1. The history of vaccinations. (1 block / 90 minutes)
Students will answer the following “do now” question: What are vaccinations and how do they keep you healthy?
Learning objectives
Students will be able to (SWBAT) create storyboards about the history of vaccinations. This activity will introduce them to the timeline as well as the inventions of Edward Jenner and Louis Pasteur.
Materials and teacher-developed resources
Paper, color pencils, storyboard templates, Chromebooks/cell phones
Learning activities
For the first 10 minutes of class, the students will do warm-up activity. Then they will turn and talk to the student next to them and explain their answer. Students will then watch a video about vaccinations. During the last half of the block, they will work in groups of 3 or 4 and create storyboards. The teacher will circulate throughout the room, checking their progress as well as asking them questions about vaccinations, their history, and contributions of Jenner and Pasteur.
2. Understand the Role of the Immune System (1 block)
Students will answer the following “do now” question: Define the following in your own words: antigen, antibody, immunity, antibiotic.
Learning objectives
SWBAT understand the importance of the Immune System, their role in fighting pathogens and keeping you healthy.
Materials and teacher-developed resources
Computer, LCD projector, paper, colored pencils.
Learning activities
Students will watch the Crash Course Biology videos about the Immune System. They jot down important information and ask relevant clarifying questions. They will then draw the process of phagocytosis, B cells, T cells, and antibody-antigen interactions.
3. The Design Thinking Process (1 block)
Students will work on the following “do now” question: What is empathy? Think about a time when you showed empathy to someone else. Share it with the person next to you.
Learning objectives
SWBAT understand the major components of the Design-Thinking Process (empathy, design, ideate, prototype, and test). They will be given opportunities to apply this process to solve problems.
Materials and teacher-developed resources
Paper, pencil, Chromebooks/cellphone, partner, colored pencils.
Learning activities
Talk to the person next to you and find out if they have a school-related problem that they would like to talk about. For example, time management, juggling academics with after-school activities, and completing homework on time and so forth. Students will write down the problem that their peers mentioned about, try to come up with procedures/solutions that might be able to address their classmates problem. They will then share their solutions to their peers. This activity will introduce “empathy” to the students.
4. Create a model of the “child-friendly and needle-free” Vaccine Administration System (2 blocks)
Students will work on the following “do now” question: Write down the different types of vaccine administration systems that you are familiar with. Turn and talk and share your information with the person next to you.
Learning objectives
SWBAT apply the Design Thinking Process (empathy, design, ideate, prototype, and test), and create a model of a “child-friendly and needle-free” vaccine administration system for children.
Materials and teacher-developed resources
Paper, pencil, Chromebooks/cellphone, colored pencils, colored paper, pipe cleaners, aluminum foil, tape, play dough or clay.
Learning activities
Students will work on this activity for two blocks.Day 1, they will create sketches/diagrams of the “child-friendly and needle-free” vaccine administration system. They should be able to incorporate empathy, design, and ideate (who they are going to help and why. How will their invention attend to or help solve the problem in question)Day 2, they will create models/sketches of the “child-friendly and needle-free” vaccine administration system. They will create prototypes of their design and test them.
5. Culminating Activity: Invention Convention Expo (2 blocks)Learning objectives
SWBAT participate in the Invention Convention as well as role-play as future parents.
Materials and teacher-developed resources
Rubrics for judging the projects and provide feedback
Learning activities
Day 1: The class will be divided into two groups (group 1 and 2). Students from group 1 set up their booth and display their “child-friendly and needle-free” vaccine administration system and provide detailed sketches and explanations about their invention. Students from group 2 will role-play as future parents and visit the booth and investigate various needle-free systems displayed. They will also have a chance to critique the inventions and provide constructive feedback.Day 2: The Invention Convention Expo continues. Students from group 2 set up their booth and display their “child-friendly and needle-free” vaccine administration system and provide detailed sketches and explanations about their invention. Students from group 1 will role-play as future parents and visit the booth and investigate various needle-free systems displayed. They will also have a chance to critique the inventions and provide constructive feedback.Day 2: The Invention Convention Expo continues. Students from group 2 set up their booth and display their “child-friendly and needle-free” vaccine administration system and provide detailed sketches and explanations about their invention. Students from group 1 will role-play as future parents and visit the booth and investigate various needle-free systems displayed. They will also have a chance to critique the inventions and provide constructive feedback.
