This is a part of the Healthcare Unit and Assessment Plan.

To download this lesson as a PDF, click here.

~~~~~~~~~~~

Lesson Title: Diseases and the Economy

Grade Level: 7th Grade

Scope and Sequence

  • Extension of Plagues Unit

Big Idea: Scarcity; Economic Movement

Essential Questions

  1. How do diseases impact a community? Village? Country?
  2. How does scarcity impact a community? Village? Country?
  3. What can be done to resolve an issue with the status quo as a result of scarcity?

Standards

  • CCSS
    • 4.1: Refer to details and examples in a txt when explaining what the text says explicitly and when drawing inferences from the text
    • 4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • GLCEs
    • 7-W4.2.3: The Plague – Use historical and modern maps and other evidence to explain the causes and consequences of the Plague.
    • 7-G4.4.1: Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).
    • 7-E3.1.1: Explain some of the economic, social and political factors influencing the movement of people among regions during the eras under study.

Objectives

  • The learner will be able to demonstrate that he or she understands the concept of scarcity and how it pertains to and influences movement of people among regions within Europe during the time of The Plague as a result of economic, social, and political factors by creating an infographic that creatively reports the ratio of doctors to patients across Europe during the time of the plague, comparing this data to migration patterns of people during the time of the plague, and creating a vlog where the learner will analyze and synthesize his or her findings, mentioning patterns and themes.
  • The learner will be able to draw connections between scarcity of medicine and doctors during the plague to a scarce resource within the school’s community today by participating in one of the following to raise awareness for the issue within the status quo:
    • Create a 3-5 minute video (to be played in front of the school) that outlines the problem (resource scarcity), provides a solution, and mentions 3-5 extra benefits of the solution.
    • Create an infographic that outlines the problem (resource scarcity), provides a solution, and mentions 3-5 extra benefits of the solution.
    • Creates a commercial to be played “on air” on a local radio station that outlines the problem (resource scarcity), provides a solution, and mentions 3-5 extra benefits of the solution.

Assessment

This assessment is two-fold. First, students must study the past, learning about economic concepts and how they affected people within that era. To show their understanding, students will create an infographic that visualizes the scarcity of medicine and doctors throughout Europe during the plague and how that affects the movement of people throughout a region. This activity taps into student’s higher level thinking skills by requiring them to gather data, analyze the data, and come to a conclusion based on information from multiple sources.

The second part of the assessment moves to the present, allowing students to synthesize what they learned about the past with what they know about the present. They are given the opportunity to identify a scarce resource within their community and to do something about it by first raising awareness. This assessment also targets higher level thinking skills by building on the first assessment, which ultimately builds background knowledge.

Materials

  • Video Recorders
  • Infographic platform – online
  • Notebooks for Research

Method

  • Engage: Get out of “Jail” Free Card (Homework Pass)
    • Ask students who might be interested in a Homework Pass for the rest of the week (or for the next few days, depending on what day of the week this lesson falls on).
      • Explain: there is only one homework pass – who gets it?
      • Use this illustration to reintroduce “scarcity”
      • Scarcity defined: shortness of supply; when people have unlimited wants, but resources are limited
    • Introduce Big Idea and Essential Questions
      • Big Idea: Scarcity; Economic Movement
      • Essential Questions:
        • How do diseases impact a community? Village? Country?
        • How does scarcity impact a community? Village? Country?
        • What can be done to resolve an issue with the status quo as a result of scarcity?
      • Allow students to react to Essential Questions
        • Journal
        • Vlog
        • Graphic Organizer
        • Other
      • Explain Assessment
        • Create criteria for final project together as a class
      • Explore/Explain
        • Part 1: Give students time to look up information regarding scarcity and the plague and create an infographic – 15 minutes
          • Gallery Walk with post-it notes – walk around to see everyone’s graphic. Each student must write something they appreciate about another person’s graphic on one post-it note and a tip for improvement about another person’s graphic on another post-it note. (Evaluate)
          • Class Discussion: 5 minutes
            • Talk about the causes and effects of scarcity and how it relates to economic movement.
            • Weave in Essential Questions
      • Elaborate
        • Part 2: Scarcity in the Status Quo (In our Community)
          • Class Discussion: 5 minutes
            • Do we see scarcity in our community? Where?
            • How is scarcity impacting our community?
            • Is there anything that can be done to help diminish a particular scarce resource?
          • Think Tank (10-15 minutes)
            • Divide students into groups for collaboration and brainstorming
              • Come up with 5-6 places there is scarcity in the community.
              • Brainstorm solutions for those areas.
              • Work in groups to find a way to raise awareness for scarce resource.
              • Reinforce criteria.
            • Raising Awareness (15-20 minutes)
              • Allow students to work together to create their final product for raising awareness.
      • Evaluate
        • Present final products to the rest of the class.
        • Where applicable, present the final product to audiences outside of the classroom (school, community, radio).
        • Provide specific feedback

 

Advertisements

2 thoughts on “7th Grade: Scarcity and Economic Movement

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s