goals:  All living things are made up of cells, which is the smallest unit that Citizenship and responsibility: Helping solve and prevent a problem can be said to be alive. An organism may consist of one single cell facing our community. (unicellular) or many different numbers and types of cells (multicellular). Habits of Mind:  Within cells, special structures are responsible for particular  Questioning & posing problems. functions, and the cell membrane forms the boundary that controls  Applying past knowledge to new situations. what enters and leaves the cell.  Thinking and communicating with clarity and precision.  In multicellular organisms, the body is a system of multiple  Thinking interdependently. interacting subsystems. These subsystems are groups of cells that  Striving for accuracy work together to form tissues and organs that are specialized for particular body functions.  Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.  In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.  Growth of organisms and population increases are limited by access to resources.  Statistical Analysis to interpret data  Note-Taking skills for informational text  Identify a vector transmitted disease, ways to prevent and who is effected  Use CNY tendencies and statistical analysis to show how disease has impacted the US Understanding Goals Skill-Acquisition Goals

Resilience is needed for survival. Reading and Study Skills:  Collect/Organize ideas through Note-Taking We as humans are responsible to communicate effectively to keep  Make sense of academic vocabulary others safe and cared for.  Read/interpret visual, charts and graphs  Read information text to research Disease Prevention Reasoning & Analysis:  Draw conclusions; make suggestions based on informational text and research  Analyze and interpret data/statistics  Compare/Contrast Production & Communication Skills:  Write clear, coherent explanations  Read and Write using multiple sources  Write informatively, extract relevant evidence from text, site evidence.  Create a eye pleasing communication tool Reflection & Relating Skills:  Use rubric s to evaluate Team and Self Science Skills:  Microscope: Use and Care  Labs

21st Century Skills Collaboration Creativity & Innovation Competencies to be taught and assessed Communication (Oral Presentation) X Other:

Critical Thinking: Data Analysis X

Presentation Audience: The KITCHEN: Group: Disease prevention tools: Brochure, Photostory, Glogster, PSA, blog, Podcast Class: Culminating Coffee House: To Disseminate the four CNY Vector Diseases: Triple E, West Nile, Products and Rabies, Lyme Disease w/ FLYER X Performances School:

X Community: © 2008 Buck Institute for Education 5 Research note-cards/graphic organizer Experts: X? Individual: Research Paper Web: Other: P R O J E C T O V E R V I E W The FOYER: Movie Trailer: of movies either OUTBREAK http://www.youtube.com/watch?v=AgZ5goJibn0 Entry event to Contagion http://www.youtube.com/watch?v=4sYSyuuLk5g launch inquiry, engage students: ELA literacy and science introduction of FEVER 1793 finding evidence in the novel to compile different transmission method discussed in the book. The KITCHEN: Quizzes/Tests X Practice Presentations X Formative Assessments Journal/Learning Log Notes X Assessments (During And Project) Preliminary Plans/Outlines/Prototypes X Checklists X Benchmarks Rough Drafts X Concept Maps Online Tests/Exams Other: Written Product(s), with rubric: X Other Product(s) or Performance(s), with rubric: X Summative Communication Tool Flyer for Coffee House Assessments (End of Project) Oral Presentation, with rubric (Small Groups) X Peer Evaluation X Multiple Choice/Short Answer Test Self-Evaluation X Essay Test Other:

. Resources On-site people, facilities: Needed Equipment/Software:

Materials:

Community resources:

Websites:

Survey Other:

The LIBRARY & Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be WORKSHOP: to successfully complete culminating products and Provided Major Product(s) and performances, and do well on summative assessments by the project teacher, other teachers, experts, Presentation mentors, community members Student needs to complete

Science Content Knowledge Content Areas: Mini-Lessons and activities  Science Content; Labs

Disease choice research / Note-taking /Informational Research Workshop; Mini-lessons in ELA – Reading and Writing: Research Paper & FEVER 1793  Research Skills, note-taking, information gathering for communication tool

Statistical Data Analysis Math Workshop and Mini-lessons 

Communication Tool ALL Content Area; How to create a well-planned,  visually appealing and informative

Communication Tools and Web 2.0: Morning Meeting Introductions and exposure Photostory, Glogster, PSA, PodCAST, BLOG, Brochure 

1793 Flyer Period piece to prepare for Coffee house 

Communication Teach and Assess 

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