Vaccine Lesson Plan

Name: Alan Samuels

Date Grade Level Content Class Length SOL(s) for specific lesson 7th 12th Biology, Life Science, Health 90 min BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which m) current applications of biological concepts are used. BIO.4 The student will investigate and understand life functions of rchaea, Bacteria and !u"arya. #ey concepts include d) human health issues, human anatomy, and body systems$ e) how viruses compare with organisms$ and f) evidence supporting the germ theory of infectious disease. Recently, fear over side effects from vaccinations have taken center stage in the general population, which leaves more people vulnerable to the spread of preventable disease. Understanding factors that contribute to vaccines, benefits and costs, and actively engaging in the controversy discussion helps build informed citizens and develop a proper understanding of the nature of science. SWBAT identify different perspectives on vaccinating children SWBAT develop an understanding of how disease is transmitted in populations with and without vaccine immunity SWBAT examine different views on the risks and benefits of vaccines SWBAT consider the balance between individual choice and public good involved in the question of vaccination SWBAT identify credible resources and determine websites backed by appropriate research and recognized authors within the field Pre-Assessment (if applicable): Think-Pair Share

Purpose/Essential Understanding(s) (So what, Who cares?)

Learning Objective(s) - Should relate to SOL(s)

Assessment(s) --Tied to Purpose, Learning Objective(s), & SOL(s)

Formative Assessment(s): Student discussion Answers and written down information in relation to source lookup

Elements Connect to Prior Learning:

Introduction of Lesson Think-Pair-Share: s" students what they thin" vaccines are and how they might wor". If they are not sure, e%plain that vaccines act with 1

Resources/Materials

Time 10 min

Vaccine Lesson Plan the body&s immune system to protect against disease. 'oint out that when the body is e%posed to an infectious disease, it creates antibodies that can neutrali(e or destroy that particular disease. vaccine is a wea"ened form of the disease that enables people to become immune to the disease without getting sic" from it. !%plain that the class will watch a segment of )*O+T,I+!-s The Vaccine War, which introduces two perspectives on whether children should be vaccinated. s" students what they thin" the two perspectives might be. Instruction/Core Tasks .how /hapter One of The Vaccine War0 1 Trip to shland, Oregon.1 s they watch, have students use a T2chart labeled 1)avors 3accines1 and 1Opposes 3accines1 to 4ot down words or phrases used in the video by people from the two viewpoints. s" students0 15hat perspectives on vaccinating children are presented in the chapter6 5hy do some parents choose not to vaccinate their children6 5hat might be some of the conse7uences of that decision61 Pass out materials for Infectivitis Simulation. Follow directions for Infectivitis Simulation on teacher notes. Ensure students are close enough to tag one another without moving out of their seats.

Hook/Anticipatory Set/ (Engage):

Elements Core Task

Resources/Materials

Time

Assessment (if appropriate)

Online Video clip 15 min Chapter 1 The Vaccine War A Visit to Ashland, Oregon PBS.

Transition Core Task

Infectivitis Simulation Teacher Notes. Handout 1: Outbreak

25 min

Assessment (if appropriate)

Small folded pieces There are 2 rounds: 1 without vaccination of paper or index and 1 with vaccination. Use the cards, one for each discussion questions to help students student, half with V understand and discuss implications of written on them and using or not using vaccines. You can half with S form a discourse circle for the discussion questions provided in the teacher notes.

Vaccine Lesson Plan Transition Students will now research possible sources of information in relation to vaccinations. Have students take out laptops or access the internet on computers. Ask students to think about where they go for health information and who they trust to give them medical advice. Have students spend time on the internet looking through different websites that provide information on the vaccine controversy. Have students write down at least 5 sources providing the following: Source Title Who is providing this information on the website? What are the experts qualifications? What references do the websites cite? How does the source derive its information (For example, is it from a comprehensive study or from personal anecdotes?) What is the motive for the website or purpose? Have students share their sources to the class. Discuss the nature of science by explaining how the process of science requires a lot of evidence, multiple studies, social collaboration and scientific community support for findings and conclusions. Also point out that correlation does not mean causation and discuss possible ways scientists can try to show causation such as studies that look at vaccinated and unvaccinated populations as well as differences in history. Students can complete the survey on the frontline vaccines website on attitudes toward vaccinations. Students can compare their answers to national survey answers. Have students manipulate the disease map made by the council on foreign

Core Task Assessment (if appropriate)

Computers for at least student pairs, ideally individual students. Controversial Resources List Vaccine Source Research Activity Handout

35 min

Closure (Procedural and Content);

http://www.pbs.org/w 5 min gbh/pages/frontline/v accines/etc/questions. html

Lesson Extender (whole class &

http://www.cfr.org/int 10-50 eractives/GH_Vaccin min

Vaccine Lesson Plan individual) relations. Have students see number of (e.g., an additional activity outbreaks changing over recent years. that will enhance the learning of this concept) You can show more of The Vaccine War to students or select parts of the video that would be particularly helpful to show different viewpoints. Highlighting certain portions of interviews with individuals on the documentary and discussing their views can also be an opportunity to discuss how peoples view of science or understanding of science may influence their decisions and thinking. Differentiation: Video, survey, internet research, internet Process, Product, survey, physical activity, discourse Content circle, think-pair share Accommodations and/or No safety considerations in class. A Modifications physical handout survey can be given to students in addition with statistics on national results. References 1. Lesson Adapted from The Vaccine War. PBS Frontline. http://www.pbs.org/wgbh/pages/frontline/teach/vaccine/ e_Map/index.html#m ap

The Vaccine War Video