Author: William Reed, High School STEM Teacher at Gwendolyn Brooks College Prep, Chicago, IL
Grade Level: Secondary
Lesson Overview
In this lesson, students will generate and prioritize questions about the novel COVID-19 and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source for answering their prioritized questions.
Note to teachers: Because of documented cases of unfounded and harmful racially-driven responses to the outbreak as well as disproportionate (based on the available evidence) fear of the virus by individual students in the United States, students will also discuss appropriate and inappropriate responses to the outbreak. Finally, because developments in the novel coronavirus story are currently in rapid flux, you may also choose to engage students in obtaining and evaluating more recent reliable sources.
Teaching Guidance
This lesson consists of three segments: connecting prior knowledge to the novel coronavirus global outbreak (lesson parts 1-2), making sense of the novel coronavirus (lesson parts 3-4), and examining people’s negative bias toward Chinese citizens at home and abroad (lesson part 5). Lesson part 6 offers students an opportunity for reflection on the lesson as a whole.
Part 1: Lesson Launch – Videoclip (32 minutes)
Begin by showing a recent video from a newscast about the coronavirus. Ask students to capture a few noticings from the video clip in their notes or on the student handout. (4 minutes)
Ask students to individually write about three things- their current understandings, their feelings, and their questions about the coronavirus. (5 minutes)
Have students briefly discuss their responses in small groups and then lead a whole-class discussion, recording at the front of the room the classes’ understandings, feelings, and questions in separate categories. Gather as many student questions as possible (you could use a one-question-per-sticky-note method) while supporting students in drawing connections between their questions. (10 minutes)
Continuing the whole class discussion, ask students to consider how we might prioritize their questions for investigation. Which questions seem bigger or more important to address first? Students are likely to prioritize questions regarding action- what we can do to respond to the outbreak (and how worried we should be) in an evidence-based way. Though other questions may be prioritized as well, try to build a class consensus that these response-related questions make sense to investigate first. (5 minutes)
Ask students to consider in small groups how we might investigate our questions regarding the novel coronavirus, and particularly our questions about appropriate evidence-based responses. Have a few groups share their ideas with the whole class. Expected investigative ideas include research using reliable sources of information. (5 minutes)
Next, to continue to build student buy-in, ask the whole class if investigating the coronavirus more in science class will be helpful. After listening to student responses, consider saying, “there is a lot of information and in some cases misinformation out there about the coronavirus. Our classroom is a safe space where we can together evaluate that information and make sense of it so that we have a better understanding of what, according to scientists, we should know now. Also, by generating questions we have and considering ways to investigate those questions, we’re applying our practice as scientists to this problem and meeting the goals of our science class”. (3 minutes)
Note: At this point and throughout the lesson, stay attuned to students who may be uncomfortable or scared. Gather assessment evidence on this issue throughout the lesson and if necessary connect students to additional support (such as their own family and school counselors).
Part 2: Students Connect Science Ideas to the Novel Coronavirus (3-50 minutes)
Ask students if they suspect any connections between the coronavirus outbreak and science ideas that they have figured out in this science class or in previous science classes. Student responses will vary depending on the class context. Possible connections include disciplinary core ideas (especially in the life sciences and engineering design) and crosscutting concepts (for example cause and effect: mechanism and explanation; stability and change; and structure and function). See the table above for more information. (3-50 minutes)
Part 3: Shared Reading (19 minutes)
Ask students to individually consider what might be some reliable sources to gather more information about the novel coronavirus. Have students share their ideas, which might include medical professionals, government, newspapers, and/or health organizations like the CDC and the WTO. (3 minutes)
Tell students that you found an article from a major national newspaper (USA Today, February 1, 2020: “Coronavirus is scary, but the flu is deadlier, more widespread”) that refers to members of the science community and that you think will be of interest to our questions about the level of concern we should currently have. Ask students to individually read and annotate the article. As they read, students should complete a table that has them record connections to questions or ideas already raised in class, new ideas, and new questions (10 minutes)
Have students briefly discuss their connections, new ideas, and questions in small groups. (3 minutes)
Listen for student takeaways such as that they are much more likely at this stage to contract the flu virus than the novel coronavirus, and that there are a surprisingly high number of flu-caused deaths in the US every year.
Ask the whole class to reflect on what questions posed earlier were answered by this reading and what questions remain or new questions the class has. (3 minutes)
Listen to student responses that seek more information about the novel coronavirus or about influenza.
Part 4: Jigsaw Texts (60 minutes)
Tell the whole class that in order to answer as many of their questions about the coronavirus (and now flu) as possible, students will participate in a jigsaw reading, where they will read one article in their small group, summarize the main ideas (and generate a list of connections, new ideas, and questions), and then share those ideas with a group of students who have read other texts. (2 minutes)
Note that any of these articles could be exchanged with other articles from health agencies or news organizations or even informational videos such as this one from the WHO or this one from the CBC. You may also consider previewing each article and assigning the articles to students based on their typical reading-for-comprehension speed and the length of the article. Finally, you may not need to use all 7 articles.
As students complete the reading individually, direct them to both annotate and complete the relevant section of the student handout. (13 minutes)
Have students who read the same article briefly share their findings with one another in a small group and discuss the article. This will help students with preparing to briefly summarize their article in the mixed group (4 minutes)
Regroup students so that one representative from each article is in each group. Ask students to briefly summarize the purpose of their article in their new groups. Each summary should be brief- less than one minute. When sharing the summaries, students should make connections to what they have heard elsewhere, including in the other students’ summaries. Talk through anything that is unclear or seems inconsistent from one article to the next. Students should take notes during this sharing, listening, and discussion process. (14 minutes)
Ask students to answer the following questions, either individually or in small groups. Were there any noticeable patterns or repetitions in the articles you and your classmates summarized? Why might this be? What questions that we posed earlier did these articles help us to answer? (5 minutes)
Discuss with the whole class what their main takeaways from the jigsaw reading were. Then, ask students what questions they feel like we’ve answered and what questions we’re still wondering about (or what new questions we have). (10 minutes)
Listen for student responses that remark on the shared advice across organizations for prevention, the similarities of prevention measures between coronavirus and the flu, or the fact that the virus is not spreading widely in the United States. Where appropriate, clarify students’ thinking through follow up questions and other talk moves and facilitate students in clarifying each other’s thinking. Note that teachers may need to clarify transmission prevention practices important for personal and public health, but that teachers should first give students an opportunity to describe these to one another in the group discussion.
Coach students in articulating questions that they have answered as a result of the readings, which may include questions around the appropriate response to the virus or the severity of the virus. Anticipate additional student questions around details of transmission, the origins of the virus, methods scientists use to study the viruses, personal health risk factors or other related topics.
End this part by leading a class discussion about other ways besides obtaining and evaluating information that we could go about investigating the novel coronavirus. Display models and images of coronaviruses and ask students how using these models might be helpful for deepening our understanding and explanations. Students are likely to discuss the possibility of doing laboratory investigations with viruses in the school. Ask students to reflect on why this is impractical, but suggest that we could act as citizen scientists using publically available scientific data like the 2019 nCov DNA genome or the WHO nCov case data portal. Subsequent lessons could include students’ use of mathematics to analyze the spread of the virus or the student’s analysis of gene data using resources such as BLAST. Students could also develop general models for vaccination and explore what research into vaccine development entails. (10 minutes)
Part 5: Shared Video (15-30 minutes)
Play the video from Al Jazeera English (beginning at 1:03) to the whole class. Ask students to individually jot down notes from the video in their notebooks or on the student handout. (5 minutes)
Ask students to individually answer the following questions on their student handout. Have you ever felt unfairly targeted because of a group that you belong to? If so, how did it make you feel? If not, how do you imagine that would feel? Based on what you know about the novel coronavirus from this lesson, explain why prejudice against people with Chinese or Asian ancestry who live in countries outside of China has no scientific basis. (5 minutes)
Lead a whole-class discussion (or, if you prefer, first have students discuss their answers in small groups). Ask students why the reporting from France is concerning. Ask students to explain why the fear of people based on their race or ethnicity with respect to the coronavirus is contrary to what we know about the coronavirus. (5 minutes)
Part 6: Wrapup and Reflection (20 minutes)
In their small groups (or as a whole class) ask students to discuss the following prompts and capture the group’s thinking in their notes or on the student handout. What are some markers of reliable information when it comes to major events like the coronavirus? What makes this information reliable? What are some strategies we used to help make sense of the information available? What other tools (other than gathering and evaluating information ) might we use to further investigate our questions about the novel coronavirus? (20 minutes)
Author: William Reed, High School STEM Teacher at Gwendolyn Brooks College Prep, Chicago, IL
Grade Level: Secondary
Lesson Overview
In this lesson, students will generate and prioritize questions about the novel COVID-19 and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source for answering their prioritized questions.
In September of 2019, Education Commission of the States (ECS) brought together a group of experts in early childhood and/or STEM education to discuss policies and actions a state might implement to support STEM programming for preschool through third grade. The ensuing report from this meeting, Enhancing STEM in P-3 Education, focuses primarily on state and regional policy, but there are implications for STEM leadership more broadly, particularly at the school district level.
Societal trends and research-based understanding suggest a need for this report. Young children particularly benefit from an integrated approach to learning that centers on curiosity and play, which better aligns with their developmental needs. Whether it is a focus on play or academics, learning in pre-K programs often does not align well to K-3 programs due to communication challenges. Further, educators’ plates and program time burst at the seams. Where is there time for STEM? This report notes integration of disciplines around future-ready skills as the goal, rather than adding yet another thing. With stagnant achievement results across multiple measures, it is debatable whether current practices of putting more and more time into a couple of isolated academic areas makes sense.
Notably, research questions remain in the field of STEM education. This report draws on key research across child development and STEM, but as noted in the 2014 NRC report, STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research, further research needs to be done.
The findings of the report fall into four main categories: equity, equality, and access; state and regional coordination; educator preparation and professional learning; and, curriculum, instruction, and assessment.
Clearly, not all students have equitable access to STEM programming in their early years. In some cases anything science- and STEM-related take a back seat to canned literacy and mathematics learning. Because early experiences help build identity and self-efficacy in STEM areas, unequal early access results in unequal later outcomes. When states or other groups offer STEM grants, they should consider support for early childhood programs and include equity in the criteria and action plan to incentivize this focus.
Leading effective STEM education efforts requires a coherent vision and definition of this work. A statewide definition for early STEM education supports a clear vision and strategic plan. Coordination between specific state and regional leadership bodies can make for a unified, consistent, and thus more effective effort.
Educator preparation programs, particularly for early childhood and preschool educators, do not typically include any learning around integrated STEM. Further, these programs do not always support career progressions for these educators; stackable credentials that allow for flexible career growth over time could increase the local talent pool. In an era of generic initiatives and packaged curricular products focusing on solitary subjects, professional learning for practicing educators also needs to emphasize support for integration.
Examples support this complex work. State-developed tools could provide local entities with detailed case studies of program development pathways, including bumps and successes. Local connections are also critical within STEM assessments and projects, where student and community relevance also enhances equity and cultural sustaining practice.
Suggestions from this report have district and school implications and include focusing on:
Coherence, namely in language and with a PK-12 STEM strategic plan;
STEM for all students, not only within pull-out programs, electives, or only after school
Professional learning for transdisciplinary approaches from PK-12, emphasizing the authentic and local;
Developmentally appropriate P-3 engagement, such as play, wonder, and exploration-based learning across disciplines; and,
Stackable credentialing that allows for “grow-your-own” professional educators within a district.
Kevin Anderson is the science education consultant for the Wisconsin Department of Public Instruction. Follow him on Twitter at @wisDPIscience. #stemforall
In September of 2019, Education Commission of the States (ECS) brought together a group of experts in early childhood and/or STEM education to discuss policies and actions a state might implement to support STEM programming for preschool through third grade.
I love science fair but is it still practical?
Rosa, TX
Science fair provides our students the opportunity to apply scientific processes to problems or questions that interest them. Students performing science is the greatest achievement for teachers of science education. With that understanding, science fairs are practical and relevant. The basis of science, in my opinion, is a way of thinking in which scientists seek answers to questions by taking inventory of the world that we live in and defining issues that concern our human existence. The methodical approach is to first define that issue or problem. Second, we conduct background reach to gain more knowledge of the issue. Based upon the background information, we can suggest a possible solution, or hypothesis, to be tested. The results of those tests can lead us to determine if the hypothesis was confirmed, refuted, or additional testing is needed. We can also discuss how to improve the testing process to increase the experiment’s validity. If students do not have opportunities like science fairs to use scientific practices, then we are not preparing a generation of science-conscious thinkers and problem-solvers. Just like students cannot grow dendrites by completing worksheets, you cannot help them develop into scientists if they sit at a desk all day following cookie-cutter activities with preset questions that fail to stimulate their creativity or inspire thoughts to make the world a better place.
Having access to adequate lab facilities is essential for middle level students. Just as essential is for teachers to have a budget that covers the cost of purchasing and maintaining lab equipment and supplies. Writing grants and seeking donations are some ways resourceful teachers cover these costs. For more ideas, see the articles in this issue of Science Scope that focus on creating budget-conscious labs.
Having access to adequate lab facilities is essential for middle level students. Just as essential is for teachers to have a budget that covers the cost of purchasing and maintaining lab equipment and supplies. Writing grants and seeking donations are some ways resourceful teachers cover these costs. For more ideas, see the articles in this issue of Science Scope that focus on creating budget-conscious labs.
Having access to adequate lab facilities is essential for middle level students. Just as essential is for teachers to have a budget that covers the cost of purchasing and maintaining lab equipment and supplies. Writing grants and seeking donations are some ways resourceful teachers cover these costs. For more ideas, see the articles in this issue of Science Scope that focus on creating budget-conscious labs.
The word assessment conjures up many questions for science teachers. Is it a necessary evil? When is it helpful and beneficial? What is lost during the mandatory weeks of proctoring standardized exams to our overtested, stressed, and, sometimes, apathetic students?
The word assessment conjures up many questions for science teachers. Is it a necessary evil? When is it helpful and beneficial? What is lost during the mandatory weeks of proctoring standardized exams to our overtested, stressed, and, sometimes, apathetic students?
The word assessment conjures up many questions for science teachers. Is it a necessary evil? When is it helpful and beneficial? What is lost during the mandatory weeks of proctoring standardized exams to our overtested, stressed, and, sometimes, apathetic students?
I use social media but I am not sure of the best way to incorporate it into teaching. Do the rules for student confidentiality vary from school to school, and is it best to create a page focused entirely for teaching and teaching resources only? —H., North Carolina
Only use social media with your students if you have a plan to use it educationally. Websites are great places to host discussions, share research, upload presentations, post deadlines, and store worksheets or homework.
I categorically oppose using private or personal email addresses, Twitter feeds, websites, or Facebook pages to communicate with students or families. Set up specific accounts strictly for professional use and ensure your administration knows. As much as possible, enable password access to your social media and limit who has access. Inform administration and parents of what and how you are using social media. However, even allowing parents access to your site may be problematic.
Confidentiality policies may vary slightly between school districts but, in general, we all need to follow federal and state statues on privacy. In short, people outside your classroom should not be able to identify your students in pictures or words and should not have access to communicate with individual students. Most districts will have media release forms for families to grant or deny the school permission to post photos, work or names of their children. Your administrators will be well versed in the school district’s policies regarding what and how you can use it with your students.
I use social media but I am not sure of the best way to incorporate it into teaching. Do the rules for student confidentiality vary from school to school, and is it best to create a page focused entirely for teaching and teaching resources only? —H., North Carolina
Join
Kevin Anderson is the science education consultant for the Wisconsin Department of Public Instruction. Follow him on Twitter at 
I love science fair but is it still practical?
I use social media but I am not sure of the best way to incorporate it into teaching. Do the rules for student confidentiality vary from school to school, and is it best to create a page focused entirely for teaching and teaching resources only?
Join us on Tuesday, March 3, 2020, starting at 8:30 pm ET to learn how you can use trade books to teach science.