STEM School Chattanooga 9th Grade PBL Unit Plan Template Unit 6: Medicine - Viral Outbreak Learning Target Topics Art Science Mathematics Art I: Choose and apply subject matter to communicate an idea; Create artwork that reflects how history and culture influences art. Algebra I: Interpret expressions for function; Solve systems of inequalities. Geometry: Find Arc lengths and areas of sectors of circles; Apply geometric concepts in modeling situations. Language Arts Social Studies English I: Write narratives to develop real or imagined events; Make strategic use of digital media in presentations; Adapt speech to a variety of contexts and tasks. Physical World Concepts: Distinguish and identify each of the components of an atom and describe its structure; Describe radioactivity and half- life and use it to describe the process of nuclear decay; Describe fission and fusion of the atomic nucleus. World History: Prepare and perform a debate with supporting evidence and counter arguments. Grade Level Unit Overview Unit Essential Issue Culminating Events 9th Grade Unit Length 5 Weeks The Unit 6 PBL on Medicine will introduce students to the essential concepts of infectious diseases and their spread, including the use of nuclear medicine and vaccines in treatment and prevention. Students will use critical thinking skills to predict the spread of a zombie virus, creating a quarantine area based on the metro Atlanta area. Students will also participate in a Press Conference halfway through the unit, where the group will present their response plan to the zombie virus outbreak and the plans for containment and resolution of the outbreak. By the end of the unit, the groups will create a video news broadcast about the outbreak and debate ethical issues that arise from disease outbreaks during their presentation. Problem: Develop and present a response plan to control and resolve a viral zombie apocalypse. For the Unit 6 PBL, students will work collaboratively in a 5-6 member Emergency Management Team, consisting of the following team member roles: CDC/Medical Team Media/Public Communication Military/Public Safety Student teams will use the given Zombie Virus disease scenario to develop and present a response plan during the mid- unit Press Conference the week of March 25. The response plan will include information about the spread of the disease, quarantine and containment, diagnosis and prevention, and a plan for resolution. After the plan is approved, the EMT will prepare a debate on a chosen ethical issue based on the virus event as well as a video news broadcast about the event, plan, and suggestions for public safety, both to be a part of the culminating presentation during the week of April 13th. The groups will randomly chose a position on the following ethical topics to be debated:
State of Emergency - How prepared is the country for this type of event? Human rights - Would basic human rights still apply to the infected? The following items will be assessed by the appropriate content area teacher: Math (Algebra I and Geometry): Learning targets will be assessed in the press conference script and presentation. Physical World Concepts: Learning Targets will be assessed in the written plan. English I: Learning Targets will be assessed in the news broadcast storyboard and video. Art: Learning Targets will be assessed through the digital propaganda poster in the video broadcast. History: Learning Targets will be assessed through an Oxford Style debate. Common Assessment STEM PBL Rubric PBL Unit 6: Medicine Student: Date: Math Algebra I Math Geometry Science Physical World Concepts Language Arts English I Advanced Proficient Needs Improvement Students will use an exponential formula to predict the number of infected citizens at day 3, 7, 14, 21 and 30. Students will create and solve a system of inequalities to determine the range of possible treatment plan options. Based on the data provided in the attached scenario and calculations determined at the proficient level, students will determine and justify the best use of resources to prevent and/or cure the virus. Based on data provided in the scenario and calculations from the proficient level, students will determine and justify locations to quarantine infected citizens. Using a desired outcome (provided in the scenario), students will give numerically specific levels of vaccination, medication, quarantine and irradiation of infected persons. Students will create the video in the format of a news broadcast, including news anchors and interviews with experts. The images and graphics used in the video are effective in explaining the progression, timeline, and resolution of the virus event. The elements of the video broadcast flow together to tell the narrative of the virus event, including the technical Students will determine the circumference and area of metro Atlanta in miles based on data provided in the attached scenario. Students will divide a map of Metro Atlanta into sectors and will calculate the area of the sectors. Students will develop a scenario that describes the use of nuclear imaging to diagnose the virus in patients. Students should focus on the interactions of subatomic particles. Students will use α-, β-, and γ- decay equations to discuss the breakdown of medication in the body. Students will discuss vaccine and medication concentrations in the body using the half- life equation. Students will determine length of time since infection using C- 14 dating methods. Students will use speech and vocabulary specific to the news broadcasting field and topics being discussed. The video news broadcast should include appropriate images and graphics to enhance the information and add interest. The video news broadcast includes participation from all 3 team roles to describe the disease event, plan, and public safety suggestions about the
Social Studies World History Art Art I Minimum Requirement Must be included to be graded and personal elements of the apocalypse. The video news broadcast is creative and innovative, using editing techniques and special effects to add interest and detail. Introductions must excite the audience to action and present a clear concise thesis. Evidence use flows with the claims and analysis of team members and experts using multiple sources to back claims. Teams weaken opponent s argument by answering opposing view with evidence and analysis. Conclusion creates a call to action and convinces audience members to side with team s view. The propaganda poster is effective creating a specific tone and invoking a strong emotion in the audience. The propaganda poster is incorporated into the video broadcast effectively as part of the narrative about the virus outbreak. Zombie Apocalypse. The storyboard should plan all elements of the news broadcast, including graphics, anchor text, images and video clips, as well as identifying names of group members and roles. Teams will be assigned to face each other in an assigned debatable topic based on the scenario. Teams should coordinate member roles for the following: Researcher, Introduction, 2 Debate Participants, Conclusion, Team Captain. Introductions must grab the audiences attention and create a thesis statement that is clear to the topic. Debates must use sources for evidence and call on a combination of the words of experts with analysis from the team. Teams must answer and rebuttal claims from the other team. Conclusion must convince audience that team s side is stronger than the opponents. Students will create a digital propaganda poster that is either pro or anti- zombie, meant to influence the opinions of the public. The elements of the poster are creative and appropriate for the purpose of spreading propaganda about the virus outbreak event. Algebra 1: All calculations must be included in the press conference report. Geometry: All calculations must be included in the press conference report. English I: The storyboard must be submitted for approval at the mid- unit Press Conference. The news broadcast video is to be between 1-3 minutes in length. PWC: The required pieces must be included in the written plan. Art: The digital propaganda poster needs to be included in the video broadcast. Unit Learning Targets Algebra 1: I can interpret expressions for functions in terms of the situation they model. I can solve systems of inequalities. Geometry: I can find arc lengths and areas of sectors of circles. I can apply geometric concepts in modeling situations. English I: I can write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well- structured event sequences. I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Vocabulary Physical World Concepts: I can distinguish and identify each of the components of an atom, and describe its structure. I can describe radioactivity and half- life, and use it to describe the process of nuclear decay. I can describe fission and fusion of the atomic nucleus. History: I can establish and support substantive and credible claims. I can analyze the work of others to support a claim. I can, with organization and structure, support claims while answering counter arguments. I can persuade others to a argumentative claim and create a call- to- action from an audience. Art: Choose and apply subject matter and symbols to communicate an idea. Create an artwork using specified subject matter, symbols, and/or ideas. Create a work of art that reflects an understanding of how history or culture influences a work of art. Math: Algebra I 1. Exponential Function 2. Exponential Growth 3. Exponential Decay Math: Geometry 1. Arc 2. Chord 3. Major Arc 4. Minor Arc 5. Semicircle 6. Sector Science: Physical World Concepts 1. Alpha Decay 2. Beta Decay 3. Gamma Decay 4. Half- life 5. Fission 6. Fusion 7. Nuclear 8. Proton 9. Neutron 10. Electron Language Arts: English I 1. Lead 2. Anchor 3. Voice Over/Sound Over Tape 4. Feature Story 5. Hard News Story Social Studies: World History 1. Oxford Style Debate 2. Claim/Counter Claim 3. Persuasive strategy 4. Evidence Analysis 5. Research Design Art: Art I 1. Propaganda 2. Cultural Influence
Center for Disease Control - Zombie Scenario Atlanta Law Enforcement Officials contacted the Center for Disease Control to advise them of an imminent health disaster and to ask for assistance in containing and/or eliminating this threat. The Facts: A Georgia Tech student was infected with the Zombie virus while eating out with friends at The Varsity, a local hot dog stand near the GA Tech campus. Based on the little knowledge that is available about the spread of this virus, we project the number of cases to double each day. The only way to properly diagnose the disease is through the use of an MRI. Global scientists have been working in recent years on a vaccine to protect citizens of the world from this dreaded disease, and a spokesperson for XYZ Pharmaceutical Company of Atlanta recently announced that it had just begun producing what is believed to be an effective Zombie vaccine. The cost per dose is $15.00. A competing company, ABC Pharmaceuticals, also released a statement within the past 3 months that it has begun producing a medication that it believes is a cure for this blood borne disease. The cost per dose of this medication is $135.00. The CDC does not have the human resources available to manage this crisis; therefore, we are seeking the assistance of emergency management teams from the Chattanooga area. Specifically, we need the following: Using the information provided above and an exponential formula, project the number of cases expected after 3 days, 7 days, 14 days, 21 days and 30 days. Show the formula used and all calculations. In the event that our projection of the spread is inaccurate, calculate the spread of the disease if cases do not double, but triple over the same time period. With only $1,000,000 available to spend on the vaccine and cure, and realizing the importance of eliminating this disease in the Atlanta community, determine the break-even point between the cost of the vaccine and the cure at day 13 of this outbreak. The Georgia National Guard is available to assist in this crisis. We request that you coordinate the plan to quarantine infected individuals in order to minimize the spread of the disease: o Patient Zero was located at The Varsity in downtown Atlanta. Calculate the distance in miles from there to Ballground, GA. Use this as the radius of a circle that encompasses the metro Atlanta area. o Using the above circle, calculate the area in miles of the Metro Atlanta area. o Divide the metro area into sectors, calculating the area of each sector. Based on this information and the approximate population of that sector, find locations that could be used to quarantine affected people. o Consider proximity to health care services and the facilities that would be needed to house infected people for a period of time. We will ask you to report your findings and progress at a press conference. In addition to your presentation, please have prepared a written report on your progress that we can consider. As we obtain information that we believe will be helpful to you, we will share it through two secure blog sites: and http://williamsongeometry9.blogspot.com and http://williamsonalgebra1.blogspot.com.