How They Croaked
by Georgia Bragg
INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES
Students will associate biological aliments with relevant textbook chapters.
Students will technologically present their findings to the class when relevant (ie when the corresponding chapter is covered by the future lesson plans).
WV CSOs
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SC.O.B.1.2 - Students will formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results.
NextGen Science Standards
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HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
MANAGEMENT FRAMEWORK
Overall Time 45 minutes
Think Aloud Definition of Relevant 5 minutes
Teacher Led Discussion 10 minutes
Individual Technology Creation 25 minutes
Closure 5 minutes
STRATEGIES
Think Aloud Definition of Relevant
Teacher Directed Discussion
Individual Technology Creation
DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
Students not able to utilize technology will be permitted to construct a paper version instead of an online presentation.
PROCEDURES
Introduction/Lesson Set
Today we are going to talk about relevancy. When I say the word relevant, what comes to mind? For me the question why come to mind. Why do I have to do that? Why do people do that … when? Why is xyz? Can anyone give me an example of 2 things that are relevant or connected to another? Some examples that come to mind are: looking both ways when crossing the road so you do not get hit by a car, wearing sunscreen at the beach so you do not get a sunburn, using a blinker when driving a car so others know when you are turning, keeping track of your cell phone minutes to ensure the phone is not taken away from you at the end of the month, etc.
When speaking in terms of biology, the material can also be relevant to our lives. Sometimes it may be difficult to see but connections can always be formulated. If we assign meaning to the material, it will be easier to understand, comprehend, and apply. Therefore each chapter of the book will begin with relevancy and determining why the material is important for each and every one of us. To help get us started, I have chosen a trade book entitled How They Croaked by Georgia Bragg. This book highlights 19 famous people whom you have probably encountered before. However instead of examining their attributes or biological advancements, this book details their last days of life. It documents how these 19 famous people passed away, hence the name how they croaked.
I have created a wix website in which you can learn about their deathly demise. After you have gained knowledge of their death and can comprehend how their ailment would lead to death, I want you to look through the textbook and find a chapter that corresponds. Find a chapter, a section, a word, in the book that connects to that particular demise. Then after you have applied your comprehension, I want you to teach your classmates the relevancy. Create an individual presentation that you will deliver to the class when we study your associated chapter. See the attached rubric for guidelines. Draw a name from the cardboard coffin to determine your chosen awfully famous person.
Body & Transitions
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Think Aloud Definition of Relevance
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Teacher led discussion
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Individual multimedia creation
Closure
If you recall the point of today was not to analyze the most horrific death. The point of today was to establish relevance to content material we will be studying from our textbook. All media presentations are due before the start of class on Friday. Each individual presentation will be implemented when it’s relevant (ie when the content is aligned with the presentation).
ASSESSMENT
Diagnostic:
Students will interact during the think aloud to establish purpose of the lecture material.
Formative:
While students are creating their individual presentation, I will meander among the students and offer assistance. I will also help those students not on task with redirection.
Summative:
Students will individually create a presentation that demonstrates relevancy of the death of their person to content material in our textbook. This assessment can be in the form of a Prezi, a Wix website, a newsletter, a cartoon, a Weebly website, PowToon, or Google slides. The following rubric will be provided for guidance.
MATERIALS
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Trade book “How They Croaked” by Georgia Bragg
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Cardboard Coffin with Names Written on Bones
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Electronic device/iPad per student
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Premade Wix Website
EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes their presentation early, they may add pertinent information not listed on the rubric that they feel would enhance the learning of others.
If Lesson Finishes Early
If the lesson finishes early, students will address the contributions each famous person made to the field of science. For example Charles Darwin developed The Theory of Evolution and Marie Curie won a Nobel Peace Prize for her work with radioactive elements.
If Technology Fails
If technology fails and the Wix website cannot be utilized, students will read the tradebook to access the information. If the students cannot create their presentation electronically, a construction paper version will be accepted.
How They Croaked Rubric
Criteria
Name of Famous Person on Presentation
How the Person Died LIsted on Presentation
Answered the question of why do we care
Corresponded with a chapter in textbook
Answers the question can we succumb to this death today
Recent person listed who also died of the same ailment (if applicable)
Presented in class
Submitted on time
Above Criteria
10 points
Name Given
Given
Answered with detail and gave an example
Chapter provided with a subtopic and explanation
Answered and provided statistics with cite referenced
Person listed with references sited and picture attached
Yes Presented in Class
On or before the due date
Meets Criteria
8 points
N/A
N/A
Answered briefly or with no example
Chapter # listed
Answered as yes/no with no references given
Name of person listed with no references and no pictures attached
Yes
1-2 days late
Does Not Meet
7 points
Name omitted
Omitted
Did not address
Not provided
Omitted
Did not provide
No
3+ days late
Famous Person
How They Died
Science Content
King Tut
Malaria
Chapter 20 Protists
Julius Caesar
Stabbing, bled to death
Chapter 37 The Circulatory System
Cleopatra
Poison
Chapter 38 The Excretory System
Christopher Columbus
Reiter’s syndrome
Chapter 40 The Immune System and Disease
Henry VIII
Pulmonary embolism and infected legs
Chapter 37 The Circulatory and Respiratory Systems
Elizabeth I
Pneumonia
Chapter 12 DNA - Frederick Griffith experimented with lab rats. Determined transformation occurs in which the disease is passed on by something. Oswald Avery determined this something is DNA.
Pocahontas
Tuberculosis or pneumonia
Chapter 6 Humans in the Biosphere, polluting the air
Chapter 12 DNA - Frederick Griffith experimented with lab rats. Determined transformation occurs in which the disease is passed on by something. Oswald Avery determined this something is DNA.
Galileo Galilei
Kidney failure from lead poisoning
Chapter 38 The Excretory System
Wolfgang Amadeus Mozart
Strep throat
Cured with antibiotics
Tried bloodsucking
Chapter 19 Bacteria and Viruses
Marie Antoinette
Beheaded
Chapter 37 The Circulatory System
George Washington
Epiglottitis
Cured with antibiotics
Tried bloodletting
Chapter 40 The Immune System and Disease
Napoleon Bonaparte
Cancerous stomach ulcer
Chapter 38 Digestive and Excretory System
Ludwig Van Beethoven
Lead poisoning
Chapter 38 The Excretory System
Edgar Allan Poe
Rabies
Chapter 19 Bacteria and Viruses
Charles Dickens
Stroke
Chapter 37 The Circulatory System
James A. Garfield
Bullet hole infection
Chapter 40 The Immune System and Diseases
Charles Darwin
Heart attack
Chapter 1 The Science of Biology
Chapter 15 Darwins Theory of Evolution
Marie Curie
Aplastic anemia from exposure to radiation
Chapter 40 The Environment and Your Health
Albert Einstein
Aortic aneurysm
Chapter 37 The Circulatory System