UF-CPET SSI & STARTS Lesson Plan
Name: Shelli Sorensen
Lesson Title: Infectious and NonInfectious Diseases
SSI Topic: Spreading of diseases and
patient treatment ethics
1
Lesson Length (class periods): 1 day
Grade Level(s): 6th
Appropriateness for Middle/High School Students
Describe the teaching strategies used in this lesson that address the needs and interests of
your students and how they build a cohesive science/mathematics experience for students.
In this lesson students will be using their background knowledge of infectious and noninfectious diseases to determine who would be treated for the flu if there were a shortage
of vaccinations.
Background
Provide a description (150-250 words) of the SSI-based science/mathematics concepts
covered in this lesson.
The SSI-based science activity in this unit is looking at ethics on how we treat patients. It
also deals with the outcome of diseases that are spread throughout our neighborhoods.
Florida State Standards (NGSSS)
List the Florida Sunshine State Standards (SSS) that directly applies to your objectives, as
well as the NGSSS for relevant grade level(s) that you will connect the lesson content to.
SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human
body, including viruses, bacteria, fungi, and parasites.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference
materials to support scientific understanding, plan and carry out scientific investigation of
various types, such as systematic observations or experiments, identify variables, collect
and organize data, interpret data in charts, tables, and graphics, analyze information, make
predictions, and defend conclusions.
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change
as new evidence or interpretations are encountered.
HE.7.C.1.8: Classify infectious agents and their modes of transmission to the human body.
HE.912.B.13.1: Determine the value of applying a thoughtful decision-making process in
health-related situations.
Performance Objectives
 State two or three objectives that relate to the science and/or mathematics
concept(s) and state benchmarks for your lesson.
Adapted from
UF-CPET SSI & STARTS Lesson Plan
2
1. Students will identify, compare, and/or contrast the types of infectious
agents that affect the human body.
 SC.6.L.14.6
 SC.6.N.1.1
 SC.6.N.2.2
Materials List and Student Handouts
 List the materials, equipment, and supplies needed for the lesson.
 Include the quantities required per group and/or per student.
5E Lesson Template
In the left column, list all activities you are planning. Also include information on how the
class will be organized (grouping; individual work). The right column contains only
probing questions you intend to ask of your students to guide their learning. For each
phase, complete a brief (2-3 sentence) overview of what will occur in the space provided.
Consider the following during the Engage:
 Include an interesting attention grabber that focuses students’ interest and
attention on the lesson content and activities.
 Introduce a guiding question that students should be able to answer at the end of the
lesson.
Probing Questions:
 Elicit prior knowledge and students’ experiences.
ENGAGE
Overview
The students will complete a Page Keeley Formative Assessment to Improve their questioning and
response
Activities (Teacher or Student Actions)
Probing Questions
- The students will complete a Fact-First
Questioning Formative Assessment with their
shoulder partner. They will pass the paper back
and forth. The teacher will be monitoring
student responses. Once each group has gotten
a turn to answer we will share out our answers.
The flu is an infectious disease. Why is the flu an
infectious disease?
Breast cancer is a non-infectious disease. Why is
breast cancer a non-infectious disease?
Consider the following during the Explore:
 Explain how your students will explore the concept(s), relating specifically to SSILPAI elements when appropriate, including students’ interests shared during the
Engage.
Probing Questions:
Adapted from
UF-CPET SSI & STARTS Lesson Plan

3
Design questions that guide student explorations, evaluate student understanding,
and facilitate student interaction and group collaboration.
EXPLORE
Overview
The students will explore who should be treated for the flu when there are limited vaccinations.
Activities (Teacher or Student Actions)
The students will complete the Flu Pandemic
worksheet on who should be treated for the flu.
The students have to provide their reasoning
how they made their decision.
Probing Questions
How do you choose who receives the flu
vaccination?
Consider the following during the Explain:
 Have students share and explain the results of their investigation. Connect to
relevant SSI-LPAI elements.
 Add additional content, including definitions, explanations, and new vocabulary in
the context of concepts explored.
Probing Questions:
 Ask probing questions to deepen students’ conceptual understanding and skills of
the concepts that the lesson is based upon.
EXPLAIN
Overview
The students will be sharing out their responses of who gets saved.
Activities (Teacher or Student Actions)
There will be charts with each persons name on
them. The students will be given 6 stickers.
They will place 1 sticker (Modification of Page
Keeley’s “Sticky Bar” Formative Assessment)
under each person they choose to save. Once
the class is done with their responses; we will
share out on why and how they came up with
their decisions.
Adapted from
Probing Questions
Who did you save and why?
UF-CPET SSI & STARTS Lesson Plan
4
Consider the following during the Elaborate:
 Opportunity to provide students with the chance to transfer and extend (apply) the
concepts and skills they have just learned to their interests and new situations.
Probing Questions:
 Connect and apply the lesson to students’ interests outside the classroom.
ELABORATE
Overview
If given more information on the individuals would you change your mind on who gets vaccinated?
Activities (Teacher or Student Actions)
The teacher will give the students more
background knowledge on four of the potential
vaccination candidates. The students will then
either choose to keep their people or change
who they saved. They will need to explain their
answer for either choice.
Probing Questions
Will more background knowledge on a person
change your opinion on who should receive
vaccination? Why or Why not.
Consider the following during the Evaluate:
 Utilize the grading rubric you designed for the formative assessment tool (during
session 4) to assess the students’ mastery of all benchmarks.
EVALUATE
Overview
Review of infectious agents inside our body.
Activities (Teacher or Student Actions)
The students will complete an exit slip with our
essential question for the unit to show they
understand what they different types of
infectious agents are in the body.
Adapted from
Probing Questions
What are the different types of infectious agents
that may infect the human body?
UF-CPET SSI & STARTS Lesson Plan
5
Ms. Sorensen Exit Slip Rubric
0
Did not answer
question
Did not answer
question
1
Answered in 1
sentence
Adapted from
2
Answered in 2
sentences
Partially answered
question correctly
3
Answered in 3 or
more sentences
Answered question
correctly