How can we explain the differences in threats and protections between communities?

High School | Daily Do

How can we explain the differences in threats and protections between communities?

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Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates that students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.

Lesson Snapshot

This is Lesson 6 of the Using Data to Understand and Improve Health Outcomes Unit.

High school students, as scientists, obtain and evaluate information and analyze, identify patterns in data, and consider cause and effect to answer the following driving question: How can we explain the differences in threats and protections between communities? Students begin by investigating how and why the differences in access to resources between communities emerged. Next, students identify factors that contribute to vaccine hesitancy and explore historical and present-day examples of misinformation that have contributed to vaccine hesitancy. They practice evaluating information for reliability and create a working list as a tool to help them evaluate sources for reliability. Finally, details about information and misinformation are added to the model. Students leave the lesson prepared to use the model to design a plan to address a respiratory disease in a community of their choice.

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Materials

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Teacher Materials