Lesson One: Infectious Diseases Misconceptions
Hook: KWL Chart
Students individually complete a KWL chart to explore their previous knowledge of infectious diseases and what they would like to learn about the topic.
http://www.readwritethink.org/classroom-resources/student-interactives/creator-30846.html
Students individually complete a KWL chart to explore their previous knowledge of infectious diseases and what they would like to learn about the topic.
- Teachers can use this as an assessment/diagnostic of students previous knowledge and gain insight on their interests
- Chart will be revisited, as a unit consolidation activity, to complete what students learned about infectious diseases
http://www.readwritethink.org/classroom-resources/student-interactives/creator-30846.html
learning centres - literacy strategies
Activity: Exploring Misconceptions
How to Overcome Misconceptions
Learning Centres: Literacy Strategies
Anticipation Guide: Each student is given an anticipation guide worksheet in which each statement is a misconception. As a before reading activity, students state whether they agree or disagree with each statement. Students are grouped 1 to 5. Each number represents a misconception and its related reading assignment. Each reading is placed at a station. At each station is a during reading activity (jigsaw strategy) which is to be completed while students read the articles. As an after reading activity, students reflect on whether they were correct and provide supporting evidence from the text. Students then form new groups with classmates of non-identical numbers and share their reflections.
o Anticipation Guide Example:
http://interactive-notebooks.wikispaces.com/Anticipation+Guide
How to Overcome Misconceptions
Learning Centres: Literacy Strategies
Anticipation Guide: Each student is given an anticipation guide worksheet in which each statement is a misconception. As a before reading activity, students state whether they agree or disagree with each statement. Students are grouped 1 to 5. Each number represents a misconception and its related reading assignment. Each reading is placed at a station. At each station is a during reading activity (jigsaw strategy) which is to be completed while students read the articles. As an after reading activity, students reflect on whether they were correct and provide supporting evidence from the text. Students then form new groups with classmates of non-identical numbers and share their reflections.
o Anticipation Guide Example:
http://interactive-notebooks.wikispaces.com/Anticipation+Guide
anticipation_guide.pdf | |
File Size: | 44 kb |
File Type: |
Group 1
Statement: The flu vaccine can give you the flu.
Assigned Text: http://www.cdc.gov/vaccines/pubs/vis/downloads/vis-flu.pdf
Jigsaw Strategy: Double Entry Journals
http://www.readwritethink.org/classroom-resources/printouts/double-entry-journal-30660.html
Group 2
Statement: Deemed the “miracle drug” in the 1940s, antibiotics are the cure-all of virtually any infectious disease.
Assigned Text: http://www.medicalnewstoday.com/articles/10278.php
Jigsaw Strategy: Coding The Text
http://thinkingofteaching.blogspot.ca/2012/04/code-text-reading-strategy.html
Group 3
Statement: Antibiotics can be taken as preventative measures against some infections.
Assigned Text: http://www.cdc.gov/features/getsmart/
Jigsaw Strategy: 3-2-1
http://www.readingquest.org/strat/321.html
Group 4
Statement: Vaccine-preventable diseases have been virtually eliminated from North America, so there is no need to be vaccinated.
Assigned Text: http://www.cdc.gov/vaccines/vac-gen/whatifstop.htm
Jigsaw Strategy: Say Something http://www.amle.org/Publications/MiddleLeveliNSIDER/Articles/ReadingAssignments/tabid/2532/Default.aspx
Group 5
Statement: All sexually transmitted diseases are curable.
Assigned Text: http://www.pamf.org/teen/sex/std/stis.html
Jigsaw Strategy: SWOT Analysis
http://www.myread.org/monitoring_swot.htm
Statement: The flu vaccine can give you the flu.
Assigned Text: http://www.cdc.gov/vaccines/pubs/vis/downloads/vis-flu.pdf
Jigsaw Strategy: Double Entry Journals
http://www.readwritethink.org/classroom-resources/printouts/double-entry-journal-30660.html
Group 2
Statement: Deemed the “miracle drug” in the 1940s, antibiotics are the cure-all of virtually any infectious disease.
Assigned Text: http://www.medicalnewstoday.com/articles/10278.php
Jigsaw Strategy: Coding The Text
http://thinkingofteaching.blogspot.ca/2012/04/code-text-reading-strategy.html
Group 3
Statement: Antibiotics can be taken as preventative measures against some infections.
Assigned Text: http://www.cdc.gov/features/getsmart/
Jigsaw Strategy: 3-2-1
http://www.readingquest.org/strat/321.html
Group 4
Statement: Vaccine-preventable diseases have been virtually eliminated from North America, so there is no need to be vaccinated.
Assigned Text: http://www.cdc.gov/vaccines/vac-gen/whatifstop.htm
Jigsaw Strategy: Say Something http://www.amle.org/Publications/MiddleLeveliNSIDER/Articles/ReadingAssignments/tabid/2532/Default.aspx
Group 5
Statement: All sexually transmitted diseases are curable.
Assigned Text: http://www.pamf.org/teen/sex/std/stis.html
Jigsaw Strategy: SWOT Analysis
http://www.myread.org/monitoring_swot.htm
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Consolidation/Debrief: Misconception Class Discussion
As a whole class, discuss which misconceptions were most surprising and why.
As a whole class, discuss which misconceptions were most surprising and why.
- Students volunteer to share their thoughts.
- Teacher can use this as an assessment of student understanding.