Understanding Disease Evolution
Below is the prompt the teacher used to create this plan using our Ai:
I want the lesson to start with an activity about questions on disease (e.g., what causes disease, how it spreads, how its treated, how our understanding has changed over time, etc.) This will be to get a baseline of what they know. Then I will cover the question using slides. I will then go into the history of disease such as miasma theory and germ theory. Then I will talk about scientific theory and the importance of evidence based approach. I then need to go into an activity that the students can do that highlights this idea (this is where i need your help).
Create my own planYear 10 Science Lesson Plan: Understanding Disease and the Importance of Scientific Evidence
Overview
Subject: Science
Year Level: Year 10
Duration: 75 minutes
Class Size: 44 students
Curriculum Area: Living World, Nature of Science
Curriculum Level: Level 5 of The New Zealand Curriculum
Learning Objectives:
1. Understand various theories about the causes and spread of diseases.
2. Analyse how our understanding of diseases has evolved over time.
3. Understand and appreciate the importance of an evidence-based approach in scientific theories.
New Zealand Curriculum Links:
- Living World: Understand the processes of life and how these are interrelated.
- Nature of Science: Investigate in science, building science knowledge, and communicating in science.
The New Zealand Curriculum Online - Science
Lesson Plan
Part 1: Introduction and Pre-Assessment Activity (15 minutes)
Activity: Class Discussion on Disease
- Objective: To assess students' prior knowledge and misconceptions about diseases.
- Method:
1. Students are presented with a series of guiding questions on the whiteboard.
2. They discuss in pairs for 5 minutes. Some guiding questions include:
- What do you think causes diseases?
- How do diseases spread?
- How are diseases treated?
- How has our understanding of diseases changed over time?
- Class Discussion: Gather responses from pairs, writing key points on the board. This will help identify common misconceptions and the range of existing knowledge.
Part 2: Direct Instruction via Slideshow Presentation (20 minutes)
Slides Content:
1. Introduction to Disease Theories:
- Miasma Theory: The belief that diseases were caused by 'bad air' or miasmas.
- Germ Theory: Introduced by scientists like Louis Pasteur and Robert Koch, stating that microorganisms are the cause of many diseases.
2. Comparison and Evolution of Theories:
- Discuss how Germ Theory replaced Miasma Theory due to scientific evidence.
3. Importance of Evidence in Science:
- Explain how Germ Theory was accepted because it was supported by empirical evidence.
Method:
- Use visuals and timelines to depict the shift in understanding from Miasma to Germ Theory.
- Highlight key experiments, like Pasteur's swan neck flask experiment.
Part 3: Activity - Simulating Germ Spread (25 minutes)
Objective:
- Demonstrate the importance of evidence and scientific methods in understanding disease spread.
Materials:
- Glo Germ Kit (simulated germs that glow under UV light)
- UV flashlights
- Hand sanitiser
Instructions:
1. Setup:
- Coat a few students' hands with the Glo Germ powder without disclosing who.
2. Simulation:
- Allow students to interact normally for 5 minutes (e.g., handshakes, passing items).
3. Investigation:
- Use UV lights to show which individuals and objects have traces of the 'germs.'
4. Debrief:
- Discuss how evidence (in this case, the glowing germs) helps trace the spread and initiate preventative measures.
- Relate this back to how scientists use similar evidence-based approaches in real-world disease control.
Part 4: Conclusion and Reflection (15 minutes)
Activity: Reflective Writing
- Task: Students write a short paragraph on:
- What they learned about the evolution of disease theories.
- How the activity helped them understand the importance of evidence in science.
Class Sharing:
- Volunteers share their reflections, reinforcing learning points.
Assessment:
- Formative assessment through class discussions and the reflective writing task.
- Check understanding and correct misconceptions raised during discussions and activities.
Resources:
- Glo Germ Kit Information
- Slideshow on historical theories of disease (created by the teacher).
Teacher Notes:
- Ensure all students participate in the practical activity and discussion.
- Address all questions and clarify any misunderstandings about disease theories and scientific methods.
This plan aligns with New Zealand's educational priorities by emphasising an evidence-based approach and contextual learning, which is crucial in understanding both historical and modern scientific achievements.
