Disease Spread and Barriers: A Geographical Perspective
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How do economic development and geographical factors interact to influence disease patterns, and what innovative strategies can communities adopt to build effective barriers against disease spread?Essential Questions
Supporting questions that break down major concepts.- How do different factors contribute to the spread of disease?
- What are the patterns of disease distribution across different regions?
- How does a country's development impact disease patterns?
- What strategies can be implemented to prevent the spread of disease?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- I can categorize diseases as "diseases of affluence" or "diseases of poverty" using examples.
- I can sketch and annotate a simple graph showing the Epidemiological Transition.
- I can define the "double burden" and explain why it is a challenge for a country.
Entry Events
Events that will be used to introduce the project to students"Global Outbreak Simulation"
Students participate in a real-time simulation of a novel disease outbreak, tracking its spread across a virtual world. As the disease progresses, they analyze transmission routes, identify vulnerable populations, and propose intervention strategies, mirroring the challenges faced by global health organizations."'Disease X' Challenge"
Students are presented with a hypothetical 'Disease X' scenario – a newly emerged infectious disease with unknown characteristics. They must work in teams to research potential origins, predict transmission pathways based on geographical factors, and design containment plans, fostering critical thinking and problem-solving skills."Mapping the Invisible"
Using real-world epidemiological data, students create interactive maps visualizing the spread of historical and contemporary diseases. They analyze spatial patterns, identify environmental factors contributing to disease clusters, and propose public health interventions tailored to specific geographical contexts, connecting disease dynamics to real-world locations."The Pandemic Time Machine"
Students explore historical pandemics (e.g., the Spanish Flu, the Black Death) through primary source accounts, data visualizations, and interactive timelines. They compare and contrast the social, economic, and geographical factors influencing disease spread across different eras, drawing parallels to modern-day challenges and fostering historical empathy."'Contagion' Case Study"
Students watch the movie 'Contagion' (or excerpts thereof) and critically analyze the film's portrayal of disease transmission, public health responses, and societal impacts. They research the scientific accuracy of the film's depiction, identify potential misconceptions, and debate the ethical dilemmas presented, bridging entertainment with real-world learning.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Disease Categorization Challenge
Students will categorize diseases as either 'diseases of affluence' or 'diseases of poverty,' providing specific examples and justifications for their classifications. This activity will help them understand the link between economic status and disease patterns.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA categorized list of diseases with detailed rationales for each classification, along with a reflection on the complexities of disease categorization.Alignment
How this activity aligns with the learning objectives & standardsThis activity directly aligns with the learning goal: 'I can categorize diseases as "diseases of affluence" or "diseases of poverty" using examples.'Epidemiological Transition Sketchbook
Students will create a visual representation of the Epidemiological Transition model, annotating key stages and linking them to specific changes in disease patterns and societal development.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA fully annotated graph illustrating the Epidemiological Transition, with detailed descriptions of each stage and real-world examples.Alignment
How this activity aligns with the learning objectives & standardsThis activity directly aligns with the learning goal: 'I can sketch and annotate a simple graph showing the Epidemiological Transition.'Double Burden Dilemma Analysis
Students will define the 'double burden' of disease and analyze why it poses a significant challenge for countries, particularly those in transitional phases of development. They will explore the simultaneous presence of infectious diseases and chronic, non-communicable diseases.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA written analysis of the 'double burden' of disease, including a clear definition, relevant examples, a discussion of the challenges, and proposed solutions.Alignment
How this activity aligns with the learning objectives & standardsThis activity directly aligns with the learning goal: 'I can define the "double burden" and explain why it is a challenge for a country.'Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioDisease, Development, and Barriers: A Portfolio Rubric
Disease Categorization
Assesses the student's ability to categorize diseases as 'diseases of affluence' or 'diseases of poverty' with appropriate justification.Accuracy of Categorization
Correctly categorizes diseases and provides accurate rationales based on socioeconomic factors and prevalence.
Exemplary
4 PointsAccurately categorizes a wide range of diseases with insightful and nuanced justifications, demonstrating a sophisticated understanding of socioeconomic factors.
Proficient
3 PointsCategorizes diseases accurately with clear and logical rationales, showing a solid understanding of the link between disease and economic status.
Developing
2 PointsCategorizes some diseases correctly but provides incomplete or superficial rationales, indicating an emerging understanding.
Beginning
1 PointsStruggles to categorize diseases accurately and provides minimal or irrelevant rationales, showing a limited understanding.
Depth of Reflection
Demonstrates critical reflection on the challenges and complexities of disease categorization.
Exemplary
4 PointsOffers a profound and insightful reflection on the challenges and nuances of disease categorization, considering multiple perspectives and complexities.
Proficient
3 PointsReflects thoughtfully on the challenges and complexities of disease categorization, demonstrating a good understanding of the nuances involved.
Developing
2 PointsProvides a basic reflection on the challenges of disease categorization, but lacks depth and nuance.
Beginning
1 PointsOffers a superficial or irrelevant reflection, showing little understanding of the complexities of disease categorization.
Epidemiological Transition
Evaluates the student's understanding and representation of the Epidemiological Transition model.Accuracy of Graph
Presents an accurate and well-labeled graph of the Epidemiological Transition model.
Exemplary
4 PointsPresents a highly accurate and detailed graph with precise labeling, demonstrating a comprehensive understanding of the model's stages and components.
Proficient
3 PointsPresents an accurate graph with clear labeling, showing a solid understanding of the Epidemiological Transition model.
Developing
2 PointsPresents a graph with some inaccuracies or incomplete labeling, indicating an emerging understanding of the model.
Beginning
1 PointsPresents an inaccurate or poorly labeled graph, showing a limited understanding of the Epidemiological Transition model.
Quality of Annotations
Provides detailed and insightful annotations linking each stage to disease patterns, life expectancy, and societal factors.
Exemplary
4 PointsProvides exceptionally detailed and insightful annotations that demonstrate a sophisticated understanding of the relationships between disease patterns, life expectancy, and societal factors at each stage.
Proficient
3 PointsProvides clear and detailed annotations that accurately link each stage to disease patterns, life expectancy, and societal factors.
Developing
2 PointsProvides annotations that are somewhat superficial or incomplete, lacking depth in linking stages to relevant factors.
Beginning
1 PointsProvides minimal or inaccurate annotations, showing a limited understanding of the factors influencing each stage.
Use of Examples
Provides relevant and accurate examples of countries at different stages of the transition
Exemplary
4 PointsProvides multiple, highly relevant and accurate examples of countries at different stages of the transition, demonstrating a comprehensive understanding of global variations.
Proficient
3 PointsProvides relevant and accurate examples of countries at different stages of the transition
Developing
2 PointsProvides examples of countries, but some are inaccurate or not clearly linked to the appropriate stage of the transition.
Beginning
1 PointsProvides few or no examples of countries, or the examples provided are irrelevant.
Double Burden Analysis
Assesses the student's understanding of the 'double burden' of disease and its implications.Clarity of Definition
Provides a clear and accurate definition of the 'double burden' of disease.
Exemplary
4 PointsProvides a comprehensive and nuanced definition of the 'double burden,' demonstrating a sophisticated understanding of its components and complexities.
Proficient
3 PointsProvides a clear and accurate definition of the 'double burden' of disease, including its key components.
Developing
2 PointsProvides a basic definition of the 'double burden' but lacks clarity or completeness.
Beginning
1 PointsProvides an inaccurate or unclear definition of the 'double burden,' showing a limited understanding.
Quality of Analysis
Analyzes the challenges posed by the double burden, considering healthcare systems, resource allocation, and public health strategies.
Exemplary
4 PointsOffers a comprehensive and insightful analysis of the challenges posed by the double burden, considering multiple perspectives and providing innovative solutions.
Proficient
3 PointsAnalyzes the challenges posed by the double burden in detail, effectively considering healthcare systems, resource allocation, and public health strategies.
Developing
2 PointsProvides a basic analysis of the challenges, but lacks depth and specific examples.
Beginning
1 PointsOffers a superficial or incomplete analysis, showing little understanding of the challenges involved.
Proposed Solutions
Proposes potential solutions and strategies for addressing the double burden in specific country contexts.
Exemplary
4 PointsProposes innovative and contextually appropriate solutions and strategies for addressing the double burden, demonstrating a deep understanding of the challenges and opportunities.
Proficient
3 PointsProposes realistic and relevant solutions and strategies for addressing the double burden in specific country contexts.
Developing
2 PointsProposes some potential solutions, but they may be generic or lack contextual relevance.
Beginning
1 PointsOffers few or no solutions, or the solutions provided are unrealistic or irrelevant.