PROJECT OVERVIEW Page 1 s2

PROJECT OVERVIEW
Name of Project: / Bioterrorism / Duration (hrs): / 7 class periods
CTE Course: / Health Science I / Grade Level: / 10
Academic Course: / English II & II H and Chemistry & H / School: / NSBHS
Teachers: / Zois and Cox
Project Idea:
Summary of the issue, challenge, investigation, scenario, or problem / Students will explore the relationship between World War 2 issues and personalities and the terrorist threats faced in today’s world. They will research smallpox and plague and their potential for use as weapons of bioterrorism. A panel discussion with local community responders will precede the culminating activity, a mock bioterrorism disaster.
Driving Question:
The question that both engages student attention and focuses their efforts / Terrorist attacks on the World Trade Center and the Pentagon produced a wave of fear that bioterrorism was next on the horizon. Is the U.S. medical establishment prepared to cope with what would be a vast catastrophe?
Content and Skill Standards:
Those taught and assessed in the project / CTE Performance standards
02.0Use correct medical terminology relating to body structure and function–The student will be able to: 02.02Use correct medical terminology including roots, prefixes and suffixes to indicate anatomical structures.
03.0Identify cells and tissues microscopically and macroscopically and relate their specialized functions–The student will be able to: 03.02Describe cell structure and function in diseased tissue.
05.0Identify and explain factors relating to the transmission of disease–The student will be able to: 05.05 List and discuss the body’s defense mechanisms.
SC.912.N.2.3
SC.912.N.2.2
Students will:
• explain that chemists study matter and the changes it undergoes
• differentiate between science and non-science
• identify which questions can be answered through science and which questions cannot
Common Core Standards – Language Arts and/or Mathematics
LACC.910.RST.1.1– Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions.
LACC.910.RST.4.10– by the end of grade 10, read and comprehend science/technical texts in the grades 9 – 10 text complexity band independently and proficiently.
LACC.910.WHST.1.2 – Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
21st Century Skills:
Those taught and
assessed in the project
For descriptions follow web links / Learning & Innovation Skills / Info. Media, & Tech. Skills / Life &Career Skills
Creativity & Innovation / Information Literacy / Flexibility/Adaptability / Productivity/Accountability
Critical Thinking/Problem Solving / Media Literacy / Initiative/Self Direction / Leadership/Responsibility
Communication/Collaboration / ICT Literacy / Social/Cross-Cultural
Culminating Products & Performances:
Elaborate on products
Discuss publication and presentation of projects / Products: / Student groups will create a power point project or other teacher approved presentation products. The product must meet all required specifications as stated in attached handout. The product will present pros and cons of both biological agents as weapons of bioterrorism as well as the group’s conclusion of which biological agent their group thinks would be of greater threat to the community.
Publication/
Presentation:
Presentation Rubric / Group: Groups of 2-3 will present their finished product to their classroom peers. The students will need to show convincing evidence to the class of their conclusion regarding the biological agent that would be a greater threat to the population / Presentation Audience
Yes
Individual: Students will present research information to teacher and progress that is made throughout project
Entry Event/Project Launch:
Introduction/background information to set the stage / Chemistry teacher assigns a Scientific American article close reading assignment. Student LLCCC the article and answer questions. The article premises the idea of biological agents as possible elements of warfare. Chemistry teacher incorporates a Socratic discussion in order to gauge level of student understanding on the topic.
In-Depth Inquiry/
Need to Know
Discuss how the project engages students;
Develop student guidelines for each phase of project
Student Project Guidelines
Project Management Log/Group
Project Work Log/Individual
Creativity/Innovation Rubric
1. Introduction and Team Planning: Introduction and Team Planning: Will meet once or twice a week in pairings or groups; contact will be open-ended and fluid throughout the course of the year.
2. Initial Research Phase - Gathering Information: Gathering Information: Summer workshops, pre-planning, and personal gatherings and findings will build each respective unit.
3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s): Speakers, materials, audio-visual aids will be at the ready.
4. Second Research Phase - Additional Information & Revision: - Additional Information & Revision: Revisions will be a constant work in progress as will the further gathering of information that musts supplement the literature we are reading, as well as its relationship with the Medical Academy.
5. Final Presentation Development: This will depend upon the responsibilities and disciplines attached to the lesson plan, curricular map, and specific rubric.
6. Publication of Product or Artifacts: A portfolio will be established and then produced as an on-going testament to the work being presented.
Collaboration:
Discuss collaboration among colleagues in teaching the project
Discuss collaborative instructional strategies utilized by students
Collaboration Rubric / Teachers:
The chemistry teacher will meet with the health science 1 teacher to orchestrate the activity. The teachers will agree on a project time line according to class schedules. Chemistry activity will be given as an introduction prior to health science project. Chemistry teacher will give feedback to health science teacher as to level of student understanding on the concept of biological agents and their use in terrorism. This will allow health science teacher to scaffold project in order to meet the academic needs of students.
Students:
Prior to the activity HS teacher will gauge individual student understanding and create groups based on varying levels of understanding. Students with a high level of understanding will be mixed with students with a lower level of understanding. Upon grouping students will agree on pre assigned roles. Each role has a specific responsibility in culminating the group finished project. Students must use high levels of collaboration to complete finished work. Teacher’s role is simply to facilitate.
Voice & Choice:
Describe how students play a role in project design and implementation / Final Product and Presentations
Instructional Technology:
Select and discuss the technology-based instructional options embedded in the project
Yes
Discussion:
Public Audience:
Describe how business partners contribute to project learning.
Assessments: / Formative Assessments
(During Project)
Summative Assessments
(End of Project) / Other Product(s) or Performance(s) w/ Rubric:
See attached rubric under Publication/Presentation
Reflection Methods: / Individual
Group
Whole Class
Essay
Revision & Reflection:
Scaffolded feedback and “check points” should be routinely provided by the teacher within the collaborative instructional process. Feedback can be based on either teacher and/or peer evaluations
Students will review projects
Students will assess their work on their project as individuals and as a team member
Post Activity Reflection / Select students from the Emergency Medical Responder course will present completed Mock HAZMAT Disaster project to Health Science 1 classes. This will allow the students to scaffold their learning as it applies to real life application. This exhibits how EMS workers would handle the situation.