Zika 5

Visiting Lecturer at USP, Senior Consultant at ASE-UK and Research Fellow at the Open University
Apr. 26, 2016
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
Zika 5
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Zika 5

Editor's Notes

  1. Ask the class for a show of hands: who would say yes, no or not sure? At the end they will vote again, to see if the process of becoming more informed has changed their minds.
  2. The learning objectives for this lesson.
  3. Ask students how the structure of a virus is different to a living cell, how is it similar?
  4. Arrange students into 8 groups and give each group one sentence taken from SS1. Ask groups to read out their sentence if they think it correctly describes what is happening in each image. (Some groups will have sentences which contain incorrect science so are not used). Ask the rest of the class if they agree that this is correct. The correct answers are: 1C, 2H, 3D, 4E, 5I
  5. Ask students to write down which three sources from the slide that they think would be the most useful. After competing the task on SS2-3, discuss what the students found out: Is testing the vaccine the best outcome for you? For others? Does anyone have an outcome where testing the vaccine has more risks for them but more benefits for others - would they still test it? Why? Which sources were more reliable? Why? Did the three sources you choose end up being the best choices? Why/why not? Why is the risk of catching Zika from the vaccine 0? (This relates back to the science)
  6. Students work alone. They write down their decision and explain how they made it. They should mention how they weighed up the benefits and risks. To vote online, click the black box or go to http://www.engagingscience.eu/en/2016/03/04/zika-new/ The key to the percentages in the voting is: : 80-100% = 24-30 students in a class of 30, 60-79% = 18-23 students, 40-60% = 12-17 students, 20-39% = 6-11 students, 0-19% = 0-5 students
  7. Students walk round the class, read the sources (SS3) and fill in the sheet to show how big each risk/benefit is. Please note: for older students you may wish to remove the risks and benefits from the table and ask them to add them in themselves. The students decide on how big each risk is and then add up the numbers in each column. You may wish to model how to do this.
  8. Display the sources at different places around the room.
  9. Display the sources at different places around the room.