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11th Grade Lesson Plans

This version was saved 3 years, 1 month ago View current version     Page history
Saved by John Codega
on May 19, 2021 at 8:16:54 am
 

5/19

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Stakeholders in food and health

 GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain the power of different stakeholders in relation to the influence over diets and health

 CLASS ACTIVITIES

HOMEWORK

  • None! 

 

 

5/17 -- You guys had the American History EOC...cool.

 

5/13

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Food Systems and the Spread of Disease

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain how physical and human processes lead to changes in food production and consumption, and incidences and spread of disease. 

CLASS ACTIVITIES

  • Now working in groups (Codega will assign) you are to complete ONE of the following (again, Codega will assign):
    • The World Food Program was set up in 1961 with the principle aim to provide food aid in emergencies and to aid in the development of countries. It is now the largest humanitarian agency that aims to fight hunger. Answer the following questions:
    1. What is the World Food Program?
    2. What are the aims of the World Food Program?
    3. How is the World Food Program funded?
    4. Write a description of the recent action taken by the World Food Program to combat food insecurity. You could do a quick Google search for this or have a search around the World Food Program website.
    • The Food and Agriculture Organization is a specialized agency that was devised to try and help defeat hunger. The organization works in over 130 countries and has 194 Member States today. The FAO was set up in 1945 in Quebec City. Answer the following questions:
    1. What is the Food and Agriculture Organization?
    2. What are the aims of the Food and Agriculture Organization?
    3. How is the Food and Agriculture Organization funded?
    4. Write a description of the recent action taken by the Food and Agriculture Organization to combat food insecurity. You could do a quick Google search for this or have a search around the Food and Agriculture Organization website.
    • World Health Organization
      • The WHO's aim is to build '...a better, healthier future for people all over the world.' It was set up in 1948 and now works with 194 Member States of the UN to try and combat diseases. Answer the following questions:
    1. What is the World Health Organization?
    2. What are the aims of the World Health Organization?
    3. How is the World Health Organization funded?
    4. Write a description of the recent action taken by the World Health Organization to create a healthy future for all. You could do a quick Google search for this or have a search around the World Health Organization website.
    • Nothing But Nets -- An NGO for Disease 
      • This is a grassroots NGO that aims to raise money to fight malaria. It was set up in 2006 by a columnist for Sports Illustrated who wanted to raise money to protect families in malaria hit areas. The NGO has gone from strength to strength has been essential in helping to prevent, treat and train people about malaria. Answer the following questions:
    1. What is Nothing But Nets?
    2. What are the aims of the Nothing But Nets?
    3. How is the Nothing But Nets funded?
    4. Write a description of the recent action taken by the Nothing But Nets do to combat malaria. You could do a quick Google search for this or have a search around the Nothing But Nets website (their website gives you lots of statistics).
    1. What is Food First?
    2. What are the aims of Food First?
    3. How is Food First funded?
    4. Write a description of the recent action taken by Food First to provide food to people. You could do a quick Google search for this or have a search around the Food First website (their website gives you lots of statistics).
  • We'll work more with these next week! 

 

 

5/11/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Food Systems and the Spread of Disease

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain how physical and human processes lead to changes in food production and consumption, and incidences and spread of disease. 

CLASS ACTIVITIES

  • Let's do some quick poster presentations
  • Then let's answer this on a sheet of paper...
    • But there is a catch
    • Check out this rubric.  It's for Paper 1 extended responses.
    • Using this rubric construct a response with your group
      • 'Water-borne diseases are more deadly than vector-borne diseases.' Discuss [10 marks] 

 

 

5/7/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Food Systems and the Spread of Disease

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain how physical and human processes lead to changes in food production and consumption, and incidences and spread of disease. 

CLASS ACTIVITIES

For each disease assigned last class create an anti-transmission poster (cut the one I give you in half so you have two portrait sheets). 

  • What scale is the poster aimed at (global/national/household)? 
    • 30 points 
  • What type of location is the poster aimed at (rural or urban?) 
    • 30 points 
  • How can the disease be prevented? 
    • 15 points 
  • What control measures can be taken?
    • 10 points
  • Make it look COOOOOOOLLLLLLLLLLLLLLLL
    • 15 points 
  • This is sneaky hard -- you have to make sure that the scale and location are reflected in the ideas for disease prevention and control. Again, this is difficult so take your time and do a nice job.  THIS IS A TEST GRADE! 

 

 

5/5/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Food Systems and the Spread of Disease

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain how physical and human processes lead to changes in food production and consumption, and incidences and spread of disease. 

CLASS ACTIVITIES

  • Let's talk about your homework!  
  • Now let's get into some individual examples:
    • Working with a partner complete the following:
      • Draft a pair of disease:
      • Water-borne and vector-borne diseases!
        1. Cholera and leishmaniasis
        2. Typhoid and Dengue Fever 
        3. Giardia and Cryptosporidium AND Malaria
        4. Zika and Typhoid
        5. Dengue Hemorrhagic Fever and Cholera
        6. Zika and  Giardia and Cryptosporidium
        7. Leishmaniasis and Typhoid
        8. Malaria and Cholera    
      •  Then complete the following in your NOTEBOOK -- label it WATER-BORNE and VECTOR-BORNE DISEASE CASE STUDY:
      1. The basics:
        1. Which is the vector-borne disease and which is the water-borne disease?  How specifically are they transmitted?
        2. What are the symptoms of each?
        3. Where did they originate (might not be possible for all of them but you should be able to provide at least a region)? 
        4. Are these disease currently epidemics, pandemics, or endemic?  Backup your answer using information from your research.
        5. prevalence (statistics of existing cases/year) of each disease 
      2. Identify the geographic factors (physical and human) contributing to the: 
        1. incidence (statistic of new cases/year?) of each disease 
        2. diffusion of each disease
        3. demographic impacts of each disease
        4. socio-economic impacts of each disease
    • For each disease create an anti-transmission poster (cut the one I give you in half so you have two portrait sheets). 
      • What scale is the poster aimed at (global/regional/national/subnational/local/household)?
      • What type of location is the poster aimed at (rural or urban?)   
      • How can the disease be prevented? 
      • What control measures can be taken? 

HOMEWORK

  • Finish whatever you didn't in class... 

 

 

5/3/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Food Systems and the Spread of Disease

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain how physical and human processes lead to changes in food production and consumption, and incidences and spread of disease. 

CLASS ACTIVITIES

  • Let's wrap up the stuff from last time:
    • Physical and human processes that lead to variations in food consumption
    • In your notebook answer the following:
      1. Distinguish between the Food Availability Deficit (FAD) and Food Entitlement Deficit (FED).
      2. Explain how people can starve even when their food supply is adequate.
      3. Define obesity. 
      4. Distinguish between being overweight and obese.
    • Disease Diffusion:
      • Define and find an example of the 4 main patterns of disease diffusion:
        1. Expansion diffusion
        2. Relocation diffusion
        3. Contagious diffusion
        4. Hierarchical diffusion 
        5. **BONUS** Network diffusion
      • There are a number of physical and human barriers to the spread of disease.  Identify and explain ONE physical and ONE human barrier to the spread of disease.
      • The spread of disease can be shown on an S-Shaped Curve -- find and draw one in your notebook!  Be sure to label the 4 parts (hint -- its the percentages!)

HOMEWORK

 

4/29

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Food Systems and the Spread of Disease

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explain how physical and human processes lead to changes in food production and consumption, and incidences and spread of disease. 

CLASS ACTIVITIES

 

 

4/27/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Measuring Food and Health

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explore the ways of measuring disparities in food and health between places 

CLASS ACTIVITIES

HOMEWORK

  • None if you use class time the right way... 

 

 

4/23/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Measuring Food and Health

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explore the ways of measuring disparities in food and health between places 

CLASS ACTIVITIES

  • Quick Blooket Review of the last unit (just because its fun -- we'll do more of these 12 months from now) 
  • Take some brief notes as we watch == what is it? 
  •  
  • The Disease Continuum:
  • Disease Burden
    • https://ourworldindata.org/burden-of-disease 
      • How is disease burden measured?  How is that number calculated?
      • What country has the highest?  What country has the lowest?
      • What world region has the highest?  What world region has the lowest?
      • Scroll through the data -- find five (5) interesting/thought provoking/I didn't even think of that pieces of data.  What made you look at them?  
      • What are the implications of a global ageing population for disease burden?  Why does that matter? 
    • We'll go over this when you are done!

HOMEWORK

  • None!  Enjoy your rainy Saturday and rest up -- we go again on Monday!  

 

 

4/21/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Measuring Food and Health

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explore the ways of measuring disparities in food and health between places 

CLASS ACTIVITIES

HOMEWORK

  • Finish this if you didn't already! 

 

 

4/19/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Measuring Food and Health

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explore the ways of measuring disparities in food and health between places 

CLASS ACTIVITIES

HOMEWORK

 

 

4/15/21

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Measuring Food and Health

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explore the ways of measuring disparities in food and health between places 

CLASS ACTIVITIES

  • Codega has to finish grading IAs before Mr. Keller murders him...
  • Soooooo... basically you'll complete the following and let Codega grade
    • Read and interact with this packet
      • Underline/highlight/take some notes in the margins
    • Like all IB kids, I'm sure that you have work you didn't complete for later today -- get that done.  Codega HAS to get these done today so please don't make him turn into a monster 

 

 

4/13 -- INTRO TO FOOD AND HEALTH LESSON!!!!

UNIT

  • Option F -- Food and Health

GEOGRAPHIC INQUIRY

  • Measuring Food and Health

GEOGRAPHIC KNOWLEDGE AND UNDERSTANDING

  • Explore the ways of measuring disparities in food and health between places 

CLASS ACTIVITIES

HOMEWORK

  • Finish the articles if you didn't already! 

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