GERM THEORY OF DISEASE- PPT AND NOTES
Maggie's Files
726 Followers
Grade Levels
6th - 12th, Homeschool
Subjects
Resource Type
Standards
NGSSMS-LS1-3
NGSSMS-LS1-1
NGSSHS-LS1-2
NGSSMS-LS1-4
NGSSHS-LS4-6
Formats Included
- Zip
Pages
39 pages
Maggie's Files
726 Followers
What educators are saying
This is the most comprehensive and engaging teaching resource I have ever found on the germ theory of disease; the information and images are outstanding.
Description
The Germ Theory of Disease: Dive into comprehensive education with a 39-slide PowerPoint and 9 pages of interactive student notes in PDF format. This slideshow is enriched with 3 formative and 1 summative assessment, along with an answer key for a thorough learning experience
Key Topics Explored:
- Essential Terms to Know
- Germ Theory: Fundamentals and Definitions
- Microorganisms and Pathogens
- Transmission of Disease and Prevention
- Treatment Methods Throughout History
- The Great Plague of London
- Discovering Microorganisms
- Debunking the Spontaneous Generation Theory
- Redi's Groundbreaking Experiment
- Major Contributions of Renowned Figures, including Edward Jenner, Ignaz Semmelweis, Joseph Lister, Louis Pasteur, Robert Koch, Florence Nightingale, William Stewart Halsted, Alexander Fleming, Jonas Salk, and Allen Steere
- Latest Discoveries in COVID-19 Research
- The Germ Theory Revolution: Transforming Healthcare Practices
- The Germ Theory Timeline: A Journey Through Scientific Progress
Equip your students for success with three thoughtfully designed formative assessments and a comprehensive summative assessment, ensuring a robust understanding of the material.
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Total Pages
39 pages
Answer Key
Included
Teaching Duration
90 minutes
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Standards
to see state-specific standards (only available in the US).
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSMS-LS1-1
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.
NGSSHS-LS1-2
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. Assessment does not include interactions and functions at the molecular or chemical reaction level.
NGSSMS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
NGSSHS-LS4-6
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.
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