2018 Tick and Tick-Borne Resources for New York State Schools Reviewers List 34 SAMPLE EDUCATION STRATEGIES FOR PREVENTION EDUCATION ON TICKS AND TICK-BORNE DISEASE Overview According to the Centers for Disease Control and Prevention (CDC), many people do not know they are at risk each year for tick-borne illness. Each year more than 30,000 cases of are reported nationwide. Studies suggest the actual number of people diagnosed with Lyme disease is more likely about. Therefore, it is even more critical that students, families, communities and schools are aware of prevention strategies along with additional precautions to protect against being bitten by ticks and possibly developing a tick-borne disease. In a coordinated effort to bring more awareness, education, and knowledge to the forefront, the New York State Education Department is encouraging the inclusion of tick and tick-borne disease education be considered in a sequential and comprehensive Pre-K through 12 health education program. The following toolkit is provided to act as a resource for educators. The lessons provided on the following pages are designed to be samples for school districts to use as they develop integrated lessons for the health teacher and other classroom teachers. Cross curricular opportunities can include science/ living environment content, library/research skills, and ELA. Learning Goals This resource is intended to provide accurate information about Ticks and Tick-borne illnesses. It provides information and resources to help students increase their knowledge about the topic and develop skills to practice self-management and prevention. Essential Questions What are diseases and why are they a concern? How can I protect myself from tick bites and tick-borne diseases? Learning Objectives and Authentic Assessment Targets Knowing about the risk of tick-borne illnesses is not enough. Students will be able to demonstrate how to prevent tick illness and reduce risk which is needed for a comprehensive approach for this prevention skill. Authentic or near authentic student demonstrations of the knowledge and skills to prevent tick-borne illness is the educational goal. Sample Assessment Tools Sample assessment tools are included in this toolkit. Students will demonstrate what they have learned and are able to do to avoid a tick and tick -borne illness. In addition they will demonstrate knowledge of tick removal and follow up for possible tick-borne illness. Evidence collected throughout the learning will show student achievement including role plays and projects.
and helps enhance the understanding. understanding of the presentation. play. Use of Props Develops and uses them appropriately to enhance the message in the role play. Develops for the role play that would enhance the message, but doesn't use them effectively. Props that would be helpful are not used in the role play. Interrupts the message to apologize for the lack of props, thus impacting the message for the role play. Imagination and Creativity Choices indicate insight and enhance the message of the role play Choices demonstrate thoughtfulness and help enhance the role play at times. Choices demonstrate an awareness of the message for the role play in an acceptable way Choices suggest confusion and lack of awareness/ understanding of the topic for the role play. Cooperative Group Work Rubric Category 4 3 2 1 Focus on task Consistently stays on task. Self-directed. Most of time is on task. Others in the group can count on you to keep working Sometimes is on task, other group members have had to remind you to keep you on task Rarely focuses on the task. Let’s other do the work. Contributions Routinely provides useful ideas to the group. A leader who shows a lot of effort Usually provides useful ideas. A strong group member Sometimes provides useful ideas. Does what is required. Rarely provides May refuse to participate. Time management Using time well. Group does not have to adjust deadline or work responsibilities. Because of procrastination. Usually uses time well but may have procrastinated on one thing. The group is still able to meet deadlines. Tends to procrastinate, but gets things done by deadlines. Rarely gets things done by deadlines and the group has to adjust deadlines and/or work responsibilities because of this person. Problem Solving Actively for and suggests solutions to problems Refines solutions suggested by others Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to help problems. Let’s others do the work.