Title: Black Death STEAM Lesson Brief
Educator - Susan Disch
Trained: Dates: January 19 & 20, 2015 : Town/State: Chicago, IL
Theme that this lesson would tie to: Middle Ages in Europe
Specific Topic Concept within that theme: Effects of Medieval Plague on Medieval Society
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Skill level (Grade Range): Sixth
Grade
Summary of Essential Concepts: Students describe how the Black Death,
along with economic, environmental and social factors led to the decline of
medieval society.
Science/Health:
Concepts – Explain, investigate
and sequence the spread of
the Black Plague in Europe in
the 14th Century.
Coordinating Basic Plan:
 Students will collect data to show the societal impact of the Black
Death, including number of deaths/year and location of deaths, using
data tables and maps.
 Students will research sanitation procedures during the Middle Ages
and their impact on the spread of disease.
 Students will research theories about the spread of the disease.
 Students will talk with local health care providers to gain information
on the impact of good hygiene practices on stopping the spread of
disease.
 Students will construct a simple device that uses potential or kinetic
energy to perform the work of transporting and disposing of dead
bodies.
 Students research the effect of the Black Death on the transformation
of life to come and compare the diverse perspectives, ideas, interests
and people that led to the beginning of the Renaissance period in
Europe.
Basic Plan, Using the BSCS 5E Model:
 Create Interest (Engage): Students view The Black Death
Documentary, Youtube:
https://youtu.be/9qsuE9lTBOg
 Instructional Moments (Explore): The lessons, experiences and
activities of instruction outlined in Basic Concepts. Students have
time and opportunity to formulate explanations, investigate
phenomena, discuss ideas, and develop cognitive and physical
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Goal/Objectives: To identify,
explain and sequence the
concepts related to health
promotion and disease
prevention.
Standards:
Health:
6.1.6 Identify how health care
can promote health.
6.1.7 Identify the benefits of
practicing healthy behaviors.
6.2.2 Identify the influence of
culture on health beliefs and
practices.
6.4.1 Investigate effective
communication skills to
enhance health.
6.5.2 Explain when healthrelated situations require a
thoughtful decision-making
process.
Science:
6.3.1 Describe specific
Lesson Brief
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abilities.
Concepts are explicitly introduced (Explain): Students give
explanations for instructional concepts, using content specific
vocabulary, science and engineering practices, and crosscutting
concepts.
Learning Experiences Expanded (Elaborate): Original content is
expanded to include new, related situations. Additional written
materials, databases, simulations and internet searches are used.
Formative and Summative Assessments (Evaluate): Performance
expectations are consistent with the instruction and student work
performed.
Timing of Lesson:
45 minute lessons at least 3 times/week for 8 weeks.
All Subjects: Instructions will be integrated throughout various content areas.
Basic Supplies: All Subjects: science notebooks, engineering journals, laptop
computers (with Spreadsheet program such as Excel for data collection,
internet for research), variety of supplies for constructing simple device, trifold science fair backboards for displaying information, Social Studies text,
SEPUP Ecology Science curriculum.
Supplies for Individual Subjects:
Science: Science notebooks, SEPUP Ecology Science kit.
Technology: Laptops, with internet for research and spreadsheet program,
such as Excel, for data collection
Math: graphing, data collection and analysis, estimation,
mean/median/mode
Language Arts: Sentence strips for Interactive Word Wall, blank books for
narrative writings.
Social Studies: Current world maps, historic world maps, historic European
maps,
Art: Various supplies such as markers, colored paper, paint, glue, etc. Blank
maps of Europe.
Engineering: Various supplies for construction of simple devices.
Music: CDs of Medieval chants, Ring Around the Rosy song.
PE: Gym or outdoor space.
IT Resources:
Powerpoint program: Students create a ppt of their project
Websites:
http://www.history.com/topics/black-death
Center for Disease Control: (Plague) http://www.cdc.gov/plague/
Edsitement: (Primary resources, maps, etc.)
http://edsitement.neh.gov/lesson-plan/path-black-death#sect-preparation
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relationships between
organisms (human, rat, flea
and bacteria) and determine
whether these relationships
are competitive or mutually
beneficial.
Careers: Health care provider,
public sanitation worker,
forensic scientist
Project: Students will examine
the causal relationship
between vector and host in
the spread of bacterial
infections. Create a one-page
graphic to explain the ecology
of the plague.
Assessment: Students will use
a teacher constructed Rubric
when creating their graphic,
then will use to assess the
quality of their work.
Extension: Students can create
multiple graphics to put into
foldable book form.
Technology & Engineering:
Concepts – Design, construct
and test a simple device to
moving large objects (i.e. dead
bodies).
Goal/Objectives: To use the
engineering process to design,
construct and test a simple
device.
Standards:
6.4.1 Understand how to
apply potential or kinetic
energy to power a simple
device.
6.4.2 Construct a simple
device that uses potential or
Lesson Brief
Fordham: (Primary resource of 1348 Italian city ordinances to deter the
spread of the plague) http://legacy.fordham.edu/halsall/med/pistoia.asp
Newsela: https://newsela.com/articles/plague-genetics/id/2635/
Animoto: https://animoto.com
Reading Rockets (Interactive Word Walls):
http://www.readingrockets.org/strategies/word_walls
Literacy Strategy Guides:
http://www.scienceandliteracy.org/teachersupport/strategyguides
TES: https://www.tes.co.uk/teaching-resource/the-black-death-6094855
Foldables: http://cmase.pbworks.com/w/page/6923144/Foldables
Art:
http://www.pbslearningmedia.org/search/?q=Black+Death&selected_facets=
Career Information:
http://www.sciencebuddies.org/science-engineering-careers Science and
Engineering
http://www.maa.org/careers Math
http://work.chron.com/jobs-require-skills-learned-language-arts-classes19207.html Language Arts
http://www.myplan.com/majors/social-studies-teacher-education/relatedcareers-13.1318.html Social Studies
http://www.theartcareerproject.com/art-as-a-career/ Art
https://www.careersinmusic.com Music
http://www.humankinetics.com/products/all-products/careers-in-sportfitness-and-exercise Physical Ed.
Other Resources:
Community Resources as guest speakers, Snite Museum of Art, University of
Notre Dame for field trip.
Misc: (Extensions & Variations)
General ones, not specific to a subject area.
Appropriate adaptations will be made for diversity of student needs.
Photos:
all-that-is-interesting.com/triumph-of-death
kinetic energy to perform
work.
Careers: Engineer, materials
manager, designer/inventor,
Project: Students will design,
construct and test a simple
device that uses potential +/or
kinetic energy to move a
weighted object. Design plans
will be drawn in their
engineering journals,
construction will include a
variety of materials (teacher
supplied or brought from
home) and testing will involve
whole class participation.
Assessment: Students will
explain the success or failure
of their device, including
explanation of the type and
transfer of energy used.
Extension: Students can
present their devices, with
accompanying explanations of
the project, to another class or
grade level.
.
Mathematics:
Concepts – Select, create and
interpret a graph depicting a
relationship between two
variables.
Goal/Objectives: To interpret
a variety of graphs, in a variety
of uses.
Standards:
6.AF.10: Use variables to
represent two quantities in a
http://www.pbslearningmedia.org/search/?q=Black+Death&selected_facets= proportional relationship in a
real-world problem; write an
equation to express one
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Lesson Brief
Other images at:
http://search.aol.com/aol/image?q=medieval+pictures+of+black+death
quantity, the dependent
variable, in terms of the other
quantity, the independent
variable. Analyze the
relationship between the
dependent and independent
variables using graphs and
tables, and relate these to the
equation.
6.DS.2: Select, create, and
interpret graphical
representations of numerical
data, including line plots,
histograms, and box plots.
6.DS.3: Formulate statistical
questions; collect and
organize the data (e.g., using
technology); display and
interpret the data with
graphical representations
(e.g., using technology).
6.DS.4: Summarize numerical
data sets in relation to their
context in multiple ways, such
as: report the number of
observations; describe the
nature of the attribute under
investigation, including how it
was measured and its units of
measurement; determine
quantitative measures of
center (mean and/or median)
and spread (range and
interquartile range), as well as
describe any overall pattern
and any striking deviations
from the overall pattern with
reference to the context in
which the data were gathered;
and relate the choice of
measures of center and
spread to the shape of the
data distribution and the
context in which the data
were gathered.
Careers: statistician, world
health analyst, actuarial,
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Lesson Brief
biomathematics
Project: Students construct a
graph showing the
relationship of any two
variables related to the spread
of disease in Europe in the
14th century.
Assessment: Students present
their graphs and explain the
relationship between the two
variables.
Extension: Create another
graph, using a different style
of graph and different
variables.
Language Arts:
Concepts – Write narratives
based on history of the Black
Death in 14th century Europe.
Goal/Objectives: To use
factual information to write a
historical narrative.
Standards:
6.RN.4.2: Integrate
information presented in
different media or formats
(e.g., visually, quantitatively,
verbally) to demonstrate a
coherent understanding of a
topic or issue.
6.W.3.3: Write narrative
compositions in a variety of
forms to develop real or
imagined experiences or
events using effective
technique, relevant
descriptive details, and wellstructured event sequences.
Careers: Social science
research, author, analyst
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Lesson Brief
Project: Students individually
write narrative stories, then
compile into a class book,
about living, and dying, in
Europe during the Black
Death. Include pictures or
drawings.
Assessment: Students will be
able to answer questions
regarding the factual
information in their stories.
Extension: Share stories with
students in other classes or
grade levels.
Social Studies:
Concepts – The spread of
disease within the context of
an historical setting.
Goal/Objectives: To view
history within the integrated
contexts of economic,
environmental and societal
factors.
Standards:
6.1.7 Describe how the Black
Death, along with economic,
environmental and social
factors led to the
decline of medieval society.
6.1.8 Compare the diverse
perspectives, ideas, interests
and people that brought
about the Renaissance in
Europe.
Careers: Bacteriologist,
microbiologist, historian,
author,
Project: Students either write
a health-safety brochure for
distribution to 14th century
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STEAM Education
Lesson Brief
Europeans to describe proper
sanitary methods of disposal
of corpses or design and
construct a 2D or 3D depiction
of a sanitation improvement.
Brochure must contain a
minimum of ten numbered
steps, pictures of each step,
explanation of why each step
is important, and overall
benefits of their method of
disposal; or brochure of the
changes that occurred in
Europe because of the Black
Death. Must contain a
minimum of ten changes and
the effect on future societal
changes. Pictures and
explanations must be
included. The 2D or 3D
depiction must show an
improvement over medieval
sanitation systems.
Assessment: Brochure must
use content-specific
vocabulary, and standard
conventions of mechanics. 2D
or 3D depictions must show a
definite improvement on
medieval technology.
Extension: More steps may be
included as an extension.
Art:
Concepts – Societal and
cultural impact on art.
Goal/Objectives: To
investigate why religious
themes in art were so
important during the Middle
Ages.
Standards:
6.1.2 Identify how the roles
and relationships of artists and
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STEAM Education
Lesson Brief
patrons have affected the
creation of works of art.
6.1.7 Analyze and critique art
seen at local museums,
exhibits, arts performances,
and by visiting artists in the
schools.
6.2.1 Identify and be familiar
with works from major
periods of Western art,
identifying artist, culture,
style, and aspects from the
historical context of the work.
Careers: artist, art historian,
teacher
Project: Students will visit a
local museum with a large
collection of medieval art then
use this information, along
with additional information
gained through research, to
create their own examples of
medieval art either in
paintings or sculpture.
Classroom windows, walls and
hallway used for displaying
artwork.
Assessment: Students’ art will
accurately depict major
themes seen at the museum
and found during research.
Extension: Take pictures of
museum and classroom art
and create PowerPoint
presentation.
Music:
Concepts – Examine Medieval
Gregorian chants and the
music of the religious life and
commoners.
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Lesson Brief
Goal/Objectives: To examine
musical trends during the
middle ages and the impact on
today’s music.
Standards:
6.4.1 Plan and perform a
rhythmic speech composition
with text based on themes
such as teams, cars, or places.
Include performance
indicators such as tempo,
dynamics, and changes in
vocal timbre.
6.4.3 Create a song in an
appropriate meter to
accompany an original
descriptive text of at least four
phrases.
Careers: Composer, lyricist,
poet
Project: Create a musical
piece representative of music
in the middle ages. Examine
the song, Ring Around the
Rosy, for references to the
Black Death. Use historical
events in the creation of their
music.
Assessment: Does the song
incorporate the historical
elements of the middle ages?
Extension: Create another
musical piece, different than
the first.
Physical Education:
Concepts – Create a game that
imitates the simple device
previously created to dispose
of corpses.
Goal/Objectives: To promote
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Lesson Brief
leadership and followship in
games and physical activity.
Standards:
6.2.1 Identify basic concepts
that apply to the movement
and sport skills being
practiced.
6.5.3 Participate in dances
and games from various world
cultures.
Careers: Athletic trainer,
coach, health promotion
specialist
Project: Beginning with
Wheelbarrow races, students
create a game that uses
principles of the simple
devices they previously
designed for the corpse
removal activity.
Assessment: Game reflects
simple design activity and can
be explained to, and played
with, whole class.
Extension: Create games that
could be used for kindergarten
or 1st grade students.
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Lesson Brief