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Biosecurity Research Institute

Part 1 Unit Plan

What do you want students to know and be able to do?

 

What is the Learning Objective/Benchmark?

Students will understand the interconnections among human, animal and environmental health. Students will synthesize understandings of human and animal disease relationship through an understanding of zoonotic disease and the impact on human life.

What content goal are you addressing?  

Interdependent Relationships in Ecosystems

Kansas Learning Standard  

H. S. LS2.A

H. S. LS4.D

 

How will you know if they understood what they were supposed to be learning?

Pre-Assessment/Assessment -

Assess what they know about zoonotic disease and its impact on the world prior to the lesson.

Performance Based Assessment/What students do to show they learned-

Students/ student groups will present and share  factual information researched about One Health Kansas/ One Health Initiative,  compare shared information,  synthesize and evaluate to determine the role of One Health Kansas, and explain the relationship between people, animals and health.

 

Lesson Plan-  based on 50 minutes (can be adjusted to include more investigation time/research if needed)

Learning ActivityDescriptionAssessmentResources

Knowledge/Comprehension

Define a zoonotic disease

5 minutes

Small group and class discussion of the definition

Pre-assess

Individual definition

Knowledge of zoonosis

Student record sheet and pencil

Application/Analysis

Website investigation

http://onehealthkansas.k-state.edu/

http://onehealthinitiative.com/index.php

*can assign only One Health Kansas or may use both for class research

15 minutes to investigate assigned website,  record facts  that are related to the focus questions.

Focus questions:

  • What is One Health Kansas?/ What is One Health Initiative?
  • Why is it necessary?
  • What does it do for us?
  • What is the relationship between One Health Kansas/ One Health Initiative  and zoonotic diseases?
  • What career opportunities are available that are related to public health?
 

Use discussion questions, teacher monitoring and checking for understanding.

Students/student groups have a list of facts.

*could motivate by awarding most facts with extra points

 

paper , pencil  (option- large paper for wall posting) computers (student may work independently, in pairs or small groups as need for computer access)

Websites listed.

Synthesis/Evaluation Information processing

 

  • 20  minutes
    • Group sharing/ presentation and discussion.
    • (post large sheets around the room for viewing and sharing)
    • Evaluation-
      • Common findings, significance, questions generate
  • 5 minutes
    • Lesson closure-Evaluation student writes individual summary.

Students/ groups share out findings.  Teacher lead discussion.

Individual student summary/evaluation Why are One Health Initiatives important in our lives? Explain the relationship between people, animals and health.

 

paper , pencil  (option- large paper for wall posting)

computers (student may work independently, in pairs or small groups as need for computer access)

 Extension Ideas 

Marketing  project

Further opportunity for Individual student exploration on One Health Kansas website

Intro to Public Health class through K-State, JCCC, KCCC, DCCC

Summer experience for students

Student created marketing project (video, presentation, pamphlet, infographic) guidelines to be determined 

Marketing project grading rubric

 

links:

Introduction to Public Health course

Summer Experience in Public Health

 

 

Teacher Lesson Guide- materials needed: student worksheet, computer access (individual or pairs)

  1. Introduction (5 minutes) Pose question to students:  “What is zoonosis?”   Students write their own definitions. (This can also be done via small group or paired discussion).  (1-2 minutes to complete)

    Share individual/ group definitions with the class.  Define for the class:  any disease of animals communicable to humans.  (students record/make corrections) 3 min.

  2. Investigation (20 minutes) Either individually or in pairs/ groups, assist students in logging on to the One Health Kansas website.  Assign half of the class to investigate the One Health site, the other half to investigate the International One Health Initiative site.

    http://onehealthkansas.k-state.edu/

    http://onehealthinitiative.com/index.php

    As students  investigate their assigned website have them record facts (individuals on paper, groups may use a large piece of paper to tape to wall) from the website.After logging in they should have approximately 15 minutes to information gather/research.  Motivate them to work quickly by challenging them to have the most facts at the end (extra points!)  

    Students should stay on their assigned website and follow links that are listed. Facts should be related to Zoonotic disease, One Health, impact on people.  The goal is to learn about One Health Kansas and the International Initiative.  Questions that should be explored:
    • What is One Health Kansas?
    • What is One Health Initiative?
    • Why is it necessary?
    • What does it do for us?
    • What is the relationship between One Health Kansas/ One Health Initiative  and zoonotic diseases?
    • What career opportunities are available that are related to public health

  3. Processing (20  minutes) Group sharing/ presentation, discussion, synthesis. (post large sheets around the room for viewing and sharing) The teacher should lead the sharing of information.  Groups report out their findings.  Teacher should then lead the discussion back to the 5 lead questions. What were some common findings? What is the significance of the information collected? What questions did student investigation  generate?

  4. Evaluation- (5 minutes) Lesson closure. Each student generates a written response to the prompt:

    Why are One Health Initiatives important in our lives?  Explain the relationship among  people, animals and health.