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ACT Do Now

B2. B3. B4. ACT Do Now. Grab the passage Do what you do best…figure out what’s going on in the experiment and how to answer the questions. 25 min . Honors. -Read your scientist (2 min) -Debate (2 min) -New Observation (1 min each) allow students to debate who it supports. 

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ACT Do Now

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  1. B2

  2. B3

  3. B4

  4. ACT Do Now • Grab the passage • Do what you do best…figure out what’s going on in the experiment and how to answer the questions. 25 min

  5. Honors -Read your scientist (2 min) -Debate (2 min) -New Observation (1 min each) allow students to debate who it supports.  -Whole group debate (5 min), 1 rep from each scientist, using evidence from observations. -Answer questions on your own (5 min) -Compare answers and discuss (1 min)

  6. New information • If all of the asteroids were gathered together into one object, the diameter of the object formed would be less than half the diameter of Earth’s moon. • The total mass of the asteroid belt is only 4% that of the Moon. One asteroid alone, Ceres, contains 1/3 of the total mass of the asteroid belt. • Asteroids are largely composed of silicate, with some deposits of iron and nickel, a composition proportionately similar to that of the terrestrial planets. Some asteroids also contain carbone and other elements.

  7. More new info • There is a strong orbital resonance (overlapping gravity) with Jupiter in the region of the asteroid belt, which keeps the asteroid in an orbit around the sun. • In reality, asteroids within the belt are very far apart, not clustered together. • Within the early solar system, the velocity of collisions within the region of the asteroid belt was much higher than it is currently.

  8. Please pull out this chart from last class. Let’s try another example.

  9. How would you summarize your conclusions from this flow chart? Race causes and is affected by biological, cultural, SES, racist, political, historical, and legal factors, which can affect health practices, psychosocial stress, environmental stress, psychosocial resources, and medical care which affect biological processes which affecthealth outcomes. (You will need to memorize this and apply it to disease & race on the test.) 

  10. Do Now #2 Read the passage on the handout and answer the questions that follow. 7 min

  11. Debate It’s the doctor’s fault! It’s the patient’s fault! Silently move to the right side of the room (door) You MUST use evidence from the situation or your own life to support your answer Silently move to the left side of the room (windows) You MUST use evidence from the situation or your own life to support your answer

  12. How does this relate to race and what we discussed last class??? Look at chart 10.22 in your notes again (p. 299). Under which category would you place “Patient & Physician Responsibilities”? (30 sec) Medical Care!

  13. Medical Care(Write the blue font in your notes) Need-How badly does the patient require medical attention? What is the severity of the case? Access-Does the patient have enough money to afford care? Does the patient have access to transportation to get to the care? Do nearby health clinics, pharmacies, hospitals offer the necessary care? Quality-How skilled/trained are the doctors? How much do the doctors know about different races, cultures, languages? How welldo the doctors communicate? Who has control of each of these categories? Patient or Physician? 4 min

  14. Copy into your notebooks Minimum 4 bullet points/column 7 min

  15. Partner Work • Partner A: Read “The New England Journal of Medicine” • Partner B: Read “Chapter 32” • Preview the headings-predict the purpose at the top of the article! • Mark the text for connections & questions • Use context clues to figure out words • Summarize after each paragraph 10 minutes

  16. Share with a Neighbor • Share what you wrote in your table. Your neighbor should write the notes on his/her table. • Together decide, what BOTH patient & physician should do? • Notebooks: How does this relate to health disparities? Why do you think that these responsibilities are even more important for U.S. Minority groups? • 4. Why might some of the patient • responsibilities be challenging for U.S. Minority groups? 5 min

  17. Copy into your notebooks 7 min

  18. Extension • Does the cause of health disparities lie more with the patient, the physician, or both? • Can physicians protect themselves against bias? • Can patients protect themselves against bias? • What risks are associated with stereotyping patients before, during, and after treatment.

  19. Homework Complete the patient/physician responsibility worksheet.

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