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This ESD resource explores the environmental, social, political and economic factors that ultimately determine where diseases will strike.
Students begin the lesson by brainstorming examples of disease outbreaks that have plagued different parts of the world and offer reasons for why they occurred. They then analyze a case study of the 2005 outbreak of Marburg Disease in Africa to learn about the nature of the epidemic and the local social, economic and environmental factors at play.
Next students visit a WHO website and select a country that in recent years has experienced several instances of infectious disease. Their task is to identify the factors specific to the country and to the disease that spawned the epidemic(s).
As a culminating activity, students share their findings and reflect on the similarities among conditions that gave rise to the different outbreaks and based on the information gathered, predict whether or not these diseases could impact their own communities.
The resource provides background information and a number of links to sites that effectively support the students in their research.
While some attention is paid to mapping and organizing information, this resource does not not explicitly teach these or other skills.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The information sources students are directed to (Centre for Disease Control, the World Health Organization, the New York Times) provide an accurate description of the epidemiology of disease outbreaks.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource successfully acheives its goal of illustrating for students how these 3 dimensions determine the geographical location of disease outbreaks.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The design of the lesson and the resources included provide an excellent opportunity for students to employ systems-thinking.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Opportunities for action experience have not been included.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Poor/Not considered|
While there are plenty of opportunities for students to examine their feelings about the information they uncover, no explicit instructions for values clarification have been included.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Attention to the socio/economic predictors of disease outbreaks will encourage feelings of empathy among students for those less fortunate.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
This criterion has not been considered.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Given the intended scope of the lesson, its culminating activity does a good job in providing local context and relevancy.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are steered towards factual information which they are to interpret for themselves and use to formulate their own 'answers'.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Enough attention is paid within the lesson to allow teachers & students to pursue outcomes in health, science, social studies, geography and language arts.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The learning activities in this resource are largely limited to reading and responding. However there are opportunities for students to work cooperatively, use the internet, create maps and prepare and deliver presentations.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
There are no opportunities for experiential learning within the core activities of the resource.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The resource offers suggestions for assessment but no rubrics or instruments have been included.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Effective use of the accounts of actual events is a strength of the resource.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
Students are given opportunities to make content choices within the overall objectives of the lesson.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|