TED6225Pinkleton

= = = = == = = = = =Tiered Lesson Plan: Tiered with respect to English proficiency=

**Viruses, featuring the Flu** [|Flu Animation]
 * Teacher Name : Katherine Pinkleton**


 * **Date/Time:**
 * Spring 2011** |||| **Subject/Topic: Viruses, Flu, spread of illness**
 * 2 class periods** ||
 * **Unit/Theme: Stuff that makes us sick** |||| **NCSCOS Competency Goals**:

7.01 Compare and contrast microbes: ** Size, shape, structure.
 * Whether they are living cells.

7.02 Describe diseases caused by microscopic biological hazards including: Viruses. 7.03 Analyze data to determine trends or patterns to determine how an infectious disease may spread including: ** Carriers.
 * Vectors.
 * Conditions conducive to disease. ||
 * **Essential question: The Flu—is it “just a bug?”** ||
 * **Key Vocabulary:**

Virus Protein coat Genetic material Host Influenza Pandemic Contagion Vaccine ||  ||

Anticipation Guide-- Viruses, featuring the Flu. Read questions aloud with class and review any unfamiliar terms.
 * **BELL-RINGER:**


 * **The Flu is not a serious illness. T F**
 * **If you get the Flu, antibiotics will help you get over it faster. T F**
 * **The Flu kills more people in the US each year than car accidents. T F**
 * **It's OK to go to school if you have the flu. T F**
 * **A Virus is a living cell. T F**

Ask students to get in small groups for the following discussion: **Have you (or anyone in your family) ever had the flu? Describe your experiences.** || Influenza **pandemics** differ from epidemics in that the virus is transmitted to humans from another animal species, such as pigs or fowl, so humans do not have immunity to these strains as they might to a virus strain that has circulated through the human population. Sometimes a virus that usually infects humans will infect one of these other species, mutate, and then migrate back to humans in this new form. Because of this, a pandemic flu can spread rapidly through the human population. The flu usually kills between 30,000 and 40,000 people annually in the US—about the same number as die in car accidents. Watch this short NPR animated video clip on how a virus infects a healthy cell: __[]__ A virus has a simple structure composed of two parts: an outer coating made of protein and an inner core made up of genetic material. A virus can ONLY reproduce within the cells of an infected host. Once inside, it hijacks the machinery of the cell to make copies of itself, turning the cell into a virus “factory” which can produce millions of new viruses. Fortunately, a virus has protein “keys” on its outer shell that only recognize certain “locks” on the surface of the host cell, making it possible for a particular virus to infect only one (or a few) type of cells. Powerpoint on viruses in Spanish: __[]__ || **A) Infomercial/public service announcement:** In small groups, have students research, prepare and deliver a public service announcement entitled “Flu and You” (“Usted y la Gripe”). Explain that the announcement should be brief (1-2 minutes), easy to understand and should answer the following questions:  The announcement should be delivered in both Spanish and English.
 * **DIRECT INSTRUCTION (teacher presents):** The flu can be life-threatening. In the flu pandemic (the “Spanish” Flu) of 1918, Between 50 and 100 million people worldwide (including my great-grandmother) died, making it one of the worst (most human fatalities) disasters in history. At the time, this represented about 3% of the world's population (1.6 billion).
 * __**Tier One:**__
 * 1) What is the flu? What type of organism is it caused by?
 * 2) How is it spread?
 * 3) How can it be prevented?
 * 4) How should the flu be treated?

**B)** **Flu Brochure:** In small groups, have students design/illustrate a brochure (suitable for placement in the school office, nurse's office, etc.) that contains the following information in both English and Spanish:
 * 1) What is the flu? What type of organism is it caused by?
 * 2) How is it spread?
 * 3) How can it be prevented?
 * 4) How should the flu be treated?

**Websites for tier one activities (all are available in Spanish and English):** __[]__ __[]__

__**Tier Two:**__ **A) Primary Source Documents/Historical Context Jigsaw:** Have each group choose one of these NY Times archival articles contemporaneous with the 1918 flu pandemic (print out copies of these articles in English and Spanish, if possible):

__[]__ __[]__ __[]__

Do read-aloud with students and have them put meanings of challenging words on post-its in margins beside words where they occur in text. Have each group summarize their article on poster paper using drawings and text to convey key points. Put posters up in hallway and do a gallery walk with class.

**B) How disease spreads in a population: Mathematical modeling** Materials: Several large bags M&Ms, Skittles, Jellybeans or similar small candies, paper cups, graph paper, colored markers
 * 1) Split students into groups of 3-4.
 * 2) Give each group 100 M&Ms, five paper cups, 2 colored markers and one sheet of graph paper per student.
 * 3) Explain that one M&M is “patient zero” who has just been diagnosed with the flu. On day one, the patient infects one other person. On day two, each of the patients infects one other person, on day three, each patient infects one other, and so on up to day five. Assume that all of the patients are infectious (can transmit the disease) for the entire five-day period.
 * 4) Have the students model this by putting the “patients” into paper cups labeled days # 1-5.
 * 5) Students will graph results on a bar graph to see how quickly the number of patients increases. ||

__**Tier Three:**__

**A) Group activity:** after exploring these websites, have students prepare a debate (choose pro or con) on the topic: Should flu vaccines be mandated by law in North Carolina?  __[]__

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**B) Individual Activity:**

To student: after thoroughly researching the flu on the websites listed, write a letter or email to a parent, grandparent or other family member stating whether or not you think you should get a flu vaccine next year. What about other family members such as younger brothers and sisters? Give well-researched reasons for the choices you made (providing accurate information about the effects of the flu and how it is spread) and provide information about where the vaccine is available, the cost, location, etc. __[]__

__[]__

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__[]__ **C) How disease spreads in a population: Mathematical modeling** Materials: Several large bags M&Ms, Skittles, Jellybeans or similar small candies, paper cups, graph paper, colored markers
 * 1) Split students into groups of 3-4.
 * 2) Give each group 100 M&Ms, five paper cups, 2 colored markers and one sheet of graph paper per student.
 * 3) Explain that one M&M is “patient zero” who has just been diagnosed with the flu. On day one, the patient infects one other person. On day two, each of the patients infects one other person, on day three, each patient infects one other, and so on up to day five. Assume that all of the patients are infectious (can transmit the disease) for the entire five-day period.
 * 4) Have the students model this by putting the candy “patients” into paper cups labeled day 1-5.
 * 5) Students will graph results (day # on X axis against # of infected patients on Y axis).
 * 6) Have students repeat this exercise, changing our assumption that each patient will now infect TWO other people every day and graph, using a different color of marker.
 * 7)  Have students discuss in small groups whether they think this exercise is an accurate reflection of how the flu might spread in a population. Why or why not?

__**RESOURCES**__ **Kingore, B.** //**Tiered Instruction: Beginning the Process**//
 * “//Before initiating each segment of learning, the teacher completes a pre-assessment to determine what students know and then prescribes content materials and learning experiences that promote continued learning for each student.”// P re-assessment included with lesson/teacher reads questions aloud to check for vocabulary challenges.
 * “//Avoid always allocating simple thinking tasks for students with the fewest skills. All students need opportunities to analyze, synthesize, and evaluate information.”// All tasks are higher level; even tier one tasks require students to process information and decide which is relevant enough to include.

**The Access Center.** //**Strategies for Differentiating Instruction, Handout 1.**// Tier one students prepare a brochure or infomercial about the flu which presents facts about what a virus is and how it is transmitted as well as information about how to treat/prevent the flu.
 * //In tiered assignments, “process and/or product are varied according to the student's level of readiness...students with a more advanced level of understanding are asked to prepare a debate”.//
 * “//Use a variety of resource materials at different levels of complexity”.// I have included most information in Spanish as well as English where possible and have included websites at differing levels of complexity, from flu.gov, which is very basic and available in a Spanish version, to Mayoclinic.com, which is at a higher reading level.

**Lopez, J.** //**Funds of Knowledge**// Schoolwide, 12 % of our students are Hispanic—to the best of my knowledge Spanish-as-first-language students are the only ESL population at our school. Of my 105 students, 14 are ELLs at varying levels of fluency. This was my reasoning for differentiating my lesson for Spanish-speaking ELLs.
 * //During the period of time from 2002-2006, 57% of NC public school growth is due to the increasing NC Latino population.//

**Drucker, M. 2003. What reading teachers should know about ESL learners.** //**The Reading Teacher.**// **Vol.57, no. 1.**
 * //Teachers should “realize that academic proficiency (in a second language) takes a long time to develop....permit students to use native language when necessary.”//
 * //Have students “write word meanings on labels that are placed in the margins on or near the challenging item...may help reduce cognitive load and enhance vocabulary acquisition”//

I have had learners (both ELL and native English speakers) express to me that having a definition or synonym for difficult words // near the word where it occurs in the text // would be very helpful—basically this idea with the post-its is providing the student with an annotated version of the article.

**Hill, J. and Flynn, K. (2006). Classroom Instruction that Works With English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development. p.56**
 * //Working in small groups is beneficial for ELLs and can “greatly reduce student anxiety”; allows students more talking time in a low-risk setting (in a group of 3-4 as opposed to in front of class).//
 * //Students are more likely to actually speak in a small group.//

All activities are intended to be done in small groups except as noted (tier three individual assignment), although if a student asks to work alone, I will usually let them if resources permit.