Driving Question:
How can I be prepared for the CCP-Virus?
Entry Event: Video general overview of COVID-19
Find out what they heard from home. What are ways you can accidentally cross-contaminate?
Creative activity of ways to illustrate what they already know. How to protect themselves.
Phase 2: Investigation, fIeldwork, and Experts
Board Work questions
How can you communicate to many people?
Diagnosing the situtation: Form questions and conduct questionnaire survey on Google Forms
What percentage of people wore masks?
online research
Online Research: How different countries handled the outbreak: Compare and contrast Taiwan or South Korea and USA or England.
How do people spend their time of quarantine?
how does the virus spread?
Can you treat an infected person of Covid-19 the same way as someone with a cold flu? How?
Questions when going back to the question
How do you properly use a mask? Do's and Don't Do's
Brainstorming: In an epidemic, what can countries do to prevent spread?
Need to know questions. Want to know questions
Why do different cultures handle it differently?
What exactly are we preparing for?
What causes cross-contamination?
Phase 1: encourage sts to ask questions, listen to one another, share prior knowledge
Post Assessment Rubric:
Discuss possible answers. Use app to create solution
Part 3: Sociology
What is the difference between virus and bacteria?
Paired groups: online research. Learn how to research and the search terms. Nature.com one of the best science journals out there. Search "Standford Research"
Venn diagram between bacteria and virus
Part 1: Science
symptoms and treatments?
Comparing: Bacteria and Virus
shapes, size, how much time to recover?
Outline:
Coronavirus
Google Class: collect raw data
Part 2: History
Presentation: Pretend you are a journalist or news reporter, report your findings with poster, PPTs, or drawing on the board.
In class, show them a video of a pathologist reporting (around day 30) a point in U.S. history what people thought about the virus
3 things they learned from the video, 2 questions they wondered, 1 thing they enjoyed
Paired Group Research
Collaborate data from each paired group. Prepare for News Reporter Journalism
KakaoTalk, FB, etc
Conduct survey for homework on Google Forms
Teach how to use Google Forms
Vocab: asymptomatic, respiratory, serum, disinfect, threat, cross-contaminate
For higher grades: Include demographics by age groups that were infected, by nation, by global statistics. Students would produce infographics.
For lower grades: Student-paired groups would produce an infographic about the Do's and Don't Do's of how to properly use a mask.
Write bullet points in PPT and discuss it using Fishbowl Reporting. Also, share how this would change your daily life. Students outside the fishbowl asks questions.
In Class, a science teacher visitor comes to talk about the difference between different viruses
Pre Assessment 1 Rubric:
- Creative quality in group presentation. 2. Individually in their diary reflection, summarize and express their thoughts about what they learned from the experts from youtube and podcast. 3. Participation in Google Classroom
Pre Assessment 2 Rubric:
- Diary Reflection about their thoughts about in-class discussion about online findings. 2. What was most surprising about how different countries handled the pandemic. 3. At least one thing they want to explore further.
Pre Assessment 3 Rubric:
Diary Reflection on activities they normally do, but wouldn't be able to do during a pandemic. What are their thoughts when comparing people they interviewed and how other countries handled the pandemic.
Phase 3: Culminating and Debriefing
Discussion Recap: What is the main threat? What are ways people prepare that wouldn't treat the threat? Right ways vs. wrong ways
Presentation skills refined: projecting a voice, standing straight up. 1st talk about what they learned about COVID-19, how it's different from past respiratory viruses, and how it effected people. Compare how people from different countries handled the virus. How to avoid cross-contamination. Ways to disinfect your belongings. How to protect yourself.
Compile all project data on to media, presentable on TV, Do stand-up presentation.
Loud voice, eye contact, quality of information with supporting details. Quality of technology.
Forming good questionnaires individually, then share to class
Adding more questions to the list throughout project
What are activities you like to do? Imagine a world where you could not do those things anymore. Our way of life would change forever. What would have to happen for this to happen?
Mystery picture covered up. Have students put sticky notes around the covered-up picture, of activities they love to do and places they love to go.
Reveal the picture and discuss which sticky notes would have to be taken down, and why.
Introduction
What would you do now? For the next month, you can't go to the mall, etc. How long can you last?
If you knew that tomorrow, that we were on our own, how would you prepare?
Find experts who have daily reports: youtube, podcasts, websites
Share: everyone walks around looking at other group's reports as a step for additional data collecting.
For high school or adults: begin class with the video made my the pathologist, about debunking hydroxychloroquine "controversy" to study analysis of science journals, case studies and patient anecdotes
Post them on the discussion forums
Publish a blog online about this class, reflecting about your thoughts before and after this project. Use APA format to reference the reflections you wrote in the diary and e-portfolio entries during this project. Classmates should leave comments on everyone's blog.