Introduction / Rationale
Teaching can be quite rewarding, especially when you have the tremendous opportunity to design a curriculum unit that is relevant and relatable to students’ lives. As a science teacher, I believe that education is the most effective tool for bringing about global change. The suggested unit, "Influenza: Routes of Transmission and Control Measures," was created with that premise since it is essential for students' general health and wellness, and for them to understand how to stay healthy.
This timely and interesting topic aligns with the standards and is directly connected to the broader seminar topic of Infectious Respiratory Diseases. This topic was chosen as it is a common, relevant viral illness that significantly impacts public health worldwide. It will be made engaging and informational so that students can grasp the contexts effectively and efficiently. The unit will explore influenza (flu), its transmission routes, and the critical measures we must take to control its spread.
Having taught students about the respiratory, immune, and circulatory systems and briefly looked at infectious diseases in their broadest sense, it was rather interesting to observe how it resonates for them. This is partly due to their recent experience with the COVID-19 pandemic. This new unit will supplement the previous topic to sensitize my inquisitive students even more about the flu, as it will also address any gaps in the current “openscied” curriculum unit that is used in my school district. Students are usually enthused to learn more about their health, and so I am excited to facilitate this unit topic. The proposed unit will be tailored to students' learning stages through the use of visual aids, hands-on activities, simulations, videos, discussions, role-playing, and other engaging methods. I will also employ the use of scaffolding to support students with learning challenges related to abstract concepts.
Millions of people are affected by the flu each year, and my students are no different. They are sometimes absent from school multiple days, and their doctor’s note shows influenza as the reason for their absence. For middle school students, they will understand that it is an essential public health issue because of its quick spread, seasonal outbreaks, and potential for other major problems, especially if they have other underlying issues such as asthma. Many students are ignorant of how easily diseases may spread, especially through coughs and sneezes, and how basic precautions like wearing a mask or washing your hands can significantly protect both you and other people. These middle school students will have the perfect chance to relate science material to public health, personal responsibility, and real-world problems during the teaching of this unit.
This unit aims to cultivate scientific literacy in students by helping them explore and understand how viruses like the flu are transmitted and how to limit their transmission from person to person. They will understand how their bodies respond to infectious diseases like influenza and how to minimize the chances of becoming infected. In light of the recent global pandemic, students will become empowered with the skills and habits needed to create a healthier population.
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