The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
Medicine is continuously evolving, and has done so since its beginning. Students will be digging into various historical events which
have impacted these changes in our Canadian medical world, and evaluating how these changes have impacted our society both from
the historical and scientific context.
GCOs/SCOs
Learning
Expectation
from
Matching
Expectations
with
Assessment
Chart
Skills & Products
Assessment
Method
Doctors Charts
(aka Learning
Portfolio)
Descriptor
Scor
e
/60
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
Deep
Understanding
and Reasoning
Combined
Historical
Dramatization &
Debate
/25
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
Knowledge and
Simple
Understanding
Quizzes
/15
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
215-1
Communicate
questions,
ideas and
intentions and
receive,
interpret and
understand
support and
respond to the
ideas of others
(Bio 11)
Week 1, Lesson
1
117: Analyze
how individual,
society and the
environment
are
interdependent
with scientific
and
technological
endeavors.
(Bio 11)
We are
introducing the
unit by having
students
connect to the
material by
calling on their
prior learnings
and experiences
in the subject
matter.
Assessment
Methods and
Purposes
AAL: Students will
be asked to think
about their
experiences with
medicine and the
medical field.
Students will self
reflect.
AFL: Students will
be asked to create a
visual of their
learnings.
Proof of
Learning
-Students will show
their ability to
communicate,
translate, and
interpret ideas of
personal experience
in the medical
world through rich
conversation in
small groups, whole
class discussion.
-Students will show
interpretation and
processing of
personal ideas
through the
creation of a visual.
-Through the use of
the visual, students
will begin to
demonstrate
connections
between society
and environment.
Differentiation
Considerations
-Students basegroups will be
carefully chosen by
the teacher.
-Some students may
require technology
to show their
learning.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
-Investigate
and Assess
various
traditional
and emerging
theories
regarding the
peopling of
the Americas.
(Can Hist 11)
-What has
been Canadas
place in the
community of
nations and
what should
Canadas role
be. (Can Hist
11)
-How has
Canadas
economy
evolved in an
attempt to
meet the
needs and
wants of all
Canadas
peoples. (Can
Hist 11)
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
AFL: Creation of
the medicine bag
will be assessed and
formative feedback
will be provided. It
will be assessed for
factual
understanding of
information given
and how it has been
interpreted and
extended in order
to create a product
of understanding.
AAL: Students will
be required to selfreflect on their own
personal values and
beliefs while
creating the bag, in
relation to factual
knowledge
provided.
-Technology for
those who need it
will be provided, for
the end reflection.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
115-5:
Analyze why
and how
particular
technology
was
developed
(Bio 11)
116-2:
Analyze and
describe
examples
where
scientific
understanding
was enhanced
and revised as
a result of the
invention of
technology.
(Bio 11)
-Investigate
and asses
various
traditional
and emerging
theories
regarding the
peopling of
the Americas.
(Can Hist 11)
Week 1, Lesson
3: Dr. Zhivago
-Students will
demonstrate
understanding of
medical technology
available through
the quick write.
-As well, teachers
will be able to
observe if students
are beginning to
connect to the unit
through worldly
and personal
connections in their
writing.
-Subtitles will be
available for hearing
impairment and
non-auditory
learners.
-Technology will be
available for those
who desire it for
the quick write.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
317-Compare
and contrast
mechanisms
used by
organisms to
maintain
homeostasis
(Circulatory
System) (Bio
11)
Week 1, Lesson
4: Anatomy and
Physiology of
the Heart
-Direct instruction on
the anatomy and
physiology of the
human heart.
-Following the DI,
students will use the
ipads in pairs to
complete the Virtual
Lab ABCs Virtual
Heart Surgery
http://www.abc.net.au/
science/lcs/heart.htm
-In addition to the
virtual lab, students
will complete the lab
report questionnaire
which will become
part of the Doctors
Chart Learning
Portfolio.
-Students will be
able to successfully
complete the
virtual lab which
demonstrates
knowledge of
anatomy and
understanding of
functions and
purposes.
-Students will
become self-aware
of which parts or
functions need
review for them
individually.
-Students will show
understanding of
the content
through the
successful
completion of the
lab questionnaire.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
317-Compare
and contrast
mechanisms
used by
organisms to
maintain
homeostasis
(Circulatory
System) (Bio
11)
10
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Students will be
dissecting a sheep
heart in small lab
groups.
-During the
dissection, students
will work together
with their groups to
create a photo
journal entry during
each step of the
dissection. They
will photograph
each stage and then
list the function of
each part they
dissect and how
that part influences
the flow of blood
through the heart
and in turn the
body. This photo
journal entry will be
placed in the
Doctors Chart
Learning Portfolio
for summative
assessment.
-Students will be
able to show that
they have a
thorough
understanding of
the anatomy and
physiology of the
human heart within
the circulatory
system through the
successful
completion of the
photo journal. This
will also create a
visual that
demonstrates their
own visualization
and understanding
of the inner
workings of the
heart.
-Students will show
their confidence
with dissection
procedures by
following protocol
and appropriate
procedures in the
lab, as observed by
the teachers.
-Students may
complete a virtual
dissection on
FrogGuts if they are
unable to complete
the hands on
dissection for a
variety of reasons
(personal values,
physical disabilities,
etc)
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
11
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Analyse the
evolution of
Canadas roles
in the late
twentieth
century. (Can
Hist 11)
Investigate and
assess various
traditional and
emerging
theories
regarding the
peopling of the
Americas. (Can
Hist 11)
Analyse why
and how a
particular
technology
was
developed.
(115-5) (Bio
11)
Distinguish
between
science and
technology in
terms of their
respective
goals, products,
and values and
describe the
development of
scientific
theories and
technologies
over time. (115)
(Bio 11)
Week 2, Lesson
6: History of
Medicine Video
and Video
Biographies
-Students will
demonstrate an
area of expertise
within their own
biography and will
then translate their
knowledge to their
teachers and peers
in the form of the
biography piece.
-Students will
show they are
successful in their
learning by
creating a
historically
accurate document
which can be used
as a valid source of
information for the
upcoming timeline
activity.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
12
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Week 2, Lesson
7: Learning
Centers
-Students will be
completing learning
centers. The following
4 centers will be
available for students to
complete:
-Using the ipads for
research, students will
create a visual which
depicts a modern day
hospital versus what a
hospital may have
looked like in the WWII
era.
-Create a Linked In
profile for Tommy
Douglas.
-Create a short skit
involving medical care
during World War I.
-Read the article Blood
and Guts a Short
History of Medicine
and identify the bias in
the article and write a
short reflection on your
thoughts.
-Students will
begin to show
deeper
understanding of
the knowledge
obtained from this
unit in order to
complete learning
centers in a
manner which
shows higher level
thinking skills.
-The learning
centers require
students to draw
connections
between
previously taught
outcomes and
integrate new
topics from the
unit. This aids
students to piece
together and
characterize the
knowledge and add
personal reflection.
This will be
evidenced upon
successful
completion and
submission of the
learning center
development of
scientific
theories and
technologies
over time. (115)
(Bio 11)
-Analyse why
and how a
particular
technology was
developed. (1155) (Bio 11)
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
activities.
13
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
-How has the
Canadian
economy
evolved to
meet the
needs and
wants of all
Canadas
peoples
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
Learning
Activities
-Students will write
their biweekly quiz
based on factual
knowledge of the
unit up to this point.
-Following the quiz,
students will wrap
up information that
they have gathered
in the past 2 weeks
and contextualize
their learnings by
creating a timeline
of medicine
primarily in Canada,
but they may
choose to include
some worldwide
events if they feel
strongly that they
are impactful to the
direction which they
have decided upon.
-Students will use
the Moodle
biography database
they created in
Lesson 6 as a major
resource. They
may also use class
notes and activities,
as well as use the
ipads for additional
Assessment
Methods and
Purposes
AOL: Students will
be assessed
summatively based
on their
recollection of
factual knowledge
on the unit quiz.
The quiz will be
comprised majorly
of selected
response, with a
few short answer
questions which
slightly require the
students to extend
their knowledge.
AAL/AFL: The
quizzes will be
marked and
returned to the
students in a timely
fashion so that as a
class we can go
over the quiz in an
attempt to help
students learn from
the experience and
identify how to
prepare themselves
for the next unit
quiz in 2 weeks.
We will provide
14
Proof of
Learning
Differentiation
Considerations
scientific and
technological
endeavors.
(Bio 11)
(Above
outcomes are
for timeline
activity. Quiz
outcomes are
not listed, but
reflect
sections of
previously
covered
outcomes).
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
research.
feedback to the
students to help
them approach the
questions better in
the future.
AOL: The timeline
will also be assessed
summatively to
verify that the
students understand
and make
connections within
the learned
material.
15
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
scientific and
technological
endeavors.
(Bio 11)
16
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
Week 3, Lesson
10: Circulatory
Physiology Lab
17
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-AOL: Students
will be answering
comprehension
questions both
during and
following the lab
procedure which
they will place in
the Doctors
Chart Learning
Portfolio for
assessment of
learning. The
questions target
higher level
thinking and
require the
students to
transfer the
knowledge they
have gained in to
lab to its
importance to
the body.
-Capability to
follow directions
and carry out the
taking of the
blood pressure
procedure will
be evidenced
through
observation of
the students by
the teachers. It
will also be
evident through
the values they
receive when
taking the BP
test.
-Deeper
understanding of
the topic will be
evidenced
through the
comprehension
questions.
-Students who
require it may use
technology to
respond to their
questions.
-Students can use
Write Speak to
have the lab
procedure read to
them.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
scientific and
technological
endeavors.
(Bio 11)
18
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will be
divided into various
groups of two
where one student
in the duo poses as
a psychiatrist. The
psychiatrist will
administer the
Rorschach test to
the other student.
The students will
then switch places
before looking up
the results online.
The Nuremberg
code is a set of
research ethics
principles for human
experimentation set
as a result of the
subsequent
Nuremberg Trials at
the end of the
Second World
War/ For this
activity, students
will rewrite The
Nuremberg code to
show how ethics
evolved in the
medical world. This
expression of
human rights will
AFL: Upon
presentation of the
new code, teachers
will observe and
provide oral
feedback to the
students which
targets their
understanding of
the historical
context which
derived the original
code as well as
evidence from prior
lessons in this unit
which would
influence their
decision making in
the creation of their
new code.
-Students will
demonstrate proof
of learning through
successfully being
capable of linking
already taught
knowledge of the
medical world with
the knowledge
gained through the
Nuremburg Trials
by rewriting the
code.
-Students will show
their own personal
judgment based on
informed knowledge
surrounding the
impact of the
Nuremberg
Trials/Code through
the recreation and
updating of the
code.
-Technology will be
available for those
who need it for
writing.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
develop critical
thinking skills.
Students will share
elements of the new
code with the class.
19
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
20
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
scientific and
technological
endeavors.
(Bio 11)
Week 3, Lesson
12: Tommy
Douglas/Frederick
Banting
-Technology will be
available for those
who need it for
writing.
-Students with
speech difficulty
may submit the task
as a written
assignment.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
Quiz
outcomes are
not listed, but
reflect a
combination
of sections
from
previously
covered
outcomes.
Time Frame
(Week/Class)
Week 4, Lesson
13: Quiz and
Introduction of
Dramatization/
Debate Project
21
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
AAL/AFL: The
quizzes will be
marked and
returned to the
students in a timely
fashion so that as a
class we can go
over the quiz in an
attempt to help
students learn from
the experience and
identify how to
prepare themselves
for the end of
semester exam.
We will provide
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
feedback to the
students to help
them approach the
questions better in
the future.
22
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
23
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will be
working
independently in
their groups to
successfully
meet the
outcomes tied
to the
assessment in
Lesson 16.
Students are
working at their
own pace
towards these
outcomes, so
todays daily
outcomes may
differ for each
group, but
ultimately
students will
work towards
meeting all
outcomes in
Lesson 16.
Week 4, Lesson
14: Research for
Dramatization/
Debate and
Preparation and
Practice of
Dramatization/
Debate
-Initially, together as
a large group we will
review the rubric for
the project so that
students understand
what is expected of
them, and how to
model their work
towards success.
-Following this,
students will have
the period to work
independently with
their groups on
whatever aspect of
the
dramatization/debate
they feel best utilizes
the time.
-Students will have
the opportunity to
ask questions of the
teachers and verify
their work.
-Suggestions for
what students could
work on during this
period include, but
are not limited to:
research and
composition of
written research and
reflection, group
-Students will
demonstrate their
progress,
preparedness, and
proof of knowledge
through Lesson 16s
presentation.
-Students requiring
individual
considerations on
this project may
conference with the
teachers to receive
additional resources
or time based upon
what they may
require.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
planning of
costumes,
structuring of
arguments, individual
character and role
research, group
delegation of tasks,
group practice of
presentation.
-Teachers will check
in with each group
to verify they are
progressing
appropriately.
24
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
25
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will be
working
independently in
their groups to
successfully
meet the
outcomes tied
to the
assessment in
Lesson 16.
Students are
working at their
own pace
towards these
outcomes, so
todays daily
outcomes may
differ for each
group, but
ultimately
students will
work towards
meeting all
outcomes in
Lesson 16.
Week 4, Lesson
15: Research for
Dramatization/
Debate and
Preparation and
Practice of
Dramatization/
Debate
A continuation of
Week 4, Lesson 15.
-Students will have
the period to work
independently with
their groups to
prepare for their
presentation of the
unit project.
-Students may work
on whatever aspect
of the
dramatization/debate
they feel best utilizes
the time.
-Students will have
the opportunity to
ask questions of the
teachers and verify
their work.
-Suggestions for
what students could
work on during this
period include, but
are not limited to:
research and
composition of
written research and
reflection, group
planning of
costumes,
structuring of
arguments, individual
-Students will
demonstrate their
progress,
preparedness, and
proof of knowledge
through Lesson 16s
presentation.
-Students requiring
individual
considerations on
this project may
conference with the
teachers to receive
additional resources
or time based upon
what they may
require.
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
26
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
GCOs and
SCOs
-Investigate and
assess various
traditional and
emerging
theories
regarding the
peopling of the
Americas.
-How has the
Canadian
economy evolved
in an attempt to
meet the needs
and wants of all
Canadas
peoples?
-What has been
Canadas place in
the community of
nations, and what
should Canadas
role be?
-Students will be
expected to
engage in specific
research using
the historical
method and
communicate the
findings of their
research
effectively.
-Analyse the
evolution of
Canadas roles in
the late twentieth
century. (CH 11)
-Analyse the role
played by WWII
in shaping
Canadas identity
27
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Students will be
using this class to
present the
Combined
Historical
Dramatization and
Debate for teacher
assessment.
-Students will also
be passing in their
written component
of the project this
class.
-Students requiring
individual
considerations on
this project may
conference with the
teachers to receive
additional resources
or time based upon
what they may
require.
(CH 11)
-Evaluate social
issues related to
the applications
and limitations of
science and
technology, and
explain decision
in terms of
advantaged and
disadvantages for
sustainability,
considering a
variety of
perspectives.
(118) (Bio11)
-Analyse and
describe
examples where
scientific
understanding
was enhanced or
revised as a result
of the invention
of technology.
(116-2) (Bio11)
-Analyse how
individuals,
society, and the
environment are
interdependent
with scientific and
technological
endeavours.
(117) (Bio11)
-Analyse societys
influence on
scientific and
technological
endeavours.
(117-2) (Bio11)
-Debate the
merits of funding
specific scientific
or technological
endeavours and
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
28
not others. (1174) (Bio11)
-Provide
examples of how
science and
technology are an
integral part of
their lives and
their community.
(117-5) (Bio11)
-Construct
arguments to
support a
decision or
judgment using
examples and
evidence and
recognizing
various
perspectives.
(118-6) (Bio11)
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
29
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
30
Appearance and
Preparedness
Historical Accuracy
Scientific Content
LEVEL 1
Students show visible
signs of disengagement
(ex. on cellphone,
talking out of character
etc.) and cannot portray
a multifaceted
dramatization of their
character.
No preparation of
appearance evident.
LEVEL 2
Students are somewhat
engaged with the
material however are
not showing full
commitment to the
character.
Character has some
form of costume but is
not historically accurate.
LEVEL 3
Students are engaged
with the material and
are making a visible
effort to think in the
persona of their
character.
Characters appearance
is believable and it is
clear that the student
took time to prepare
and show historical
accuracy.
Most of the claims made Some claims are vague
Most claims made by
are inaccurate and do
and do not fully support students are accurate
not support the
the debaters cause.
and necessary for the
debaters cause.
development of the
debate.
Student does not show
Student sometimes
Student shows
knowledge and evidence show glimmers of
knowledge and evidence
that they understand the knowledge and evidence that they mostly
scientific content related that they understand the understand and can
to the outcomes.
scientific content related sometimes apply the
Student does not show
to the outcomes.
scientific content related
evidence of application.
Students rarely apply
to the outcomes.
this.
Students have not yet
Students have started to Students have engaged
LEVEL 4
Students are visibly
engaged and preforming
a full dramatization of
their character and
thinking critically in the
persona of their
character.
Characters appearance
shows careful
consideration to the
role and how the
character actually
looked historically.
All claims made by
students are true,
accurate and necessary
for the development of
the debate.
Student shows extensive
knowledge and evidence
that they understand
and can apply the
scientific content related
to the outcomes.
Students have critically
Reflection
TOTAL
Evaluative Feedback:
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
31