Vaccine Dilemma

This template provides an approach for creating a STEM investigation that includes text-based inquiry to build student STEM literacy skills. It is populated with examples and resources to support your authoring. The template was created to support library media specialists and STEM teacher cohorts in year two of the School Librarians Advancing STEM Learning project, led by the Institute for the Study of Knowledge Management (ISKME) in partnership with Granite State University, New Hampshire, and funded by the Institute for Museum and Library Services (IMLS).

This template will be remixed by participants in the IMLS School Librarians Advancing STEM Learning project to build their own text-based STEM inquiry units. Other educators are invited to use this template. When remixing this template, be sure to remove all example language and add your own language in each section.

Part I:Title:  Vaccine Dilemma

Part II: Background on LMS and Science Teacher Relationship:

This lesson was created by Library Media Specialist, Madeleine Wright; and Chemistry Teacher,  Molly Horn. Madeleine strengths are locating and evaluating informational resources and information literacy instruction .Madeleine worked closely with Molly to ensure that the resources were pertinent to the overall project. Molly’s strengths incorporate how science works and making connections between scientific concepts and real life experiences. Molly holds her certification in Chemistry and has been a Teacher Leader at the high school for multiple years. Molly was able to utilize Madeleine’s resources and expertise to produce a project that allows students to apply  scientific information to their lives.    

Part III: Unit Description

This unit includes 6 lessons that culminate in students using scientific inquiry to create a group presentation discussing childhood vaccination.   Using inquiry-focused reading, a video, and activities, students will learn how to formulate a conclusion based on scientific evidence. Students  will research and choose additional texts to support their conclusions.  When choosing  additional sources, students are required to consider the questions: Is the information I am using good science? Is it a reliable source? The unit includes discussing the Wakefield Study as an example of poor scientific research and how poor research can  spread inaccurate information.  Students will need to include quoted information to support their conclusions and a MLA Works cited page

Students will watch a  documentary, NOVA: Vaccines-Calling the Shots. Before viewing each section , students will  read a supplementary essay. Students will answer and discuss the questions that accompany  each video segment and essay. Using their discussions and answers, each group will devise their own set of two questions for each segment.  They will answer and defend their conclusions using fact based research.

Part IV: Standards Addressed

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

CCSS Science Literacy Standards

CCSS.ELA-LITERACY. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible

CCSS.ELA-LITERACY.RST.11-12.

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCSS.ELA-LITERACY.RST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Part V: Unit Essential Question

If the government did not mandate vaccines, would you  vaccinate your child? Why or Why not?

Use scientific facts to justify your  answer.

Part VI: Goals for Using Inquiry

Students will demonstrate their ability to analyze and synthesize informational materials by using inquiry to develop their own questions regarding the risks and benefits of vaccinating their child.. The students will answer their questions in an online or print presentation.  The library media specialist and the science teacher collaborated to select the anchor text and supporting materials.  The science teacher will focus on the scientific aspects and the library media specialist will focus on research, literacy,  and citation format.  Both will offer support and guidance.

Part VII: Summative Assessment Description and Rubric

Discuss what you have learned and come up with 3 questions pertaining to: If the government did not mandate vaccines, would you  vaccinate your child? Why” or Why not?

Questions should be well thought out and show understanding of the material covered:

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

Final Assessment:

Design and create a visual representation of your answer to “Would you vaccinate your child?” citing justification and illustrating points. Your three questions listed above should be answered in your visual. Visual may be in the form of a presentation board, an annotated slideshow or an infographic. Finished projects will be ‘presented’ on Tuesday, November 22 in the library.

Rubric for Vaccine Debate Presentation

Part VIII: Prior Knowledge Needed

How to locate and evaluate credible sources

 notetaking  and annotation skills

 Collaboration skills

  MLA citation format

  Analytical Skills

Knowledge of basic chemical principles and formulas

(This description should describe both science content and literacy skills that are addressed.)

Part IX: Student Learning Objectives

(The breakdown of the unit into discrete units of both science content and literacy skills.)

1. Students will understand how vaccines work to protect against disease

2. Students will understand how vaccines are developed

3. Students will learn the mathematics behind herd immunity

4. Student will learn  the chemistry behind vaccines

5. Students will learn how bad scientific research can have severe adverse social implications by studying the “Wakefield Study.”

6. Students will learn the importance of  evaluating and  selecting valid resources for their own research

7. Students will synthesize and organize their information.

8. Student will learn the ethics and importance of citing research material

9. Students will learn to correctly cite their resouces by using NoodleTools to create a MLA “Works Cited Page.”

Part X: Text Set Description

(Used by the teacher and media specialist as they analyze the purpose and goal of each text they provide to the students.)

Part XI: Suggested Lesson Breakdown/Pacing

Formative Assessment for Group Questions

Part XII: Student Work

Final Projects

Final Project

Final Project

Final Project

Part XIII: Teacher and LMS Reflection on the Implementation of the Lesson