Activity
1.
Students should recap their case studies from the previous
lesson.
Present the students with the cards which detail
the medic’s analysis. How different is their description
from the reality? What was confusing?
2.
Now provide students with the name of the disease and
the library
facilities & internet to research the disease.
3. Focus the students on describing the route of transmission
in a visual mode.
4. Once they have a general version of transmission of
the disease based upon their research they should come
up with suggestions as to how their particular case study
individual might have developed this disease. In addition,
students should also describe how the case study’s
immediate family who live in the same home might be affected
by the disease.
5. Share (drawing upon the teacher background) with the
students the medical histories of some of these diseases.
Many of the diseases have, until quite recently, not been
fully understood. Can they think of any diseases that are
not understood today? Why is it important to understand
the nature of a disease? (to understand transmission; impact
of disease; and ways to prevent, treat and control the
disease)
6. Have students identify the different methods of transmission
or initiation of disease (Genetic, Developmental, [Environmental
Factor] Infectious [person-person], Infectious [vector]).
7. Draw up a chart for the class with the different groupings
at the top. Elicit from students other diseases and place
them into the chart.
8. Ask students what do all these diseases have in common?
What does disease do to you? How would they define disease?
From their definitions of disease it should be fairly straightforward
to sum disease up as a state of the body where the homeostasis
has been shifted off balance. Review the definition of
homeostasis.
Embedded
Assessment
1.
Assess students’ critical
thinking skills through their visual depiction of transmission
of a specific disease
in a flow chart.
2.
Assess students’ ability
to differentiate and articulate between different origins
of disease and provide
an example within a disease chart.
3. During a classroom discussion can students define that
disease is a change in state where homeostasis is not in
balance?
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