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Hope Schlissel
Unit: History Through Time and Place
Lesson: Changes in medicine through time
1.1 Integration of Learning Outcomes
SWBAT identify the ways technology and inventions have changed throughout history by
writing a journal entry.
SWBAT demonstrate comprehension by completing a KWL chart about ambulances.
SWBAT create an accurate timeline of vaccinations.
1.2 Standards
CC.1.4.3.F: Demonstrate a grade appropriate command of the conventions of standard
English grammar and spelling
3.4.3.E1: Identify the technologies that support and improve quality of life.
3.4.3.E5: Understand that transportation has many parts that work together to help people
VIIIa Science, Technology, and Society- Identify and describe examples in which science
and technology have changed the lives of people, such as in homemaking, childcare,
work, transportation, and communication;
1.3 Anticipatory Set
Teacher will introduce the topic of medical technology and advancements with the class
by conducting an informal survey using a timeline.
Teacher will put a strip of tape on the ground to make a line.
Teacher will list the following diseases: polio, measles, mumps, influenza, Bubonic
Plague, small pox, tuberculosis, and cholera.
Students will line up on the tape. Teacher will name a disease. If students know someone
who has been affected by those diseases, they will step off the line
1.4 Procedures
After the survey, teacher will explain that these diseases and illnesses are not a problem
anymore because of vaccines.
o Vaccines: a substance that is usually injected into a person or animal to protect
against a disease.
Teacher will briefly explain that the class will be learning how inventions in medicine,
communication, and transportation, have helped people.

Teacher will explain that vaccines have eliminated many life-threatening diseases,
making them a problem of the past.
Teacher will show the class a timeline written on the smartboard. Each vaccine and year
it was created is marked on the timeline.
o 1796-small pox vaccine (Edward Jenner)
o 1879-first cholera vaccine
o 1897-first Bubonic Plague vaccine
o 1927-first Tuberculosis vaccine
o 1945-first vaccine for influenza
o 1952-polio vaccine (Jonas Salk)
o 1964-measles vaccine
o 1967-mumps vaccine
Students will think, pair, share their background knowledge of vaccines or medical
advancements with a neighbor.
Teacher will discuss the Bubonic Plague. It killed almost 1/3 of Europes population. The
Bubonic Plague; otherwise known as the Black Death, killed more than 20 million people
in Europe. The disease spread from to Europe in October of 1347. It came on trading
ships and was carried by rats.
o Students will watch a brief video.
Students will turn and talk with a neighbor about anything interesting they learned from
the video.
The last disease the class will take a more in-depth look at, is polio. Polio attacked the
nervous system-and, thus, paralyzed many people, and it was more commonly found in
children. It affected a very famous president: Franklin D. Roosevelt. He was the 32nd
president and the only to be elected four times! Franklin D. Roosevelt was the president
of the United States from 1932-1945. He helped drag the U.S. out of the Great
Depression as well as make alliances during WWII. His wife, Eleanor Roosevelt, helped
FDR when he was very sick and had polio. She made appearances for him and also
rallied for womens rights.
o Nervous System: the system of nerves in your body that sends messages for
controlling movement and feeling between the brain and the other parts of the
Teacher will have the definitions for each vocabulary term written on the whiteboard.
The class will wrap up this portion of the lesson by creating a timeline of the
vaccinations. Students can work individually or in pairs.

Part 2
Teacher will give 3 students green monster stickers and send them to the opposite side of
the room from everyone else.
Teacher will tell the students that green monster means that you are sick.
She will give 3 students a vile of liquid and a lab coat.
Those students just came up with the cure to green monster.

Teacher will ask the following questions:

o How do we tell the sick kids that they we can fix their sickness?
o What if they were in another town? Another state? Another country?
Teacher will ask the class to think about communication inventions they have learned
about earlier this unit.
After the students have had time to think, the class will briefly review the invention of the
telephone by Alexander Graham Bell.
Telephones are an invention used for medical care for years. Teacher will tell the class
that they will be talking about the use of telephones to call 911.
2 corners of the room will have signs. Corner 1: agree corner 2: disagree. If a student
agrees with a statement they will stand in the corresponding corner.
o You can call 911 whenever you want.
o You should only call 911 in case of an emergency.
o 911 is the number for emergency used throughout the entire country.
o 911 is not an important advancement in medicine/medical care.
Students will return to their seats.
Teacher will teach the students about the history/invention of 911.
In 1968, AT&T established this as the national code of emergency. Congress backed the
proposal AT&T and passed legislation that made 911 the standard emergency number.
o Legislation: a law made by the government.
Not only is 911 used to get medical help, it is also used in other emergency situations
such as a fire or a problem where police are needed.
For closure on this part of the lesson, students will write down one new thing they
learned on a sticky note and post it to the whiteboard.

Part 3
Who did I say comes to pick you up when you call 911 in a medical emergency?
o Students will have time to answer the question.
Teacher will introduce the topic: ambulances.
Each student will receive a KWL chart for ambulances. Students will fill out the first two
columns of the chart. Teacher will provide a couple of questions to help guide the charts
and give the students a starting point.
o What is the history of ambulances?
o What is inside an ambulance?
o What does an ambulance do?
Teacher will discuss the history of ambulances.
During the 1800s horse drawn ambulances were used in major cities. The use of
ambulances became very important during war, so they began using them then. The first
motorized ambulance appeared in 1899, it was extremely slow and heavy making it
inefficient. In the 50s and 60s Emergency Medical Service began. Ambulances have
technology that save lives due to the changes it has undergone over many years.
The class will watch a video detailing what is inside an ambulance.
After the video, students will have time to complete L column of their charts and if there
are any questions that they could not find an answer to, the class will discuss it together
to see if a peer might know the answer.

1.5 Differentiation
Each section of the lesson contains areas that will meet Gardners multiple intelligences.
During periods of think/pair/share, students with interpersonal intelligence will have the
opportunity to interact with their peers and have meaningful conversations. Creating a
timeline appeals to logical-mathematical intelligences because it involves taking abstract
numbers (years) and creating a concrete model of those years. The timeline will also
appeal to verbal-linguistic intelligences because those students can memorize the
important years. The corners activity and the anticipatory set is good for children that
have difficulty sitting still/ADHD, or do not benefit from lectures and staying seated for
extended periods of time
English language learners and struggling readers will receive a handout with the
vocabulary words and definitions. Definitions will be adjusted so they are at the reading
level of the student.
1.6 Closure
For closure, the class will discuss the connections between inventions they have
previously discussed in the unit to the content of this lesson. Students will also create a
one paragraph journal entry answering the following question: how have inventions and
technology changed medicine and medical care throughout history?
1.7 Assessment
KWL charts will be collected to assess students understanding of the concept.
During think, pair, share Teacher will walk around the room and listen to the students
conversations to get an idea of their background knowledge.
Timelines will be collected and graded on accuracy.
Journal entries will be collected and read to check comprehension of this lesson.
1.8 Materials
KWL charts
Strips of paper for timeline
Sticky notes
1.9 Technology

Video on the Bubonic Plague from

Ambulance video