Simulate Human Behaviour on the Effect of Malaria Propagation (Cognitive Flexibility)

Simulate Human Behaviour on the Effect of Malaria Propagation (Cognitive Flexibility)

TITLE of LESSON / Immune system –Malaria – infection and propagation
LANGUAGE / German and English
DESCRIPTION OF LESSON
KEYWORDS / immune system, immune response, malaria, malaria infection, infection, malaria propagation, propagation, parasites, host cells, anopheles mosquito, sporozoite, liver cell, merozoite, pathogen, red blood cells, toxin, intestinal wall, zygote
BRIEF OVERVIEW OF LESSON CONTENT / Beneath bacteria and viruses parasites are a third class of pathogenes. Malaria as a specific disease is visualised and the complex stages of malaria infection are described step by step. Finally, the students discover the propagation of different diseases by a interactive inquiry activity using simulations.
SUBJECT COVERAGE / Secondary Science
CURRICULUM / see “Unit of work”
LEARNING OBJECTIVES / Teachers and pupils are using interactive media, and simulations on a medium to higher interactive level. Learners…
  • collaborate on developing a scientific approach to problem-solving which emphasises understanding and constructive thinking (cognitive flexibility, metal modelling, structure knowledge)
  • simulate human behaviour on the effect of malaria propagation (cognitive flexibility)
  • foster communication competences by formulating hypothesis on propagation of infectious diseases (cognitive flexibility)

MATERIALS REQUIRED /
  • Paper based task to (re)arrange stages of malaria infection
  • INTACT “hypothesis formulation tool”
  • IWB, tablets, smartphones (BYOD)

DURATION / 2 x 45 min
TARGET AUDIENCE / Secondary School (in Germany: Realschule, Gymnasium)
AGE RANGE / 14 – 16
CONNECTION / Lesson 6 of 8 in this Unit of work
ASPECTS FOR COLLABORATION / work in small teacher moderated goups, creating an paper based puzzle (photo and share i.e. via smartphone), INTACT collaborative “hypothesis formulation tool”
REQUIRED KNOWLEDGE / Basic knowledge about immune system and immune response, structure of a virus
EDUCATIONAL DESCRIPTION OF LEARNING ACTIVITY / ACTIVITIES
SUGGESTIONS FOR USE IN THE CLASSROOM
ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
1 / “Malaria – infection”
The interactive resource “Malaria - infection” visualizes the different and complex stages of malaria infection step by step. / Pupils first get a paper based task to (re)arrange the different stages of malaria infection. The specific difficulty here is, that there are two hosts: human and anopheles mosquito.
The task can be dealed in collaborative groups across different countries. As documentation a mind map or concept map tool from INTACT platform is used.
Evaluation the different results, the group maps are compared with the respresentation of the micromodul. / Describe the different stages of malaria infection.
Understand the specific role during infection stages of the two involved hosts. /
The interactive resource “Malaria - infection” visualizes malaria infection step by step
2 / ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
“Malaria – propagation”
The interactive resource “Malaria - propagation” shows the worldwide propagation of malaria infection using a “chronological journey”. In an associated simulation, the effect of climatic warming on the spread of malaria is outlined.
Pupils use this micromodul to get an idea of the propagation of a virus desease. Using the simulation they are able to reflect their own behaviour (producing CO2) and the effect of the environment. / The task can be dealed in collaborative groups across different countries. As documentation a mind map or concept map tool from INTACT platform is used.
Expert groups are working out strategies to defend malaria infection and propagation using their knowledge about the immune system and immune response.
Evaluation the different results, the group maps are compared with the respresentation of the micromodul. / Visualize and get an idea of the time periods that are needed to spread malaria all over the world.
Reflect the own behaviour on the effect of malaria propagation.
Discuss strategies to stem the spread of a virus or disease. /
The interactive resource “Malaria - propagation” displays the spread of the disease and correlates the influence of human CO2 production
3 / ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
Infectious diseases – propagation
The interactive resource “Propagation of viruses“ simulates the propagation of diseases like measels, rubella, influenza and others in correlation with pathogenic transmissions like shaking hands, sneeze or kissing.
The INTACT-platform offers a simulation tool which is used collaboratively according to the process of scientific inquiry (cf. PATHWAY-project). The learners have a „hypothesis formulation toolkit“ on the platform which is used via IWB or mobile devices. / Learners share the planning of experiments in small groups as well as the results, the platform provides a toolkit for collaborative inquiry. Furthermore, this methodology is used to foster communication as an important feature of CLIL: Learners elementarize relevant concepts of the topic to communicate in the foreign languge.
This „conceptual turnover“ is an important feature in constructivist learning and should explicitly realized within the INTACT learning activities. / Understand and predict the dependence of disease, virus transmission and propagation /
The interactive resource “Propagation of viruses” simulates spread of various diseases according to transmission.
STRG]+Click on preview to navigate to online version
4 / QUESTIONS FOR WHOLE CLASS DISCUSSION FOLLOWING LEARNING ACTIVITIES:
> See “Key Questioning for scaffolding”
ASSESSMENTMETHODS / Teacher moderated group phases, teacher observation
Results on tablets, smartphones, IWB
Results on specific INTACT “hypothesis formulation tool”
DIFFERENTIATION / Mixed ability groups for active working
Buddy system to aid less able children
Differentiated questioning to support and challenge less abled and exceptionally abled children
Differentiated documentation records on IWB or via photos on smartphones or tablets
CREATOR / Steffen Schaal, Toni Cramer
RIGHTS / Creative Commons 3.0 (or use only, if resource from Klett Verlag)
ANNOTATION USER
ANNOTATION DESCRIPTION