Vaccine

Lesson Abstract

Students will gather information and data about vaccine information. They will use this information  to argue whether or not vaccinations should be mandatory, culminating in a summative assessment in the form of a debate and a reflection on the information gathered.

Lesson Themes & Essential Questions

Themes:

  • Vaccination
  • Herd Immunity
  • Civil Liberties
  • Collective Good

Essential Question:

Should The government mandate childhood vaccinations? Justify your answer using factual data.

Supporting Questions:

  1. Do vaccines improve the overall public health?
  2. What are the risks associated with vaccines and do those risks outweigh the benefits?
  3. If vaccines are not required, will the public health be endangered?
  4. What is more important individual rights or the collective good?
  5. Do parents have the right to refuse vaccination for their children?
  6. Would you vaccinate your child?


Standards Addressed

STEM Inquiry Standards

  • Mathematical Practice #3 - Construct viable arguments and critique the reasoning of others.
  • Science Processing Skills #1 -12:4.3 Evaluate the relevance, reliability and adequacy of data and data collection methods.
  • Statistics: Inferences and Conclusions #3 -Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
  • HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Common Core Anchor Standards

CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Learning Objective

Students will develop and defend  their views by using evidence based scientific research and data. They will synthesize the  research and data they collect to defend their positions in a debate.

Text Set

Anchor Text:

NOVA: Vaccines -  Calling the Shots

URL of Anchor Text:

Nova: Calling the Shots

Supporting Texts: 

 STEM Subject  Title of Supporting Text                   URL of Supporting Texts
Science/Biology/Medicine/Social ScienceVocabulary organizerBackground Essay for Calling the Shotshttp://nhptv.pbslearningmedia.org/resource/nvvs-sci-immunity/immunity-vaccines/
Under Support Materials
Biology/Social Science/Medicine“Should any vaccines be required for Children”http://vaccines.procon.org/
Science/Biology/Social Science/Math/MedicineTragic Choices: Autism, Measles, and the MMR Vaccinehttp://www.oercommons.org/courses/tragic-choices-autism-measles-and-the-mmr-vaccine/viewhttp://www.oercommons.org/courses/tragic-choices-autism-measles-and-the-mmr-vaccine/view
Social Science/Biology/Math/Medicine“What is Herd Immunity”“Protecting the Herd”Epidemics: Mathematical Modelhttp://www.pbs.org/wgbh/nova/body/herd-immunity.html  (under support Materials)
http://pulse.pharmacy.arizona.edu/10th_grade/disease_epidemics/science/protecting_herd.html
http://motivate.maths.org/content/DiseaseDynamics/Activities/26CardEpidemic
Science Social/Science/Biology“Background Essay on autism”http://nhptv.pbslearningmedia.org/resource/nvvs-sci-autism/autism-vaccines/
Under support materials
Science/Chemistry/BiologyVaccine Ingredientshttp://www.ovg.ox.ac.uk/vaccine-ingredients
http://www.compoundchem.com/2015/02/10/vaccines/
http://www.cdc.gov/vaccines/vac-gen/additives.htm
Science/Chemistry /Biology/MedicineMaking a vaccinehttp://www.pbs.org/wgbh/nova/body/making-vaccines.html


Build & Organize the Text Set


 Text Sequence for Lesson/Unit      Learning Objectives
Lesson 1
Pre learning activity (Graphic Organizer)

Have students work on graphic organizer:
Vocabulary Graphic Organizer

Read PBS Learning Media Background Essay for Nova video: Calling The Shots/Immunity & Vaccines
Gain basic understanding of  vocabulary and issues before watching the anchor video”Calling the Shots.”Provide more background for to students before watching the anchor video.
Lesson 2
Watch Calling the Shots (0-21 minutes)
Students will have an overall understanding of how vaccines work. Students will also look at the societal impact.
Answer  Discussion questions from PBS Learning Media support materials for video "Calling the shots/Immunity & Vaccines"

  • How do you think vaccines have improved public health?
  • What is the relationship between vaccination rates and disease rates?
  • Describe methods that were used to protect against smallpox in the past.
  • How did vaccination become a widespread practice?
  • Describe some concerns that people raised about the smallpox vaccine. Do you think people have similar concerns about vaccines now? Explain.
Assess how well students understand how vaccines work and the impact of vaccines
Lesson 3
Read  “ What is Herd Immunity”


Watch  Video: Calling the Shots (21- 33) minutes Segment on herd immunity
Give students an overview before having students watchthe next video segment on Herd ImmunityThe video will explain Herd Immunity
Answer discussion questions from PBS Learning Media support materials for video "Calling the shots/Herd Immunity"
  • How does herd immunity protect unvaccinated people?
  • What factors determine whether someone will catch a virus?
  • Explain how a decreased rate of vaccination compromises herd immunity?
Assess student’s understanding of herd immunity
Lesson 4.
Activity: Protecting the Herd Activity:
http://pulse.pharmacy.arizona.edu/10th_grade/disease_epidemics/science/protecting_herd.html

http://motivate.maths.org/content/DiseaseDynamics/Activities/26CardEpidemic
Give students a more in depth look at how herd immunity works.
Game.Activity: Illsville: Fighting the Disease
http://www.historyofvaccines.org/content/illsville-fight-disease
 Give students an activity to reinforce herd immunity
Lesson 5
Read PBS Background Essay on autism

Watch Video “ Calling the Shots,” segment on vaccines and autism. (33 to 39 Minutes)

Answer  Discussion questions from PBS Learning Media support materials  for video  Calling the shots/Autism

  • Why do some people suspect a possible connection between vaccinations and autism?
  • Explain the research replication process that occurred after Andrew Wakefield’s study was published.
  • Describe what is known about the genetic components of autism. Why do you think that?
  • some people still believe in a link between autism and vaccines despite scientific studies that show no such connection exists?                                                                
Students will read background information  on autism before watching video segmentAfter watching video segment, assess student’s understanding of  the relationship between autism and vaccines. Students will also be assessed why the the Wakefield study is not considered good science.
Lesson 6
Tragic Choices: Autism, Measles, and the MMR Vaccine
http://www.oercommons.org/courses/tragic-choices-autism-measles-and-the-mmr-vaccine/viewhttp://www.oercommons.org/courses/tragic-choices-autism-measles-and-the-mmr-vaccine/view
Students will read case study  and further  analyze  how “bad science” and bad research”  impacts society. The students will analyze adapted data in Table 2 of the Wakefield Study.After answering questions that accompany the case study there will be a class discussion. The exercise will provide another method for student’s to look at a poorly designed scientific study.
Lesson 7
Vaccine Ingredients
http://www.ovg.ox.ac.uk/vaccine-ingredients
http://www.compoundchem.com/2015/02/10/vaccines/
http://www.cdc.gov/vaccines/vac-gen/additives.htm
Vaccine ingredients will be studied and discussed including answering the question whether there are harmful ingredients.
Activity: Making a vaccine
http://www.pbs.org/wgbh/nova/body/making-vaccines.html

Activity: Predicting the Flu and Making a vaccine
http://www.oercommons.org/courses/predict-the-flu-interactive-game/view
Students will use an interactive activity to create a vaccine and reinforce how vaccines work.The game will further reinforce how vaccines work along with how organizations develop vaccines for various flu strains
Lesson 8
http://vaccines.procon.org/
Prepare for a debate by using the resources we have already consulted and review information in a pro and con format.


Student Tasks

Discussion questions from PBS Learning Media support materials  for video  Calling the shots (0 - 21 minutes)

How do you think vaccines have improved public health?

  • What is the relationship between vaccination rates and disease rates?
  • Describe methods that were used to protect against smallpox in the past.
  • How did vaccination become a widespread practice?
  • Describe some concerns that people raised about the smallpox vaccine. Do you think people have similar concerns about vaccines now? Explain.

How do you think vaccines have improved public health?

  • What is the relationship between vaccination rates and disease rates?
  • Describe methods that were used to protect against smallpox in the past.
  • How did vaccination become a widespread practice?
  • Describe some concerns that people raised about the smallpox vaccine. Do you think people have similar concerns about vaccines now? Explain.

  Discussion questions from PBS Learning Media support materials  for video  Calling the shots(21-33 minutes)

  • How does herd immunity protect unvaccinated people?
  • What factors determine whether someone will catch a virus?
  • Explain how a decreased rate of vaccination compromises herd immunity?

Discussion questions from PBS Learning Media support materials for video: Calling the Shots (33 -39 minutes)

  • Why do some people suspect a possible connection between vaccinations and autism?
  • Explain the research replication process that occurred after Andrew Wakefield’s study was published.
  • Describe what is known about the genetic components of autism. Why do you think that?
  • Some people still believe in a link between autism and vaccines despite scientific studies that show no such connection exists?        

Useful Website

Develop Your Culminating Learning Experience[a]

Develop your summative tasks with your team, and answer: How will the culminating tasks provide for summative assessment of the standards targeted and the skills and knowledge developed during the lesson? Enter your summative assessment(s) below.

Should The government mandate childhood vaccinations? Justify your answer using factual data.

Use the questions below to help formulate your argument:

  • Do vaccines improve the overall public health?
  • What are the risks associated with vaccines and do those risks outweigh the benefits?                 
  •  If vaccines are not required, will the public health be endangered?
  • What is more important individual rights or the collective good?   
  •  Do parents have the right to refuse vaccination for their children?                                   
  •  Would you vaccinate your child?



Debate Rubric.jpg

Related Resources

Graphic Organizer Assessment Rubric

ASCD Common Core: Assessment Shifts

Selecting Texts for Teaching and Assessing


Pre-Requisite Learning

Understand what a vaccine is and why people get vaccinated. Use graphic organizer and background essay.

Organized Instructional Activities

Pre-assessment

  • Students will complete vocabulary graphic organizer. They can work in groups of two or three students. ( 20 Minutes)
  • Go over and discuss vocabulary terms with students. ( 30 minutes)
  • Read first background essay:Calling the Shots/Immunity and Vaccines (20 minutes)
  • Watch Nova video: Calling the Shots (21 minutes)
  • Formative assessment questions (30 minutes)
  • Read background  essay: Calling the Shots/Herd Immunity (20 minutes)
  • Watch Nova video: Calling the Shots (12 minutes)
  • Formative assessment questions ( 20 minutes)
  • Read background essay: Calling the Shots/Autism and Vaccines
  • Watch Nova video: Calling the Shots (7 Minutes)
  • Formative assessment questions (20 minutes)
  • Read case study Tragic Choices: Autism, Measles, and the MMR Vaccines and answer the accompanying questions. ( 40 minutes)
  • Discuss the case study. (20 minutes)
  • Interactive activity for making a vaccine (40 minutes)
  • Game to predict the flu (30 minutes)
  • Look at Pro/Con website and prepare for debate (90 Minutes)

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