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-Biology STSE Case Study Assignment- David Balogh, Jennifer Chang, Satie Phagoo, Cecilia Poblete

The Flu Vaccine Grade 10 Academic, Strand:Biology : Tissues, Organs, and Systems of Living Things Overall Expectations : B1 . evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

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-Biology STSE Case Study Assignment- David Balogh, Jennifer Chang, Satie Phagoo, Cecilia Poblete

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  1. The Flu Vaccine Grade 10 Academic, Strand:Biology: Tissues, Organs, and Systems of Living Things Overall Expectations: B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications; Specific Expectations: B1.3. describe public health strategies related to systems biology and assess their impact on society B2.7. use a research process to investigate a disease or abnormality related to tissues, organs and systems of humans or plants B3.5. explain the interactions of different systems within an organism -Biology STSE Case Study Assignment- David Balogh, Jennifer Chang, Satie Phagoo, Cecilia Poblete

  2. Day 1: Agenda Day #1: History of how Pandemics spread Pandemic Influenza: (1918-2009) Toronto Pandemic (2003) - SARS Day #2: Introduction to Vaccines Day #3: Division of Stakeholders, Concept Map Day #4: Debate Activity

  3. Day 1: History of Pandemics Video: TED Education: History of How Pandemics spread www.youtube.com/watch?v=UG8YbNbdac

  4. Day 1: History of Pandemic Influenza Activity: MIlling to Music • Each student will share with other students paragraphs from the two documents referenced below . http://www.health.alberta.ca/health-info/pandemic-influenza-history.html http://www.toronto.ca/health/professionals/communicable_diseases/pdf/fs_sars.pdf

  5. Day 1: The FLU and SARS Activity: Share Circle - Discussion • What do you know about the Flu? • What have you heard and your past experiences? • What have you heard about SARS?. (note: The grade 10 students would have been only 6 years old when SARS occurred in Toronto in 2003, but because they are familiar with the city, it should be more relatable)

  6. Day 1: History of a Pandemic Activity: Interactive Smart Board

  7. Day 1: History of a Pandemic Activity: Interactive Smart Board

  8. Day 2 : Introduction to Vaccines Hook activity (10 mins) Writing down examples of pandemics occurred in Toronto on a sticky note, and compile the list on the board and take up. http://www.roadtoepic.com/wp-content/uploads/2012/02/stickynote-by-J_O_I_D.jpg

  9. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  10. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  11. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  12. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  13. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  14. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  15. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  16. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  17. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  18. Day 2 : Introduction to Vaccines SMART board lesson (30 mins.) *reference:http://exchange.smarttech.com/details.html?id=6c59b4dd-9922-4d80-8a95-88a43ff5ed1a

  19. Day 2 : Introduction to Vaccines Glitter Activity (10 mins.) *reference:http://www.atozkidsstuff.com/health.html • Put glitters on one student’s hand and let all students shake hands for the next 5 minutes. • Let about 5 students wash their hands in between. • Observe how the glitter spreads and how those students who washed their hands have less glitter. • Relate to the spread of the flu virus picture: http://favim.com/orig/201105/16/alegria-glitter-hand-pixie-dust-sunset-Favim.com-46123.jpg

  20. Day 2 : Introduction to Vaccines Consolidation (10 mins) - community circle : name one thing learned about flu picture: https://app.azdes.gov/nmanagerpro/assets/iStock_000003774391XSmall.jpg

  21. Day 3 : Consequence Map Students will be split into four groups and assume the role of one of the following stakeholders: • the public • medical professionals • pharmaceutical companies • the WHO or other health watchdogs Students will be instructed to create a consequence map on their respective stakeholders http://aggiefamilypack.ucdavis.edu/0907/disc_0907.html

  22. Day 3: Consequence Map

  23. Day 4: Debate Based on their consequence maps, students will participate in a formal debate on behalf of their respective stakeholders • students will be instructed to choose a side based on their evidence • two stakeholders must be in support of the flu shot, two must be against • students will be evaluated on their arguments, and a winner will be decided by the arbitrator (teacher) http://school.phillipmartin.info/school_debate.htm

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