Format
1. Teacher will log in to the room 15 minutes prior to program start.
2. We will discuss how our bodies alert us when we are sick.
3. We will provide a brief overview of how diseases spread
4. We will talk about how disease spread is measured with simulations
5. We will do our own simulation that students can manipulate conditions to see results
6. Conclusion/Questions/Free time for programming modifications
Objectives
Describe, in their own words, that developing simulations of how a disease spreads can help us understand how a germ behaves and how a community can prevent further disease spread.
Standards Alignment
National Standards
3-LS2-1 Construct an argument that some animals form groups that help members survive.
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2 Use a model to describe that animals receive different types of information through their sense, process the information in their brain, and respond to the information in different ways.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
State Standards
Alignment to NJSLS - Science
3-LS2-1 Construct an argument that some animals form groups that help members survive.
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2 Use a model to describe that animals receive different types of information through their sense, process the information in their brain, and respond to the information in different ways.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Connections to NJSLS - English Language Arts
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
Alignment to NJSLS - Computer Science and Design Thinking
8.1.8.DA.5 Test, analyze, and refine computational models.
8.1.12.DA.6 Create and refine computational models to better represent the relationships among different elements of data collected from a phenomenon or process.
Connections to NJSLS - Mathematics
MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics.
MP.4 Model with mathematics.
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.