Driving Question:  Do I really need to wear a mask?

Final Product: Create an infographic, a daily press release, and a preparedness plan. Students will present information to an adult from Eaton School District.

Supplemental Questions:
Why don't we just kill the coronavirus?
​Why don't antibiotics work for coronavirus?
What happens to my body when I get a viral infection?
How should data be used to develop a plan to prevent the spread of COVID-19?

Standards:

1. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life.

​2. Students can plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (HS-LS1-3)

Skills and Science Practices:
Students can:
1. design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated resources of evidence, prioritized criteria, and trade-off considerations.

2.  make arguments that come from current scientific or historical episodes in science.  

3.  evaluate claims, evidence and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

Students can:

Key Vocabulary:
  • Describe viral structures and life cycle.
  • Differ between bacteria and viruses.
  • Distinguish between living and non-living.
  • Describe the difference between coronavirus and COVID-19.
  • Describe COVID-19 characteristics, including causes, risks, symptoms, transmission, and treatments.
  • Describe how masks manage the spread of COVID-19.
  • Explain how the body responds to COVID-19.​
  • Describe the surfaces that house the virus.
  • Make recommendations - based on current scientific research - on how to slow the spread of COVID-19 and prevent further infections.
  • Virus
  • Bacteria
  • Symptoms
  • Antibiotic
  • Vaccine
  • Pandemic
  • Epidemic
  • Pathogen
  • COVID-19
  • Biotic Factor
  • Abiotic Factor

Activities and Benchmarks:

Milestone #1: What do you know about coronavirus? What do you want to know?
Assignment:  ​Pear Deck Q&A (Talk to Mr. Lemon)
Assignment: Pear Deck Vocabulary (link is below).
Assignment:  Case Study reading (covid19_intership.pdf below) and questions (go to Google Classroom). 

covid19_internship.pdf
File Size: 438 kb
File Type: pdf
Download File
___________________________________________________________________________________________________________________________________________
Milestone # 2: Describe characteristics of living things.
Assignment: Vocabulary and characteristics quiz.
___________________________________________________________________________________________________________________________________________
Milestone #3:  Identify characteristics of COVID-19.
Assignment 1: Answer questions on Case Study.
Assignment 2: Create rubrics for infographic, preparedness plan, and daily press release.
___________________________________________________________________________________________________________________________________________
Milestone #5: Reflect upon learning
Assignment:  Reflection document
____________________________________________________________________________________________________________________________________________
Final Product: Infographic (use 1 powerpoint slide, google drawing, PhotoShop, piktochart, venngage, canva, etc.), daily press release, and preparedness plan.
​Rubric: 
Daily Press Release:
Should:
  • Include up to date information on the number of cases and deaths worldwide, in the U.S., the state, and locally.
  • Include any information on the development of a vaccine and new treatments being developed.
  • Provide other relevant information such as travel restrictions or event cancellations.
  • Be approximately half a page in length.  Could also be a video series or podcast.
  • Turned in on each day of class.
  • ALTERNATIVE:  The group could create a Frequently Asked Questions (FAQ) document that would be part of a website or brochure to answer common questions.
    • Include information and facts about the virus
    • Include transmission rates
    • Include mortality and infection rates
    • Include best ways to protect yourself and others
Infographic:
Should:
  • Be designed for posting in public places.
  • Be created digitally and can be printed in color.
  • Be well thought out, visually pleasing, readable, including images.
  • Include information on:
    • prevention of the spread of disease
    • how to protect yourself and others
    • what to do if you are infected
    • symptoms of infection
  • Use online tools such as PowerPoint, Google Slides, Canva, venngage, pictochart, etc.
Preparedness Plan:
Should:
  • Be a written plan (one to two pages) that covers:
    • Quarantine procedures for those that develop symptoms
    • cleaning and sterilizing procedures
    • screening procedures
    • an alternate class plan for schools
  • Be easy to read and understand
  • Concise - brief and to the point
  • Possibly involve coordination with administrators and government officials.
  • Be extendable to the greater community.
  • Include an examination of current CDC guidelines and recommendations, adjusted and improved for our community.
____________________________________________________________________________________________________________________________________________

Resources:

poster_presentation.ppt
File Size: 1831 kb
File Type: ppt
Download File